This study aims to analyze the use of scaffolding strategy in teaching
reading comprehension among 8th grade students of MTs Ma'arif NU 2 Cilongok,
Banyumas and to explore students' responses to this strategy. The research
employs both qualitative and quantitative methods. The observation, interviews,
Documentation and questionnaires were used as data collection techniques. Then
data analysis used include data reduction, data display, conclusions/verification
and descriptive quantitative analysis. The result show that implementation of the
scaffolding strategy was done through various stages, including pre-reading
activities, during reading, and post-reading reflection. Teachers applied techniques
such as QAR (Questions Answer Relationships), previewing vocabulary, setting
reading goals, and encouraging students to think critically and connect the text to
their personal experiences. Mean while Students' perceptions indicated that the
implementation of this strategy made a significant difference in their reading
comprehension. The average positive response shows 85% that 8-1 students feel
significant benefits from this way of learning, which allows them to become more
confident and active in learning. The conclusion of this study highlights that
scaffolding strategies help students' reading comprehension better. The study
recommends that teachers continue to develop these strategies by considering the
individual needs of students as well as conduct further research in different
contexts to understand more about the application of scaffolding strategies in
English language education.