<![CDATA[This study aimed to analyze teacher conversations in the “Descriptive Text” learning video from MAS Ponpes Darul Qur'an using Sinclair and Coulthard's discourse model. With a qualitative descriptive design, data were collected through video observation and transcribed to identify exchanges, movements, and actions in classroom interactions. The results show that the Initiation–Response–Follow-up (IRF) structure dominates classroom discourse, with teachers taking most of the initiative through questions, explanations, and directions, while students generally provide brief and limited responses. Teacher follow-ups are mostly evaluative, using praise and confirmation, which helps maintain motivation but does not expand student cooperation. The discussion highlights that while this teacher-centered approach ensures clarity, structure, and regularity, it also limits opportunities for students to provide longer and more creative responses. The study concludes that teacher talk has a dual role: as a facilitator of learning and as an obstacle when it is too dominant. More varied strategies, such as open-ended questions and in-depth feedback, are recommended to create a more interactive and student-centered classroom environment.]]>
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