The main objective of the study was to find out the effectiveness of summary writing strategy to improve students’ writing skill in recount text on the tenth grade students. A quasi-experimental research design was used in this study as a method. There were two classes as sample, one as experimental class and the other as control class. There were three activities in this study, they were pre-test, treatment, and post-test. The experimental class had six meetings of treatment and received the summary writing strategy. The control class also had six meetings of learning activity, but only focused on the target text and used conventional method. The measurement was a writing test. The pre-test and post-test was writing a recount text and had four components: content, organization, vocabulary and grammar, but both tests had different theme. This study used three analysis, they were multivariate normality test, homogeneity test and independent sample t-test. For the experimental class, the mean score of pre-test and post-test was 67.77 and 80.27. Then for control class, the mean score of pre-test and post-test was 66.99 and 69.86. The pre-test and post-test score data of both experimental and control class were normal and homogenous. On pre-test mean score between experimental and control class, the independent sample t-test there was no significant difference (Sig. (2-tailed) = 0.576), while on post-test mean score between both classes there was a significant difference (t = 0.000). It could be concluded that the summary writing strategy was effective to improve students’ writing skill in recount text on the tenth grade students.

Keywords: summary writing, writing skill, recount text