Copyright © the author(s) Jurnal Onoma: Pendidikan, Bahasa dan Sastra, Vol. 9, No. 1, 2023 https://e-journal.my.id/onoma 446 A Discourse Analysis Of Students-Teacher Pattern Interaction In Elt Classroom Wiwi Rhamadina 1 Alek 2 Nida Husna 3 Didin Nuruddin Hidayat 4 1234 UIN Syarif Hidayatullah Jakarta, Indonesia 1 wiwirhamadina21@mhs.uinjkt.ac.id 2 alek@uinjkt.ac.id 3 nida.husna@uinjkt.ac.id 4 didin.nuruddin@uinjkt.ac.id Abstract This study aims to find patterns of interaction between students and teachers in ELT classes. Participants involved in this study were 32 students and one English teacher. This research is qualitative research with a descriptive design. This relates to the use of language in a social context, namely interaction or dialogue between students and teachers. The current study uses 2 types of instruments: observation using the blueprint protocol and recording all English learning activities in the ninth grade of SMP N Toboali. Then, after making observations and obtaining all the required data, the authors conducted an analysis using FIAS (Flanders Interaction System Analysis), which consisted of 3 parts: the teacher's indirect influence, the teacher's direct influence, and students' speech responses. The teacher's indirect influence consists of 3 interactions: receiving feelings, praising encouragement, accepting or using student ideas, and asking questions. Then, the teacher's direct influence consists of lecturing or explaining, giving directions, and criticizing or justifying authority. The last is the student's response which consists of the student's speech response, student initiation, and silence. According to the research results, there are four types of classroom interaction research: content traffic, teacher control, teacher support, and student participation. The findings also show that the dominant pattern used in this study is student participation, with 54 or 45% of utterances. Hence, it can be concluded that the students of ninth-grade students at SMPN 3 Toboali were active during the teaching and learning process in class. Keywords: Discourse analysis, student-teacher pattern, ELT classroom Introduction Language is essential in communication(Raharja & Ghozali, 2020). It is also a communication method that individuals use to communicate their thoughts, activities, and beliefs. Humans must be able to interact socially with their immediate environment and the larger community to work in life. Because of this, communication is a crucial element of daily life for everyone and cannot be isolated from it. According to Basuki (2015), language serves to exchange information and improve social ties between people and the environment. It aligns with Saptani (2015) that human language is acquired and learned. Language is primarily a skill for spoken and written communication. They have spoken communication, such as active words produced directly by the mouth and usually used in conversations. Meanwhile, written communication means passive communication. For example, when we meet a friend on the street or in a supermarket, we will automatically greet that