The Effect of the Jigsaw Technique on Students’ Narrative Text Writing Skills in the VII Grade at Muhammadiyah 2 Kisaran Private Islamic Senior High School in the 2025/2026 Academic Year

Tiara Atika, Harry Sambayu


Abstract


Developing students’ narrative writing skills remains a significant challenge in English language education, particularly in fostering effective idea organization and written expression. This study investigated whether the Jigsaw Technique significantly improved narrative writing skills among eleventh-grade students at Muhammadiyah 2 Kisaran Private Islamic Senior High School during the 2025/2026 academic year. A quantitative within-group experimental design was employed, involving 52 students from two classes selected through total sampling. Data were collected using observation sheets, writing assessments (pre-test and two post-tests), and student questionnaires. The findings revealed that students’ mean writing scores increased from 62.98 at pre-test to 84.51 following Jigsaw-based instruction, representing a 34.20% improvement. In contrast, conventional instruction yielded a mean score of 72.21, reflecting a 14.66% increase from baseline. A paired-samples t-test indicated a statistically significant difference (t = 12.618 > 2.008; p < 0.001). These findings suggest that the Jigsaw Technique effectively enhances students’ narrative writing performance compared with conventional instruction. The study concludes that incorporating structured collaborative learning through the Jigsaw Technique offers a promising pedagogical approach to improving narrative writing proficiency.

Keywords


Collaborative learning; jigsaw technique; narrative writing; student achievement; writing skills

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DOI: https://doi.org/10.30743/bahastra.v11i1.13580

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