Abstrak
The purpose of this research is to students problem in narrative text, such as the students have low result in writing, the students are less interested in learning to write, the students do not have enough understanding to develop their ideas when writing, the students are still confused about the general structure of the text it self and most students are unable to write grammatically, and teacher still use one strategy in learning English. This scholarly inquiry employs an experimental paradigm to discern the differential efficacy of pedagogical methodologies on augmenting students' aptitude in narrative composition. Specifically, the research endeavors to elucidate whether a free-writing strategy or a traditional instructional approach yields a more pronounced enhancement in students’ narrative articulation. The study adopts a quasi-experimental framework, with empirical data derived from the academic performance of tenth-grade students at MAN I Pasaman Barat. This scholarly inquiry sampled a cohort of 241 students, with specific subgroups from classes X1 and X6 strategically chosen for this quasi-experimental assessment. Narrative composition results from both the intervention and control contingents constituted the primary data, derived from initial baseline assessments and subsequent evaluative measures. Employing rigorous statistical analysis via the t-test computation, the results revealed a calculated t-value of 83.86, markedly surpassing the critical reference threshold of 2.00 (t > t-table, 83.86 > 2.00). This outcome affirms the statistically significant influence of the free-writing methodology, signifying its considerable impact on enhancing students’ narrative writing proficiency