In learning English, students are required to master four skills, namely listening, speaking, reading and writing. And of the four types of skills, writing is a skill that requires gradual learning. This is because writing skills require a lot of learning and practice. To really be able to master writing skills, students need a longer process, deep thinking and sufficient understanding to develop interesting ideas. Therefore, to improve these skills, students are trained to write in various genres. One of the genres is recount text. Recount text is a type of text that contains the reconstruction of ones past experiences. Not only about writing the general structure, the use of grammar is also important to learn in this type of text. Therefore, it is normal for students to make some errors during the learning process. However, it doesnt mean errors are allowed to happen. In a learning process, evaluation is still needed to monitor student development. Based on these reasons, this study aims to find the types of errors made by students in writing recount texts and describe their development. This research is a descriptive qualitative research involving eight students as participants. The participants were 9th grade students in semester 2 at MTsN 9 Nganjuk. The writing products chosen to be the research object were three recount texts collected from each participant at different times with an interval of two weeks between each data collection. Then, the writer conducted an analysis of the general structure and grammar to find out the development of students in writing. The final result shows that based on the generic structure analysis, the students made some errors in two parts, namely orientation and reorientation. In the orientation, sometimes students did not explain the setting of the place. Whereas in the reorientation section, sometimes students did not provide comments or summaries. Based on this analysis, the researcher also found four patterns of development, namely increasing, decreasing, stable and fluctuating. Meanwhile, based on grammatical analysis, the researcher found that students made errors in two linguistic categories, namely morphology and syntax. Of the two types of errors, the most errors came from the syntax category, namely the use of tenses, both errors in the use of irregular forms, regular forms, and to be. In addition, In contrast to the development patterns found through generic structure analysis, there are only two development patterns found through grammatical analysis, namely increasing and fluctuating.

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