ABSTRACTThis research aims at investigating (1) teachers’ perception on scaffoldingused in teaching speaking; (2) Teacher’s way in implementing scaffolding inteaching speaking; (3) types of scaffolding used in teaching speaking, and(4)students’ responses on scaffolding used by the teacher in teaching speaking.This qualitative research was carried out from January to May 2015. Thereare one English teacher (LH) and fifteen students of class 1C (Sc) as participantsin this study.The data are obtained from the interview with LH and theobservation which answer the first, second and third research question. Next dataare obtained from the questionnaire that answers the fourth research question. Thequestionnaire itself consists of 20 items comprising 20 statements about LH’s wayin implementing scaffolding.The findings of the study reveal that LH’s perception on scaffolding isvery good because teacher LH, who uses scaffolding in this study, has goodcomprehension about scaffolding and she implements it in teaching speaking. Inaddition, teacher LH implements scaffolding started from pre-activity, whilstactivityand post-activity and the way teacher LH implements scaffolding createsthe students’ comfort in learning speaking. Teacher LH also has wider sight aboutdifferent kinds of scaffolding and she is very competent of selecting theappropriate one to be applied in teaching speaking. From the perspective of Sc’sresponses, it can be found that Sclike and agree with scaffolding used by teacherLH in teaching speaking.This research implies that teacher LH has good perception on scaffoldingbecause she definitely understands scaffolding and she is competent to apply it insuch a way in teaching speaking. Teacher LH is also competent to classify and usedifferent scaffolding for Sc. Meanwhile, Sc respond positively on scaffoldingimplemented by teacher LH.Keywords: scaffolding, teaching speaking, LH’s perception, Sc’s responses