<![CDATA[The ability to write English narrative texts is an essential skill for junior high school students, yet many students face difficulties due to non-optimal teaching methods and low learning motivation. This study aims to examine the effect of learning models (Problem Based Learning vs. Conventional) and learning motivation on students' ability to write English narrative texts. This research employed a quantitative approach with a quasi-experimental 2x2 factorial design. The population consisted of 40 ninth-grade students at SMPN Satu Atap 1 Keruak, with a sample of 28 students selected purposively. Data collection used motivation questionnaires and narrative text writing tests. Data analysis employed Two-Way ANOVA with prerequisite tests including normality and homogeneity tests. The results indicate that: (1) There is a significant difference in narrative text writing ability between students taught using the PBL model and those taught using the conventional model (Sig. 0.001 < 0.05); (2) There is a significant interaction effect between learning models and learning motivation on students' narrative text writing ability (Sig. 0.023 < 0.05); (3) For students with high motivation, PBL is significantly more effective than conventional learning (Sig. 0.000 < 0.05); and (4) For students with low motivation, there is no significant difference between PBL and conventional learning models (Sig. 0.367 > 0.05). This study concludes that PBL is an effective model for enhancing narrative writing skills, particularly when combined with high learning motivation. The findings imply the need for differentiated instruction and diagnostic assessment strategies in EFL writing classrooms.]]>
