Scaffolding is a teaching concept that came from the zone of proximal development idea of L. Vygotsky. It is easy to understand the meaning of scaffolding, but how to build scaffoldings in classroom instruction? How to distinguish the "zone" of the students? According to these problems, this study was implemented the scaffolding in Language Art classroom. The research applied discourses analysis to show the process of scaffolding building. The findings of this study are: the teachers' involvement in scaffolding building would advance their asking skills and instruction strategies.
