The background of this study was based on the phenomenon that most of students still didn’t understand about text. Students were still confused on understanding, comprehension the text. They are also less vocabulary to arrange sentence into English. Students also did not apply grammar in the writing skill. Students could not write unorganized because they did not understand about generic structure of recount text. By using Cooperative Integrated reading and Composition (CIRC) method, the researcher want to improve students’ writing skill. Cooperative Integrated Reading and Composition can help students to improve their writing skill because CIRC has three principals; there are direct reading comprehension, treasure hunt activities, integrated language art and writing. CIRC helps students to understand the passage what they read. Students also can share their comprehension reading, such as content the passage, and the meaning of the passages and they were able to improve language in writing skill.
The problem of this research can be stated as follow: 1) How is the students’ activeness in teaching writing Recount text by using Cooperative Integrated reading and Composition (CIRC) method at the 8th grade of SMP NU Hasanudin 6 Semarang? 2) How is the improvement of students’ writing ability in recount text by using Cooperative Integrated Reading and Composition (CIRC) method at the 8th grade of SMP NU Hasanudin 6 Semarang?. The purpose of study are: 1). To find out students’ participation in teaching writing Recount text by using Cooperative Integrated Reading And Composition. 2) To know the improvement students’ writing ability in recount text by using Cooperative Integrated Reading and Composition

In this study, the researcher conducted a Classroom Action Research as the research methodology. The data were obtained by using test and observation. Test used to measure students’ achievement in learning recount text and obervation used to know the implementation of recount text and obstacles during teaching learning process.
This result showed that Cooperative Integrated Reading and Composition could improve students’ writing ability in recount text. It can be seen the average of each cycle. Before teacher taught recount text by using Cooperative Integrated Reading and composition, the average is 40,25. After teacher taught recount text by using Cooperative Integrated Reading and composition, students’ writing in recount text was improving. It can be seen the average students in each cycle. In the first cycle, the average score of students is 61,54. In the second cycle, the average score of students is 71,63. In the third cycle, the average score of students is 78,25.
From the results above, it can be concluded that Cooperative Integrated Reading and Composition can improve students’ writing ability in recount text.