Teacher questions are essential in facilitating English classroom interaction, as they help manage lessons, engage students, and improve language learning. This research was conducted to analyze the types of questions used by the English teacher and to investigate the reasons behind the use of those questions in the classroom interaction at the eleventh grade of OTKP class at SMK YPK Tenggarong in the academic year 2024/2025.

The problems of this study are: (1) What types of questions are used by the English teacher during classroom interaction? and (2) Why does the teacher use those types of questions in classroom interaction? the purposes of this study are: (1) To find out the types of questions used by the English teacher to interact with the students in the classroom and (2) To find out why does the teacher use those of questions in classroom interaction.

This research employed a descriptive qualitative method. Data were collected through classroom observations and interviews. The researcher observed three classroom meetings and recorded all the questions used by the English teacher. An interview was also conducted to gain deeper insight into the teacher’s perspective on his questioning techniques.
The findings revealed that the teacher used three types of questions: procedural, convergent, and divergent. From a total of 85 questions, 20 were procedural, 58 were convergent, and 7 were divergent. The most frequently used questions were convergent, which are intended to check student understanding with short and specific answers. Procedural questions were used for classroom management, and divergent questions were used occasionally to promote critical thinking and encourage students to express their opinions. The interview data showed that the teacher asked questions frequently and purposefully. He stated that his questions were prepared in advance and adapted to the students’ level and the lesson objectives. He also expressed that questioning is effective in increasing student participation and helping passive students become more engaged. Although the teacher’s classification of question types was not always aligned with theoretical definitions, his application reflected sound pedagogical reasoning. In conclusion, the teacher’s use of varied question types positively contributed to student participation, comprehension, and classroom dynamics. The findings highlight the importance of well-planned questioning strategies in English language teaching.