EFL Students' Perceptions of Certified English Teachers' Scaffolding in Islamic Senior High School

Abstract

Scaffolding is a form of learning support that plays a crucial role in helping students develop their understanding and independence in English as a Foreign Language (EFL) learning. However, research focusing on students’ perceptions of the scaffolding provided by certified English teachers in Islamic senior high schools remains limited. Therefore, this study aims to examine EFL students’ perceptions of the scaffolding provided by certified English teachers in an Islamic senior high school setting. This study employed a descriptive qualitative method. Five students were selected through purposive sampling. Data were collected through semi-structured interviews and Focus Group Discussions (FGD) and analyzed using thematic analysis. The findings revealed two main themes. First, students perceived that certified English teachers implemented various scaffolding strategies, including modelling, guiding questions, bridging, and interactive learning activities and media, which supported their understanding and encouraged active classroom participation. Second, students perceived that effective scaffolding depended on teachers’ ability to recognize students’ needs, provide balanced assistance, gradually reduce assistance to foster learner independence, and maintain appropriate guidance throughout the learning process. Students also believed that scaffolding enhanced their understanding, motivation, and independence in learning, although excessive or insufficient support could reduce its effectiveness. Thus, scaffolding is considered an important instructional approach because it not only helps students understand learning material but also promotes independent learning by providing assistance tailored to students’ needs and ability levels.