In the classroom, teacher’s questions contribute an essential role in the students’ learning process. In this study, the researcher aimed to investigate the types of teacher’s questions conducted by the English teacher in the teaching and learning process and their roles towards students’ learning process. This research is a qualitative study. The data of this research were collected through classroom observations, interviews, and audio-visual material. The participant of this research were grade X students of three classes at one of Senior High School in Surakarta.
The research findings showed that: firstly, there were three types of teacher’s questions conducted by the English teacher in the classroom. The questions were procedural, convergent, and divergent questions. Secondly, every question has each role in students’ learning process. Procedural questions were essential to stimulate and maintain students’ interest and motivation, check students’ preparation, task, seatwork arrangement, and check students’ understanding. The convergent question, on the other hand, were beneficial to encourage students’ participation in a lesson, encourage students to think and focus on the content of the lesson and help the students to review and summarize the previous lesson. Lastly, divergent questions have a role in developing students’ participation in a lesson.
