ETERNAL Volume 8 Number 2 (2022) P-ISSN 2477-4766; E-ISSN 2580-5347 https://doi.org/10.24252/Eternal.V82.2022.A2 217 FROM INITIATION TO FEEDBACK: UNRRAVELLING TEACHER-STUDENT INTERACTION IN ENGLISH LANGUAGE ACTIVITIES Alfan Hariri 1 , Rizka Safriyani 2 , Zulidyana D. Rusnalasari 3 1 STKIP Al-Hikmah 23 UIN Sunan Ampel Surabaya ABSTRACT In teaching, teacher do not only think about the pedagogic goals, material, and activity used. At the same time, the teacher should also think about how effective the interaction used linked to the pedagogic goals. In short, the success of the teaching learning process relies on how the teacher’s interaction in leading the students to achieve the pedagogic goals. From those phenomena, this thesis analyzes the suitability of teacher’s interaction with the pedagogic goals in teaching English lesson in SMPN 13 Surabaya by using SETT. The research object is an English teacher of SMPN 13 Surabaya who teach in two different classes; A and G 7 th grade. This study practices qualitative method specifically case study which uses SETT frame work as a means of analysis. In addition, the researchers used voice recording and interview as a technique to get the data. As a result, the teacher’s interaction is in the form of IRF pattern that mostly uses close question as initiation. In addition, the teacher’s interactional features that often occur is teacher echo, display question and confirmation request. Furthermore, the teacher’s interaction coincides with the SETT framework to lead student in gaining the pedagogic goals. Though, there are some part of interaction that can be improve for better student involvement such as extended wait time, teacher echo and way of scaffolding. Key Words: Teacher’s interaction, SETT( Self-evaluation Teacher Talk ), Interactional feature A. INTRODUCTION he curriculum and the approach used are probably the external problem of the teachers in deciding the quality of the teaching learning process and the creativeness of the teacher in arranging activities in the class. At the same time, there is the most fundamental ability that should the teachers have, that is the ability to manage the interaction. Walsh (2011) states that dealing with mastering material and approach, a teacher should also underline how teacher used an interaction to meet the demand of the curriculum. Consequently, teacher needs to pay attention to the interaction used in leading the students to reach the goal to make sure that the interaction engages students in learning (Rezaee & Farahian, 2012). Specifically, the teacher can not only think about how good the pedagogic goals and how the material and activity will be appropriate with the pedagogic goals are. At the same time, the teacher should also think about what talk will be used, what initiation might be questioned to the students, and how effective the interaction linked to the pedagogic goals (Inceçay, 2010); which became the most vital part to lead students to the T