Speaking skill plays a crucial role in student’s future professional career. Classroom discourse analysis in Language Teaching and Learning in Indonesia mostly examined English Teaching and Learning as second language acquisition. Thus, the present study aimed to describe the verbal interaction that goes on inside the speaking class of the Indonesian national language for a specific purpose. The study involved a lecturer and forty students of the Indonesian Language and Literature Education Program, in the University of Surakarta (pseudonym). The data were verbal utterances delivered by the lecturer and students in the speaking course. The gathered data were explored and analyzed by employing Flanders Interaction Analysis Category System. Findings revealed that there were ten categories of verbal interaction during the speaking class which was divided into three major stages. Lecturer’s talk contained accepting feelings, praising/encouraging, accepting/using ideas of students, asking questions, lecturing, giving directions, criticizing or justifying authority. Students’ talks included giving responses and initiating. Lastly, the tenth is the silence phase or confusion. On the whole, verbal interaction in classroom discourse of speaking course was dominantly undertaken by students’ talk, in the form of initiation (45%). Meanwhile, the lecturer positioned herself as a facilitator which was realized by a high percentage of ‘giving direction (14%)’ out of seven categories of teacher’ talk. The verbal interaction was conducted fruitfully in the speaking course. Aligning with Harmer (1998), postulated that the high frequency of students talking time rather than teacher's (or lecturer’s) talking time indicates successful teaching in language learning. It is recommended to the lecturer to encourage and give a chance for students to ask or state their ideas in the classroom.