<![CDATA[This study aimed to explore the implementation of the Jigsaw strategy with digital storybooks in teaching narrative reading and to examine students’ responses to its use. The study used a qualitative research design and involved 20 tenth-grade students at a senior high school. Data were collected through classroom observations, questionnaires, and document analysis, then analyzed using Miles and Huberman’s qualitative data analysis model. The findings showed that the Jigsaw strategy with digital storybooks was implemented through the five stages of Collaborative Learning: Engagement, Exploration, Transformation, Presentation, and Reflection. During these stages, students understood the main ideas of narrative texts, identified story elements and text structure, discussed difficult vocabulary with their peers, worked together to reconstruct the story, presented their ideas, and reflected on their learning. The results also showed that students had positive affective, cognitive, and behavioral responses. They became more interested and motivated to learn, improved their understanding of narrative texts, and actively participated in discussions, shared ideas, asked questions, and worked well with their classmates. Overall, the Jigsaw strategy with digital storybooks helped improve students’ reading comprehension and created a more engaging and collaborative English learning environment.]]>
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