Questioning is one of the stages of scientific approach in theimplementation of the 2013 curriculum. Asking questions is a vital part of studentlearning. Teachers ask students questions in order to get their minds working andthinking. Students ask questions in order to gain more knowledge or satiate theircuriosity. In case when student has trouble asking questions in the classroom, theymight miss an important step and become lost. Highlighting the important role ofquestioning, there is a situation in which the implementation of questioning doesnot meet the curriculum needs. On the other hand, the students have somedifficulties in asking question while the teacher cannot lead the learning processthrough the stages of scientific approach. Therefore this study is aimed to analysethe teacher’s strategies to encourage students to ask questions in order to fill thestages of 2013 curriculum.This qualitative case study produced descriptive data. The data werestrategies performed by the English teacher. In order to complete the source ofdata, supported documents and some informants were involved in this study.Dealing the aims of the study, purposive sampling was used to collect the sampleunder the consideration that the sampling was conducting several strategies toencourage students to ask question. Observation, documentation, and interviewwere conducted to collect the data. To enhance the trustworthiness of the dataanalysis, the triangulation technique was used. After being checked, the data wereanalyzed based on interactive model analysis proposed by Miles and Huberman(1994: 10).The results pointed out that there were four performed strategies in theclassroom; brainstorming, think-pair-share, using visual aid, and group work.However there were only two strategies proven succeed in enhancing the students’activeness during the learning process; using visual aid and group work.Regarding to the implementation of the strategies, they were in line with thetheory of teaching strategies. Furthermore, the analysis resulted that the teacher’sconstraint in implementing those strategies were internal and external factor of thestudents. In conclusion, the result of this study supported the role of the teacher inimplementing some strategies to encourage the students to actively ask questionsduring the learning process.Keywords: ask, case study, teacher’s strategies, question