Abstrak
Peer tutoring is a cooperative learning technique that involves students as both tutor and tutee. This pedagogical technique enables students to enhance their writing abilities through collaborative discourse, feedback, and reflection. At SMAN 1 Pasaman, many tenth grade students continue to encounter challenges in writing, particularly in the composition of narrative texts. These challenges are attributed to several factors, including in difficulties in developing writing ideas, a lack of understanding of the second tense of verbs, limited teaching techniques, and student writing scores often falling below the achieving learning objectives (KKTP). Therefore, this study aims to determine how peer tutoring affects students' narrative text writing ability. This study was quantitative in nature. There was a quasi experimental design used. There was a pretest and a posttest for this idea. The pretest and posttest were taken by the experimental and the control group. Students in the tenth grade at SMAN 1 Pasaman made up the population. Cluster random sampling was the method of sampling that was employed. Peer tutoring technique were used to teach Class X E.3, which was the experimental class. Peer tutoring was not used to teach Class X E.5, which served as the control group. A narrative text writing test was used to gather the data. According to findings, students' writing ability in narrative texts are significantly impacted by the application of peer tutoring technique. The increase in the experimental class's mean score (72.31 > 59.92) further supports this increase. Second, the results of the independent sample t-test with a sig show that the experimental class and the control class differ significantly. Value (2-tailed) = 0.002 0.05. These results suggest that using peer tutoring technique to teach narrative text composition more successful than using traditional teaching technique.