The advancement of technology due to the Industrial Revolution 4.0 imposes students to prepare themselves with higher-order thinking skills for their professional life in the future. However, they are not familiar with learning activities involving reasonings. Therefore, teachers need to respond to the issue by embedding higherorder thinking skills in the learning activities using a deep questioning strategy. Deep questions enable students to consider a different perspective, evaluating

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... , and solving non-routine problems. This paper highlights how higher-order thinking skills learning is implemented in the English classroom using deep questions strategy to respond to the Industrial Revolution 4.0. This classroom action research reports on a teacher's experience in planning, implementing, observing and reflecting on the use of deep questioning as one of the ways to embed Higher-Order Thinking Skills in English learning activities. The results show that the deep questioning strategy combined with material selection, think-pair-share, and questions rephrasing strategies enables more students to actively participated in the class.