Abstract: To maximize language learning, questions are used to provoke talks which are meant to stimulate learning both the content and the language. Teachers as initiators and sustainers of classroom talk must understand how they manage classroom in such ways that students have chances to speak. The study was aimed at discovering the kinds of questions that are difficult to respond and the strategies that the teacher uses in classroom talk practice. Observations were video-taped and interviews were conducted. The writer also distributed questionnaire to 66 students and a teacher participant. The study was qualitative descriptive in nature, in the form of case study design.