Abstrak
Writing is one of the essential language skills that students must master in learning English. However, many students still face difficulties in organizing ideas, using appropriate vocabulary, and applying correct grammar in writing activities. This research aimed to improve students’ writing achievement in recount text through the implementation of Collaborative Dialogue Journal Technique. The research was conducted at the eighth grade of SMP Ma’arif 1 Metro in the academic year 2025/2026. This study applied Classroom Action Research (CAR) which consisted of two cycles. Each cycle included planning, action, observation, and reflection stages. The subjects of this research were 32 students. The data were collected through writing tests, observation sheets, questionnaires, and documentation. The result of the study showed that the students’ writing achievement improved after the implementation of the technique. The students’ mean score increased from 54.13 in the preliminary study to 65.38 in Cycle I and 80.38 in Cycle II. In addition, the questionnaire results showed that most students gave positive responses toward the use of Collaborative Dialogue Journal Technique in learning writing. Therefore, it can be concluded that the Collaborative Dialogue Journal Technique is effective in improving students’ writing achievement in recount text.