<![CDATA[This study aims to describe the implementation of the scaffolding technique and evaluate improvements in reading comprehension skills among fifth-grade students with reading difficulties at SD Tunas Bangsa Muara Anclong. The research focuses on enhancing reading comprehension by providing learning support tailored to students' needs—support that is gradually reduced until students can learn independently. The study employs the Classroom Action Research (CAR) method based on the Kemmis and McTaggart model and was conducted over two cycles. The subjects consisted of four fifth-grade students identified as having reading difficulties. Data were collected through tests, observations, and documentation, using instruments validated by expert judgment. Data were analyzed using both quantitative and qualitative descriptive techniques. The scaffolding technique was implemented across pre-reading, during-reading, and post-reading stages, adhering to the principles of the Zone of Proximal Development (ZPD). The results indicate that the scaffolding technique effectively improved the students' reading comprehension skills. The average reading comprehension score rose from 54.60 at the initial stage to 75.00 in Cycle I, and further increased to 81.25 in Cycle II. Beyond improved learning outcomes, students demonstrated progress in independence, identifying key information, drawing conclusions, and answering questions based on the reading material. These findings suggest that the scaffolding technique serves as an effective pedagogical intervention for Indonesian language instruction for students with reading difficulties in inclusive school settings.]]>
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