Exploring Classroom Interaction To Promote Students’ Speaking At SMA Santa Maria, Yogyakarta In Learning English Subject

This study examines how classroom interactions contribute to the development of students' speaking ability in the context of English as a Foreign Language (EFL) at Santa Maria High School Yogyakarta, a homogeneous all-girls school.Recognizing the central role of interaction in language learning, this study examines teacherstudent and student-student interactions, and their impact in developing English speaking proficiency.A qualitative approach was used in this study, utilizing classroom observations and in-depth interviews with 3 students and a teacher to gain a comprehensive picture of the interaction dynamics in this context.The limitation occurred because the school only gave one class and one teacher as the subject of this study.The 3 female students who were taken as subjects were also representatives of the entire class for interviews.The findings show that positive classroom interactions led by the teacher are crucial for raising students' self-esteem and English proficiency.A supportive environment that promotes active involvement is created by teachers who actively engage their pupils by questioning, providing feedback, and facilitating collaborative activities.Additionally, interactions between students, particularly in group projects and conversations, offer beneficial chances for practice and learning together, which enhances speaking abilities even more.This study also emphasizes the special dynamics of a homogeneous classroom, where students with comparable traits can create a more relaxed but demanding learning atmosphere.By concentrating on classroom interactions in homogeneous environments, this research closes a gap in the reviewed literature already in existence.The results of this study showed that specific interaction tactics could enhance students' Englishspeaking abilities when used in an organized and encouraging setting.