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In language learning, teachers surely have essential roles in facilitating and providing students with meaningful experiences and interactions through communication during teaching and learning process in EFL classrooms. To help students achieve their very best capability in language learning, teachers can use scaffolding talks with Zone of Proximal Development during all the classroom activities. This study is a mix-method study on teachers’ scaffolding talks in classroom interaction to find out the types of teachers’ scaffolding talks, the reason why they applied those types, and the students’ response toward their teachers’ scaffolding talks in EFL classrooms. This study has some subjects which are three English teachers at SMK Negeri 06 Konawe Selatan who teach the tenth grade up to the twelfth grade and 70 students who divided into three classes. The data of this research were collected from three ways: (1) observation of spoken interaction in classroom context between teachers and students that were recorded twice for each teacher, so there are six recordings of teachers’ talks, (2) the interview with these three teachers, and (3) the questionnaire from the students. The data were analyzed qualitatively and also quantitatively to find the types of scaffolding talks employed and the reason why they applied those types, and the students’ response toward their teachers’ scaffolding talks in EFL classrooms.