This is an experimental study which is aimed to see whether or not there was a significant difference in vocabulary achievement between the pupils who were taught by using scaffolding technique and those who were taught by using conventional technique. For this purpose, a non equivalent control group design was used. The population was the fifth grade pupils at SD Negeri 1 Sembawa Banyuasin III in the academic year of 2009/2010. The total number of population was 47 pupils. The sample involved in this study was all pupils in the population. The pupils were grouped into two: the experimental group and the control group. The experimental group consisted of 24 pupils participated in the 10-week intervention of scaffolding technique while the control group consisted of 23 pupils received typical classroom instruction without intervention of scaffolding technique. To collect the data, test and questionnaire were used. To assess pupil’s vocabulary knowledge, the writer proceeded the pre-test at the beginning of the research and followed the posttest at the end of the research. The vocabulary achievement was analyzed by examining vocabulary gains that participants made from the pre-test to the post-test. To find out whether there was a statistically significant difference on pupils’vocabulary learning achievement before and after the treatment, the t-analysis was used. The result of the study indicated that there was a significant difference between the pupils Who were taught by using scaffolding technique and those who were taught by using common technique. It was found that the t-obtained value was 4.515 at significant value of 0.05 for two tailed test and degree of freedom 45, t-table value was 1.6794. Since the value of t-obtained is higher than that of t￾table, the null hypothesis was rejected and the alternative hypothesis was accepted. Based on the result of the questionnaire, it was found that the total score of positive response was 225 of all 24 pupils. This means that 93. 75% pupils who participated in 10- week intervention of scaffolding technique had positive response to all of the statements in the questionnaire. In other words, the pupils agreed that the use of scaffolding technique in vocabulary learning had positive effects on their vocabulary learning.