An Analysis of Teachers’ Questioning Strategies During the Classroom Interaction in SMPN 26 Padang

This study aims to analyse questioning strategies by English teachers during classroom interactions at SMPN 26 Padang. This research employs a qualitative descriptive design, with data collected through classroom observation and recorded by using audio and video recording. The findings indicate that English teachers applied prompting, probing and repeating strategies during classroom interactions. Redirecting strategies were not found in the observed data. In response to the second research questions, the findings reveal that prompting strategies are the most frequently used, accounting for 49% of the total questions, followed by probing at 38.5% and repeating at 12.5%. Furthermore, analysis based on Bloom’s Taxonomy reveals that 76.92% of the questions are categorized under lower-order thinking skills, particularly remembering (31%) and understanding (42.5%), while only 12.5% of the questions address higher-order thinking skills such as analyzing, evaluating, and creating. These findings suggest that although the teachers’ questioning strategies support student participation, they are mostly limited to encouraging factual recall and basic comprehension rather than fostering critical thinking.