The study aims to describe the types of illocutionary acts and illocutionary forces performed by English teacher and students and its implication in teaching learning process in the classroom. This research used qualitative research method and employed descriptive research design. The participants in this research are the English teacher and students of VIII A grade at MTs Darul Ulum in the academic year of 2022/2023. The researcher used observation and interview as data collection techniques. The result showed that there were four types of Illocutionary acts performed by English teacher and students in classroom interaction. They were representatives, directives, commissives and expressives. The most frequently used in illocutionary acts were directives (49,62%). While the last frequent illocutionary acts went to commissives (4,44%). The illocutionary forces performed by the teacher and students were varied. Questioning appeared to be the most dominant illocutionary forces 39 utterances (28,88%) whereas concluding, suggesting, reminding and inviting became the least produce forces (1 data). In this research, teacher’s question is mainly display question and close-ended question which can not make the students participate actively in classroom. More referential question and open question should be used in English teaching and learning process so that students can participate actively in clasroom. The classroom interaction of VIII A class at MTs Darul Ulum emphasizes on the teacher-centered learning. More directive the teacher express, more center learning by teacher.