This study aims to identify the necessity of scaffolding, and its appropriateness in the process of learning based on Tennyson’s IDT (Instructional Design Theory). For this purpose an experimental research is done on students of two classes with the total number of fifty five, one with situational oriented scaffolding, and the other with no teacher’s reflection on its appropriateness. Fourteen students of each class (the experimental and the control groups) are randomly selected to be evaluated with the post reading oral activities given to the whole students after each reading task. The result shows significant difference between the scores of the two four groups. Students in experimental group revealed better communicative performances. The data are subjected to analysis based on two samples independent t-test in SPSS package. The results reveal significant high quantitative scores of the class with the appropriate scaffolding design; they correspond to the assumption that students are to be supported with appropriate scaffolding, if any needed.

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