This study was conducted to analyze the types of grammatical cohesion used in the students’ writing of recount text in English subject at MTs NU Al-Hikmah Polaman Mijen in the Academic Year 2019/2020, and to explain the cohesiveness of the writings based on the use of grammatical cohesive devices. This research focused on discourse analysis, specifically cohesion analysis. This study employed qualitative method and used the descriptive research design. The data collection technique used test and documentation. The data of this study were collected from the eight-grade students at MTs NU Al-Hikmah Mijen Semarang, in which a total of 13 recount texts were gotten from a sample class. All of 37 students were formed into 13 groups to make recount text, the group were made to increase students’ enthusiasm for learning. The group study can be refresher for students, rather than usual way of learning. Studying with friends can certainly inspaire students to understand the lesson given, especially in writing recount text. The data were analyzed qualitatively using the theory of cohesion by Halliday and Hasan (1976). The grammatical cohesion that used in recount text consists of reference, substitution, ellipsis, and conjunction. The conjunction was found (98), reference was found (83), ellipsis was found (1), substitution was found (0), from the result. The researcher concluded that the students are competent enough in using cohesive devices in writing text especially in the use of conjunction and references. Yet, the use of ellipsis and substitution are hardly found in the students writing recount text. The suggestion from this study First, the English students are expected, according to the findings of this study. To be more aware of the importance of cohesiveness, especially grammatical cohesion it can be found in both spoken and written languages second, for the English language it is recommended that teachers teach their pupils about cohesiveness. Especially in terms of grammatical cohesion