Wanastra : Jurnal Bahasa dan Sastra Volume 12 No. 2 September 2020 P-ISSN 2086-6151 E-ISSN 2579-3438 https://doi.org/10.31294/w.v12i1 http://ejournal.bsi.ac.id/ejurnal/index.php/wanastra/ 209 Communication Styles in EFL Classroom Interaction Jusriati 1 , Nasriandi 2 , Puspa Sari 3 1,2,3 Universitas Muhammadiyah Palopo 1 jusriati@umpalopo.ac.id , 2 nasriandi@umpalopo.ac.id , puspasari@umpalopo.ac.id Diterima 10-08-2020 Direvisi 26-08-2020 Disetujui 31-08-20 Abstract - This research identified types and the dominant communication styles used by a teacher in EFL classroom interaction based on theory of Mikoluk (2013) and Lanz (2015). Descriptive qualitative research method was applied to find out the phenomena of communication styles used by the teacher in EFL classroom interaction. The subject of this research is single participant, a teacher of SMA Negeri 3 Palopo. The participant was chosen by using purposive sampling technique. The researcher observed and interviewed the teacher to reveal the phenomena under investigation. Observation was conducted in six meetings from different context such as different class, time and learning topic. The researcher conducted observation by using audio recorder and field notes. Audio recorder was used to record teacher’s utterance in the teaching and learning process. Meanwhile field notes used by the researcher to obtain more accurate data. Interview was used to know the teacher’s dominant communication styles. The result of this research showed that there were three types of communication styles that used by the teacher in EFL classroom interaction namely aggressive style, assertive style, and passive style and the dominant one was aggressive style. Key Words : Communication Styles, EFL Classroom, Classroom Interaction Abstrak - Penelitian ini bertujuan untuk mengidentifikasi jenis-jenis gaya komunikasi serta menentukan gaya komunikasi yang paling sering digunakan oleh guru dalam pembelajaran Bahasa Inggris.adapun gaya komunikasi yang dimaksudkan dalam artikel ini yaitu merujuk pada teori Mikoluk (2013) dan Lanz (2015. Dalam penelitian ini digunakan metode deskriptif kualitatif dalam menemukan penomena-penomena yang berkaitan dengan gaya komunikasi guru dalam pembelajaran Bahasa Inggris. Penelitian ini menggunakan partisipan tunggal yaitu salah satu guru Bahasa Inggris di SMA Negeri 3 Palopo. partisipan tersebut dipilih dengan menggunakan teknik purposif. Dalam penelitian ini, peneliti melakukan observasi selama enam kali pertemuan di kelas yang berbeda dan dengan materi ajar yang berbeda. Setelah proses observasi peneliti kemudian melakukan interview terhadap partisipan tersebut. Dalam tahap observasi, peneliti menggunakan rekaman audio, dan catatan lapangan sebagai instrumen penelitian. Rekaman audio digunakan sebagai media untuk mereka seluruh ungkapa-ungkapan guru selama proses pembelajaran sementara catatan lapangan digunakan unuk memperoleh data tambahan yang lebih akurat. Selanjutnya interview digunakan untuk mengklarifikasi gaya komunikasi yang paling sering digunakan oleh partisipan tersebut. Hasil dari penelitian ini menunjukan bahwa ada tiga jenis gaya komunikasi yang digunakan oleh guru tersebut dalam proses pembelajarannya yaitu gaya agresif, gaya asertif, dan gaya pasif, dan yang paling sering digunakan adalah gaya agresif tersebut. Kata Kunci : Gaya Komunikasi, Kelas Pembelajar Bahasa Inggris sebagai Bahasa Asing, Interaksi dalam Kelas. INTRODUCTION Generally communication is related to human interaction, through communication we can share our feeling and thought from one to another. For the next insight about communication, Hybel and Weaver in (Luthra & Dahiya, 2015) stated that communication can be defined as a way to interact with others and it is used to share information and beliefs, exchange ideas and feelings, make plans and solve problems. Next related to communication in the classroom, it is a common place thing in education. Particularly for students in senior high school because, during teaching and learning process in the classroom is running, surely at this time the communication in the classroom occurs. But not all of the communication at the time is categorized as an effective communication. Nowadays there are several researcher are interest to conduct a research about communication in the classroom particularly for EFL classroom because they think that communication in the classroom is one of complicated phenomenon in education fields and it is as a central to classroom activities. As we know teacher has important roles in