This study is focused on the online workshop interaction at Mulawarman University. The goals of this study are (a) To know the initiation acts used by the presenters on the online workshop on thesis writing for Graduate Students of English Department Mulawarman University, (b) to discover how the presenters practiced the initiation acts during their presentations and (c) to identify the response of participants toward the initiation acts practiced by the presenters during their presentation. Since, the initiation act patterns influenced the way the teacher delivers their acts and how the students respons the idea or opinion during the interaction.
This study used a qualitative design which characterized by case study is design of this study. The data was collected through observation. The participants of the research are four presenters sychnorous learning on Online Workshop on Thesis Writing For Graduate Students Of English Department Mulawarman University.
The analysis results showed that the initiation acts used,practiced by the presenters and participants response toward teacher initiation acts during online workshop.They fulfilled the subclasses categorized by Taxonomy of Discourse Acts by Tsui (1994). Based on the discussion, the researcher concludes that all the presenter used all initiation acts with certain subclasses were absence on their presentation, the presenters practiced initiation acts with different ways to deliver their topic to participants, and participants response focused to watch each presenter’s presentation during online learning and the participants allowed to share their opinion or question based on chance is given from presenters.The result also indicates the presenters limited to perform all subclasses of initiation acts and the participants response also with similar initiation acts because sychronous learning limited by time and access for presenters and participants applied more initiation acts on online workshop of thesis writing.