Cooperative Learning Type Jigsaw and Student Teams Achievement Division on Improving Students’ Writing Skill Procedure Text at State Senior High School 5 Tanjung Balai in 2025/2026 Academic Year

Abstract

ARTICLE HISTORY Writing procedure texts requires students to generate and organize ideas, select appropriate vocabulary, and apply accurate grammatical structures, yet teacher-centered instruction may limit students’ active participation in developing these skills. This study investigated whether Jigsaw and Student Teams Achievement Division (STAD) cooperative learning produced significantly different outcomes in improving procedure text writing skills among tenth-grade students at State Senior High School 5 Tanjung Balai during the 2025/2026 academic year. The study employed a quantitative approach with a within-subject experimental design. From a population of 270 students, 40 participants were selected through simple random sampling, and data were collected using observation sheets, questionnaires, and writing post-tests. Descriptive statistics and a paired-samples t -test using SPSS version 25 were employed to analyze the data. The findings revealed a significant difference between the two cooperative learning strategies, with a mean score of 71.62 for Jigsaw and 82.63 for STAD. Students achieved higher scores through STAD because teacher guidance before group discussions and individual quiz activities promoted more active and equitable participation. The study concludes that STAD produced better procedure text writing outcomes than Jigsaw within the instructional context examined.