This study aimed to examine the effectiveness of Jigsaw strategy in the achievement of syntax for females' students of basic grade seven. To achieve this aim, the researcher prepared: 1. A teacher's guide of the Jigsaw strategy to be used in teaching for the experimental group, and 2. An achievement syntax test. Both of those tools were shown to the expert juries in order to test their validity. The test internal consistency was checked by using Cronbach' Alpha Coefficient which scored 0.80. The sample of the study was divided into two groups: The experimental group of (34) students who studied syntax according to jigsaw strategy and a controlled group of (33) students who studied under standard way of learning. The result reveals a statistical significant difference (at a < 0.05) between the mean of scores of the experimental group and control group in their achievement in the syntax. The difference was in favor of the experimental group which can be attributed to the teaching method. Accordingly, the researcher recommends training for teachers using such strategies, and encourages teachers to give more consideration to accustom students to take active roles in the educational process. And suggest using Jigsaw strategy in other fields of teaching Arabic Language, and other variables.