<![CDATA[This study aims to explore the scaffolding strategies employed by an English teacher in teaching essay writing and to examine how students respond to these strategies in an EFL context. The research was conducted at MA Unggulan Al Kautsar Mojokerto with Class X students as participants. Using a descriptive qualitative approach, data were collected through classroom observations, semi-structured interviews, and analysis of students’ writing products. The findings reveal that the teacher employed various scaffolding techniques, including modeling, guided brainstorming, prompting, questioning, and real-time feedback across the pre-writing, while-writing, and post-writing stages. These strategies helped students better understand essay structures, develop their ideas, and improve their writing organization and coherence. Moreover, students responded positively, reporting increased motivation, reduced anxiety, and improved confidence in writing. The study supports Vygotsky’s sociocultural theory, particularly the Zone of Proximal Development (ZPD), as the scaffolding facilitated learners’ progression toward independent writing. It is concluded that teacher scaffolding is an effective pedagogical strategy that enhances both cognitive and affective aspects of essay writing in EFL classrooms.]]>
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