Classroom question is the main mode and vital part of classroom teaching, as well as an important means of communication between teachers and students. Classroom question generates interest and sustains thinking, feedbacks the knowledge of students timely, captures effective teaching information, regulates the teaching process, improves the teaching quality, all to benefit both teaching and learning. This test studies the classroom questioning of Chinese Comprehensive of three grades in University of Bunda Mulia of Indonesia. Three teachers’ classroom questioning and feedbacks are compared and analyzed to choose the more practical one in comparatively, aming to supply some kind of reference for improving teachers’ classroom questioning techniques
