Exploring Students’ Responses to English Teachers’ Scaffolding in Indonesian Secondary EFL Classrooms: A Case at one of Junior High Schools in Rokan Hilir Regency

This study aims to analyze students' responses to the forms of scaffolding provided by teachers in English learning at the junior high school level, especially at SMPN 2 Kubu. The focus of the study includes students' cognitive, affective, and conative responses to scaffolding strategies that emerge in the classroom, such as modeling, prompting, simplification, repetition, guided practice, and interactional scaffolding. It also examines the factors that influence these responses. This study uses a qualitative approach with data collection methods in the form of classroom observations and semi-structured interviews with two English teachers and six students. The results of the study showed that students showed varying responses to each form of scaffolding. Modeling emerged as the most dominant scaffolding strategy, facilitating student understanding (cognitive response), increasing selfconfidence and emotional comfort (affective response), and encouraging student initiative and independence (conative response). Furthermore, students' reasons for these responses varied, including internal motivation, communicative teacherstudent interactions, and classroom climate, which also influenced student responses to scaffolding. This study concludes that scaffolding is not simply a teaching strategy, but an interactive process that simultaneously engages students' cognitive, affective, and conative aspects.