Interaction between teachers’ and students’ is very necessary during classroom interaction. It is important for teachers’ to choose the best way to improve students’ understanding. One of the best teacher strategies for creating balanced interactions in the classroom is the questioning strategy. The purposes of this study was to determine kinds of questioning strategies that used by the teachers during classroom interaction, to determine the functions of teachers questioning strategies during classroom interaction, and to determine the reasons why the teachers used questioning strategies during classroom interaction. The researcher used qualitative descriptive method. The subject of this study consisted of 2 English teachers’ who taught classes XI AGAMA 2 and XI MIPA 1. The instruments used in this research was an interview and observation checklist (non participant). By my theory of Ricahrd and Lockahrt (1994). The finding shows that: first, the researcher found 22 procedural questions with a percentage of 43%, 23 convergent questions with a percentage of 45%, and 6 divergent questions with a percentage of 11%. Second, the researcher found some functions of the teacher questioning strategies during the classroom interaction, such as to help students’ understand the material, build interaction between teacher and students’, encourage them to express their arguments, and develop thinking skills. At last, the researcher also found some reasons why the teachers’ use questioning strategies in English language teaching such as to check students’ comprehension, stimulate students’ thinking, encourage students’ to think and focus, and encourage students’ participation in learning.

Islamia , Ninda Shohwatul .   (2024). Analyzing Teachers’ Questioning Strategies During The Classroom Interaction At MA Ma’arif NU Blitar. IAIN Kediri