ISSN: 2237-0722 Vol. 11 No. 4 (2021) Received: 12.07.2021 – Accepted: 12.08.2021 4573 Classroom Discourse as Institutional Interaction: From the Perspective of Conversation Analysis Hanifah Nur Zulkifly 1 ; Nizaita Omar 2* ; Zulkifly Muda 3 ; Nabilah Ismail@Abd.Latif 4 ; Farah Diana Mohmad Zali 5 ; Mohd. Firdaus Jusoh 6 1 M.A Student, School of Arts, Humanities and Education, American Public University. 2* Faculty of Islamic Contemporary Studies, Universiti Sultan Zainal Abidin, Terengganu, Malaysia. 2* nizaitaomar@unisza.edu.my 3 Former Mufti of Terengganu State, Malaysia. 4 Centre for Fundamental Studies, Universiti Sultan Zainal Abidin, Terengganu, Malaysia. 5 Centre for Fundamental Studies, Universiti Sultan Zainal Abidin, Terengganu, Malaysia. 6 Centre for Fundamental Studies, Universiti Sultan Zainal Abidin, Terengganu, Malaysia. Abstract In this study, classroom discourse is chosen as the subject to be analysed in terms of the basic structures of conversation analysis (CA) which are turn-taking organisation, sequence organisation, repair and action formation, as developed principally by Harvey Sacks, Emanuel Schegloff and Gail Jefferson. As a form of educational talk, classroom interaction should be scrutinised not only in a conversational perspective, but also from an institutional view. Many controversies and debates regarding this particular discourse are present from the conversation analytic point of view, indicating that it is indeed an important subject that need extended studies on. This study analyses learner-learner interaction in task-oriented, learner-centred classrooms, instead of traditional classroom interaction, from the conversation analytic perspective. It helps expanding the research on this subject to a new focus, which is modern classroom interaction. Key-words: Classroom Discourse, Interaction, Learner-Learner, Conversation, Task-Oriented. 1. Definition Classroom discourse describes what happens in classroom. It is a form of discourse that happens in classrooms that only specifically concentrates on verbal routines. It is an intricate sociocultural process that involves techniques of meaning construction in the development of students’ social identities (Smadi, 2017). In Conversation Analysis, the focus is on the procedural