<![CDATA[This study examines the patterns of interaction formed between PLP 2 (Field Teaching Strengthening Program 2) students and learners at Senior High School during the learning process. The research framework is grounded in a qualitative methodology with a case study design. Data collection was conducted through in-depth interviews, structured field observations, and document analysis over ten weeks of PLP 2 implementation at SMA Negeri 13 Bone, Soulth Sulawesi. Research participants included seven PLP 2 students, one cooperating teacher, one field supervisor lecturer, and twelve purposively selected students. Data analysis followed the Miles, Huberman, and Saldaña model through stages of condensation, presentation, and conclusion drawing. The findings revealed four dominant interaction patterns: (1) instructive interaction based on open-ended questions, (2) dialogic-reflective interaction in group discussions, (3) affective-supportive interaction forming a positive learning climate, and (4) constructive corrective interaction in providing feedback. The success of these interaction patterns was influenced by students' ability to read classroom situations, build emotional rapport, and manage micro-conflicts that occur naturally in the learning process. This study concludes that the quality of interaction between PLP 2 students and learners develops progressively as teaching experience grows and the intensity of mentoring from cooperating teachers increases.]]>
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