ABSTRACT Yanita, Fina. 2015.Questioning Interaction in the EFL Classroom (A Descriptive Study at MTSN Model Banda Aceh). Thesis, Graduated Program in English Language Education of Syiah Kuala University. Advisors: (1) Dr.Sofyan A. Gani, M.A. (2) Dr.YunisrinaQ.Yusuf, S.Pd.,M.Ling. Key words: Questioning, Interaction, English Classroom, Descriptive Study. This study was conducted to investigate the teacher’s questioning interaction in meaning negotiation in the English classroom at MTsN Model Banda Aceh. This is a qualitative study, in which all data are described in a systematic way based on the asserted research questions. Observation sheet (adapted from Arikan, 2004), a set of interview questions (adapted from Skilton& Meyer 1992 andBeutel, 2010), field notesand recording were used as the instrument of the study. The researcher then related, categorized and described her field findings in accordance with Long‘s theory on three main interaction devices, which are comprehension check, clarification check and confirmation check. The subject of this study was an English teacher at MTsN Model Banda Aceh who taught in VII-1. The findings showed that apart from Long’s interactional devices, an additional of three devices was also found in the data. This made a total of six types of interactional modification devicesfound, they are comprehension check, clarification check, confirmation check, pauses before keywords, code switching and self-repetitionthat were used by the teacher and those devices became good indicators of students’ involvement in classroom negotiation and learning. The findings revealed that comprehension check appeared to be the most dominant device applied by the teacher (30%), followed by code switching (18.6%),clarification checkand pauses before keywords with the same occurrence (14.3). However, confirmation check (12.8%) and self-repetition (10%) were as the least occurrences from the entire interactional events. The dominant use of comprehension check in the classroom reflected the typical interaction in the EFL context. This reflects the interactions on meaning negotiation between the teacher and the students in the classroom indicated that there was much more negotiation of meaning going on. However, it depictsthe result from the interview with the teacher further revealed that the teacher must ask questions to know the students understanding. Therefore this study concludes that the comprehension checks foremost used by the teacher in the classroomfor it indicated that comprehension questions were the most essential device in building an effective interaction in the classroom.