The objectives of the research were to find out the strategies used by teachers in teaching speaking at SMAN 5 Kota Bengkulu and to describe how the teachers implement the strategies in the teaching process. This research was descriptive qualitative. The subjects were two English teachers who taught at tenth grade. The data were collected by using field notes and video documentation and were analyzed by using four procedures by Miles and Huberman namely data collection, data reduction, displaying data, and conclusion. The results showed that teacher 1 used seven strategies from twelve speaking strategies and teacher 2 used eight speaking strategies. The strategies used were Task Completion (50%), Opinion Sharing (83.3%), Information Transfer (16.6%), Reasoning Gap (33.3%), Questioning (100%), Brainstorming (33.3%), Scaffolding (100%), and Drilling (66.6%). Meanwhile, the other four speaking strategies were not used such as Information Gap, Jigsaw, Information Gathering, and Role Play. For the implementation, the teachers gave explanation and instruction to the students before applying the strategy. The teachers asked the students to work in pairs or groups which made them to communicate in English. In short, although the name of the strategy used by teachers was similar to each other, but the steps or ways carried out by them was different from one teaching to another. Furthermore, the teachers applied the strategies based on students’ condition, need, and material in order to help students become more active in the process of teaching and learning.

The objectives of this research were to investigate the levels and functions of questions asked by English teachers in English Online Classes at SMP Sint Carolus Bengkulu. A descriptive qualitative design was applied in this current research. Three English teachers in that school were chosen as the participants. Video recording, observation checklists, and interviews were employed as the instruments. The observations were done in 9 meetings. The result showed that there were 520 questions, with 363 content-related questions indeed. The result revealed two points: (1) English teachers asked363 content-related questions out of 520 questions and applied all levels of Bloom’s revised taxonomy. The levels from the highest to the lowest frequency were understanding, remembering, evaluating, applying, analyzing, and creating. (2) English teachers asked 520 questions during the online class and applied all functions of questions. The functions from the highest to the lowest frequency were class management, checking understanding, developing vocabularies, factual elicitation, building on thinking, practicing skill, developing reflection, cued elicitation, building on content, checking prior knowledge, and recapping. Based on the data, it can be concluded that all levels and all functions of questions were applied by the three English teachers at SMP Sint. Carolus Bengkulu, yet it is suggested to teachers to improve their questioning skills, so that they can facilitate students to create their critical and creative thinking.