This research discusses the provision of waiting time to answer questions given by inexperienced Arabic teachers and experienced Arabic teachers at the Madrasah Tsanawiyah level. Waiting time is classified into waiting time for questions that get an immediate response (waiting time I and waiting time II) and for questions that don't get an immediate response (waiting time I phase I-II and waiting time II). This research is a case study research with qualitative and quantitative approaches. The data was obtained from the results of class observations. The results showed that first, inexperienced teachers asked the types of questions to remember, understand, apply, and analyze. Experienced teachers ask the types of questions to remember, understand, apply, analyze, and evaluate. Second, the cognitive level of questions asked by inexperienced and experienced teachers only affects the length of waiting time for questions that get an immediate response. The cognitive level of the questions asked by the two teachers was not related to the length of waiting time I phase I-II and waiting time II for questions that did not immediately get a response. Third, the types of questions that facilitate student participation are the types of remembering, understanding, applying, and analyzing questions. Fourth, giving a waiting time of less than three seconds occupies the highest position, both for questions that get a direct response or an indirect response. Thus, it can be concluded that there is no difference in the use of question types and the provision of waiting time by inexperienced and experienced teachers.