<![CDATA[This study investigated the implementation of silent scaffolding through non-verbal cues in teaching speaking to seventh-grade students at MTsN 3 Sidoarjo. The study employed a qualitative descriptive case study design involving one English teacher and thirty-four seventh-grade students. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing and verification. The findings revealed that silent scaffolding was consistently implemented through four types of non-verbal cues: gestures, facial expressions, eye contact, and body movement with proximity. These non-verbal cues were integrated into various stages of speaking instruction to explain learning materials, provide classroom instructions, encourage students' participation, maintain classroom interaction, and support students during speaking activities. The findings indicate that silent scaffolding through non-verbal cues provides immediate instructional support without interrupting students' oral communication. This study contributes to the understanding of silent scaffolding as a practical instructional strategy that supports speaking instruction and promotes students' participation in Indonesian EFL classrooms.]]>
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