This thesis is entitled An Analysis of Classroom Interaction in Teaching-Learning Process of Speaking at Tenth Grade Student of SMK Al-Husain Keling I the Academic Year of 2017/2018. This study directs to find the teacher talk time and student talk time in teaching-learning process of speaking. The researcher used descriptive-quantitative method during the research since the aim of this study is to find out the classroom interaction in teaching learning process of speaking. Observation and interview used by the researcher to collect the data. The researcher used triangulation method that consists of reduction data, display data, and making conclusion to analyze the data. The researcher also used Flander’s Interaction Analysis Category System (FIACS) in analyzing the data. The result of this research determine that the percentage of teacher’s talk was higher that students’ talk. The teacher talk time has percentage 58% and student talk time has percentage 41%, silence or confusion has percentage 1%. It showed that the teacher’s talk was the most dominant classroom interaction during the observation. The category that have high frequent and percentage showed the correlation to the teacher indirect and direct talk time. The teacher spent talking time more to ask questions (category 4), lecturing (category 5), and giving directions (category 6) in teaching-learning process of speaking. Although the teacher’s talk have high frequent and percentage, the students’ talk also have high percentage. The students gave their response (category 8) and initiation (category 9) when the teacher ask them. From the result the researcher concluded that the interaction would be active in teaching-learning process of speaking when the teacher and the students complemented each other.