Grammarly as Students’ Writing Assistance to Improve Student's Essay: Exploring Students’ Perception
Abstract
Writing subject is complex since it does not only have to focus on the organization of the essay but also the mechanical factors such as grammar or sentence structures. The problem matters for both students and teachers. Students and teachers need to find help to minimize the problem in teaching and learning Essay Writing such as the use of writing tool like Grammarly. The study aims to find out the advantages of grammarly is in helping students to write their essay, the drawbacks they face in using Grammarly and students’ response toward Grammarly. This study applies descriptive qualitative method to elaborate the analysis. It engages 15 students of Essay Writing subject purposely. Moreover, the research data were collected by two instruments, i.e. interview and questionnaires. Then, the findings show that students have positive view toward Grammarly as their writing assistance in their essay writing. Moreover, Grammarly some advantages to help students in writing their essay. However, the drawbacks that students face when using Grammarly could not be neglected.
References
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University-banten, E. D. P. (2016). TEACHING AND LEARNING WRITING AT THE FIFTH STUDENTS OF IICLLTLC-2 2016. 2006, 136–145.
Yulianti, E. (2018). Utilizing Grammarly in Teaching Writing Recount Text Through Genre Based Approach. International Journal of Science, Technology and Society, 6(1), 1. https://doi.org/10.11648/j.ijsts.20180601.11
Budjalemba, A. S., & Listyani, L. (2020). Factors Contributing To Students Difficulties in Academic Writing Class: Students Perceptions. UC Journal: ELT, Linguistics and Literature Journal, 1(2), 135–149. https://doi.org/10.24071/uc.v1i2.2966
Campbell, M. (2019). Teaching Academic Writing in Higher Education. Education Quarterly Reviews, 2(3), 608–614. https://doi.org/10.31014/aior.1993.02.03.92
Carter, R., Mccarthy, M., Mccarthy, M., Carter, R., & Mccarthy, M. (n.d.). CAMBRIDGE.
Cavaleri, M., & Dianati, S. (2016). You want me to check your grammar again? The usefulness of an online grammar checker as perceived by students. Journal of Academic Language & Learning, 10(1), 223.
Ceylan, N. O. (2019). Student perceptions of difficulties in second language writing. Journal of Language and Linguistic Studies, 15(1), 151–157. https://doi.org/10.17263/jlls.547683
Cheng, Y. (2004). EFL Students’ Writing Anxiety: Sources and Implications 1. English Teaching and Learning, 29(2), 41–62.
Daulay, S. H., Nabila, A., & Nasution, U. A. (2024). The effect of ICT use on the classroom management in language teaching. Leksika: Jurnal Bahasa, Sastra Dan Pengajarannya, 18(1), 23. https://doi.org/10.30595/lks.v18i1.19718
Fadhilah, U., Julia Dolok Saribu, H., & Hang Tuah Tanjungpinang, S. (2018). Effectiveness of Grammarly Application for Writing English Abstract. International Journal of Science and Research, 8(12), 163–166. https://doi.org/10.21275/ART20202994
Fitria, R. A., Sabarun, S., & Miftah, M. Z. (2022). Students’ Perception of the Use of Grammarly in Undergraduate Thesis Writing. PROJECT (Professional Journal of English Education), 5(2), 366. https://doi.org/10.22460/project.v5i2.p366-371
Fitria, T. N. (2021). Grammarly as AI-powered English Writing Assistant: Students’ Alternative for Writing English. Metathesis: Journal of English Language, Literature, and Teaching, 5(1), 65. https://doi.org/10.31002/metathesis.v5i1.3519
Ghufron, M. A., & Rosyida, F. (2018). The Role of Grammarly in Assessing English as a Foreign Language (EFL) Writing. Lingua Cultura, 12(4), 395. https://doi.org/10.21512/lc.v12i4.4582
Hani, U. (2017). Paragraph Writing in Undergraduate English Department : Errors and Its Factors. November, 23–24.
Ibrahim, M. A. (2015). University students’ English writing problems: diagnosis and remedy. International Journal of English Language Teaching, 3(3), 40–52.
Karyuatry, L. (2018). Grammarly as a Tool to Improve Students’ Writing Quality: Free Online-Proofreader across the Boundaries. JSSH (Jurnal Sains Sosial Dan Humaniora), 2(1), 83. https://doi.org/10.30595/jssh.v2i1.2297
Mammadova, T. (2019). Teaching grammar to a grammar-free generation.
Maru, M. G., Dukut, E. M., & Liando, N. (2018). Beyond Essay Structure: Competence and Literacy. Celt: A Journal of Culture, English Language Teaching & Literature, 18(2), 276. https://doi.org/10.24167/celt.v18i1.1230
Mubarok Amin, & Syafi’i Ahmad. (2020). Eltics (English Language Teaching and English Linguistics). Eltics (English Language Teaching and English Linguistics) Journal, 5(2), 1–10. https://journal.upy.ac.id/index.php/eltics/index
Mustika Sari, D., Saragih, G., & Djajanegara, S. (2019). the Effects of Grammar Mastery and Reading Habit on Students’ Writing Skills in Recount Text. INFERENCE: Journal of English Language Teaching, 2(3), 211–221.
Shang, H. F. (2016). Exploring demographic and motivational factors associated with hypertext reading by English as a foreign language (EFL) students. Behaviour and Information Technology, 35(7), 559–571. https://doi.org/10.1080/0144929X.2015.1094827
Trinh, L. H. (2020). The effectiveness of using scoring rubrics in academic writing to English-majored students. Vietnam Journal of Education, 4(4), 76–82. https://doi.org/10.52296/vje.2020.83
University-banten, E. D. P. (2016). TEACHING AND LEARNING WRITING AT THE FIFTH STUDENTS OF IICLLTLC-2 2016. 2006, 136–145.
Yulianti, E. (2018). Utilizing Grammarly in Teaching Writing Recount Text Through Genre Based Approach. International Journal of Science, Technology and Society, 6(1), 1. https://doi.org/10.11648/j.ijsts.20180601.11
Published
2025-01-01
How to Cite
SUHAYATI, Lisa.
Grammarly as Students’ Writing Assistance to Improve Student's Essay: Exploring Students’ Perception.
Jurnal Pendidikan Bahasa Inggris Proficiency, [S.l.], v. 7, n. 1, p. 1-12, jan. 2025.
Available at: <https://ejournal.uniska-kediri.ac.id/index.php/PROFICIENCY/article/view/6509>. Date accessed: 05 feb. 2025.
doi: https://doi.org/10.32503/proficiency.v7i1.6509.
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Articles
