Interactions between the teacher and students are necessary for classroom interaction. If the teacher and the students have equal chance to speak in the classroom, the interaction can be balanced. It is important for the teacher to choose the best way to enhance the students. One of the best ways teacher’s strategies to create a balanced interaction in the class is questioning strategies The aims of this research is to analyze the teacher’s questioning strategies in the classroom interaction of students The researcher used the descriptive qualitative method. The subject of the research consisted of the English teacher who teaches 11th or 5th grade and the students of 11th or 5th grade “G” and H high school at Pondok Pesantren Wali Songo Ngabar Ponorogo. The data collection technique used observation non participant checklist and interview. The finding shows that there are three types of teacher’s question used by the teacher during EFL classroom interaction, namely procedural questions, convergent questions, divergent questions. The researcher found 22 procedural questions, 32 convergent questions, and 12 divergent questions. The advantages of using this questioning strategies is the teacher get to know students better, as well as learn about their skills and level of comprehension, and increase the interaction between teacher to students or student to teacher. The disadvantages of using this questioning strategies are sometimes students do not understand a question that the teacher gave to students and students do not engage in much in-depth exploration.

Abdiyani , Inas Razan .   (2022). An Analysis of Teachers Questioning Strategies During EFL Classroom Interaction. IAIN Kediri