This study used a quasi-experimental design to examine the effectiveness of applying the scaffolding strategy with the use of GWE to develop the students' descriptive reading skills and critical thinking. The subsequent focus of this study was the correlation of their descriptive reading skills and critical thinking. The subject of this study was the tenth-grade senior high students of an integrated public school in Tana Tidung who were taken randomly to be the experimental and control class. The research instruments used in the study were the pre and post-tests of descriptive reading skills as well as pre- and post-critical thinking questionnaire across four dimensions: (a) critical thinking, multiple viewpoints; (b) analysing information; ( c) using data to develop critical insight; and ( d) using data to develop advanced clarification. The validity and reliability test of both instruments were established in advance. The observed difference resulted in t-test showed that the significance value (2-tailed) was Jess than 0.05, indicating different mean score of the experimental and control classes. The experimental class's descriptive reading skills results were of a greater level than those of the control group, as evidenced by the significant difference that was validated when it was less than 0.05. It was determined that the implementation of the scaffolding strategy with the use of GWE had a significant influence to develop descriptive reading skills. Additionally, the post-critical thinking questionnaire's four dimensions also yielded the significant value (2-tailed) of less than 0.05 for both the e}S.perimental and control groups. It was clearly evidenced that the implementation of the scaffolding strategy with the use of GWE had a significant effect to develop critical thinking. Likewise, the experimental class's correlational analysis results of the Pearson Product Moment resulted from the post-test of descriptive reading skills and post-critical thinking across four dimensions had significance value (2-tailed) ofless than .050, indicating stronger relationship. Here, the post-test of descriptive reading skills and post­critical thinking across four dimensions respectively had r-scores of 0.979 and 0.884 for very strong relationship; 0.609 and 0.466 for strong and enough relationship. It proved that there was a positive change of the students' increasing descriptive reading skills followed by their increasing critical thinking as well or vice versa. Yet, the control class' correlational analysis results of the Pearson Product Moment resulted from the post-test of descriptive reading skills and post­critical thinking across four dimensions had the significance value (2-tailed) of more than .050, indicating weak relationship. The post-test of descriptive reading skills and post-critical thinking had all negative r-scores of -0.051; -0.211; -0.015; and -0.002. These indicated the students' increasing descriptive reading skills were not followed by their critical thinking or vice versa. Thus, the implementation of the scaffolding strategy had to be supported to develop in the teaching learning process and to research in a broader scope for continual development.