摘要：This research aimed to find out the effect of Scaffolded Voluntary Reading (SVR)
as a special treatment to cope with reading crisis that cannot be solved simply by
reading comprehension courses in formal curriculum. Comprehension scaffolding
is normally implemented in class as a strategy but in this research, it is transformed
into Self-Checking Comprehension Scaffolding (SCCS) to accompany voluntary
reading and to scaffold students’ comprehension. This research applied quasiexperimental
with pre-test post-test control group design that involved 129
Indonesian private university students of English language education. They were
divided into two groups: 69 students in the experimental group and 60 students in
the control group. The students in the experimental group were treated with SVR
provided with SCCS and those in the control group were treated with voluntary
reading without SCCS. The data were analyzed using t-test and the result showed
that 1) the treatment significantly influenced students’ achievement in EFL reading
comprehension and 2) SVR promoted the students’ self-selected reading,
independent reading, and student-centered learning. The finding implies that the
students who did SVR with SCCS comprehended better than those without SCCS.
