<![CDATA[English classroom interaction is often hindered by students' low confidence, limited vocabulary, and insufficient teacher-student connection. This study aimed to identify and analyze communication strategies employed by teachers and students to enhance English classroom interaction. A qualitative approach with a case study design was conducted in the eighth grade at MTs TI Bulaan Kamba, involving one English teacher and 12 students. Data were collected through semi-structured interviews. The findings revealed that the teacher employed avoidance, achievement or compensatory, and mother tongue-based strategies to overcome communication barriers and encourage student engagement. Students employed avoidance and achievement or compensatory strategies to maintain communication when facing vocabulary limitations. These findings indicate that effective communication strategies support improved English classroom interaction and promote students' active participation, suggesting that strategy-based instruction should be integrated into EFL classroom practice.]]>
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