Teachers' Questioning in Classroom Interaction

This research was concerned with the use of questioning strategies by teachers in classroom interactions. The source of the data in this study are 2 (two) English teacher class VII at SMP N 1 Kisaran. Data collection techniques were used
observation, recording and interview techniques. Data was analyzed by utilizing sources in the form of authentic facts that occurred during the research. The results found that: The types of questioning strategies used by English teachers at SMPN 1 Kisaran were redirection strategies, prompting strategies, probing strategies and wait-time. The questioning strategy used was not effective and consistent.
Diversion strategies were more often used classically. The prompting strategy was often used consistently by one teacher, while the second teacher only used it occasionally. The probing strategy was used consistently by the first teacher while the second teacher only used it occasionally, while the waiting time was not utilized optimally by the two teachers, so it is found that the used of questioning
strategy can increase ability and participation active and explore students' prior knowledge more deeply.