Classroom interaction is an essential aspect of the process of teaching-learning. The process of teaching and learning could not run well without any interaction between the teacher and the students. This study aims to investigate: (1) the percentage of teacher talk and student talk time; (2) the types of teacher talk and student talk; and (3) the patterns of interaction in the classroom.
    The samples of this study were tenth-grade students from three classes, and one English teacher in a Senior High School of Surakarta. The data were collected using observations, interviews, and audio-visual recordings. Then, the data were transcribed and analyzed using FLINT system and Ur’s pattern of interaction. The results of this study show that: (1) the percentage of teacher talk was higher than the percentage of student talk. It indicated that the teacher was dominant in the classroom interaction; (2) the teacher performed fifteen types from nineteen types of teacher talk in the classroom interaction. The students also used four types from five types of student in the classroom interaction; (3) the patterns of interaction in the classroom were closed-ended teacher questioning (Initiation-Respond-Feedback “IRF”), individual work, choral responses, students initiate-teacher answer, teacher talk, and open-ended teacher questioning. Considering the results of this study, the teacher needs to give more opportunities for the students to express their ideas in the classroom and provide more interactive and communicative activities to promote students’ participation and interaction. The teacher can also selectively use teaching methods that can make the students play a dominant role in the classroom interaction.

Keywords: Teacher talk, Student talk, Pattern of interaction, FLINT, Classroom interaction.