<![CDATA[This study aimed to investigate the scaffolding strategy in teaching writing recount text and describe the teacher’s challenges in implementing scaffolding strategy in teaching writing recount text and her efforts in dealing with the problems that occurred in teaching writing. This qualitative research investigated the English teacher and the students of 10th grade (X-AK 2) of a Vocational High School in Banyumas Regency, Indonesia. This research used triangulation of data to collect the data, namely observation, interviews, and documentation. The researchers used Miles & Huberman’s model to analyze the data collected. The outcomes of this research showed that the teacher used a scaffolding strategy to develop students' critical thinking and high-level thinking skills. The process consisted of four curriculum cycles, such as field development, modeling, joint construction, and independent writing. This research also found that the teacher encountered some challenges, such as various levels of students' academic achievements, the lack of interest among students in engaging classroom activities, students’ lack of vocabulary, and the difficulty of motivating them. However, the teacher tried to respond to the challenges by looking at students' ZPD on previous assessments, making icebreaking, encouraging students' engagement, and facilitating them to use the dictionary effectively.]]>
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