Rachel Febrisya MAKALALAG Pengarang Rostanti Toba, M.Pd. Dosen Pembimbing 2 Dr. Bahrani, M.Pd Dosen Pembimbing 1 Rostanti Toba, M.Pd. Penguji 2 Widya Noviana Noor, M.Pd Ketua Penguji Dr. Bahrani, M.Pd Penguji 1

Rachel Febrisya Makalalag. 2022. “The Teacher’s Questioning in EFL Classroom”. S1 Thesis, Study Program of English Education, Faculty of Teacher Training and Education, State Islamic University of Sultan Aji Muhammad Idris Samarinda. Advised by Dr. Bahrani, M.Pd as the first advisor and Rostanti Toba, M.Pd as the second advisor. Language become more important in classroom interaction so the students can explore about the language not just in the classroom, but they can have it in other way by any kind of media. Language can also be changed, by adding new words, for example, to describe new things. The objective of this research was to find out the types of teacher’s questioning of asking questions in teaching in English Foreign Language at SD Tunas Harapan Sanga- sanga. The research method used in this research is a qualitative approach. This research was conducted in grades IV, V and VI at SD Tunas Harapan which is located at Sanga-sanga. The subject of this research was a English teacher at SD Tunas Harapan Sanga-sanga. The researcher tried to describe the types of questions used by an English teacher during the teaching and learning process in the classroom and to find out the teacher's purpose in applying these types of questions posed by the teacher. To collect data, the researcher used triangulation technique which consists of observation, interview and documentation. Based on the results of the research, it was found that the teacher used four types of questions: factual, convergent, divergent, and combination. Factual and combination questions used by the teacher were far less than convergent and divergent. Furthermore, questions categorized as convergent and divergent are widely used to check students' understanding of the underlying material and to build student interactions in the classroom. On the other hand, even most of the students prefer convergent questions, it seems that they do not like the technique applied by the teacher. This can be seen from their responses when the teacher asks questions during the teaching and learning process.