English Study Program Students’ Perception on Using Grammarly as an Online Grammar Checker in Academic Writing

Syafira Putri(1), Erni Erni(2), Masyhur Masyhur(3),


(1) Universitas Riau
(2) Universitas Riau
(3) Universitas Riau
Corresponding Author

Abstract


Grammarly as an online grammar checker is a new experience for English students. Based on the interviewed results of information to students, it is found that Grammarly useful in academic writing. The research in this paper aims to find out English study program students’ perception on using grammarly as an online grammar checker in academic writing. The research design is mixed methods (quantitative and qualitative). Technique of data validation through a questionnaire and interview. Purposive sampling was used to select the research sample, which involved 37 students. Ten students were interviewed for the qualitative data. The findings indicate that the students had a high perception on using Grammarly as an online grammar checker in academic writing. In accordance with that, the results of the qualitative data also show positive responses that Grammarly can be useful, efficient, and comfortable as an online grammar checker for students in academic writing.


Keywords


Grammarly, Students’ Perception, Academic Writing

References


Arisandi, V., & Sudarajat, A. (2023). Revisting “Grammarly” in Higher Education (Literature Review). Journal of Innovation Research and Knowledge, 2(8), 3351–3356. https://doi.org/10.31862/9785426311961.

Barrot, J. S. (2022). Integrating Technology into ESL/EFL Writing through Grammarly. RELC Journal, 53(3), 764–768. https://doi.org/10.1177/0033688220966632.

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. https://www.researchgate.net/publication/320618419.

Creswell, J. W., & Creswell, J. D. (2018). Mixed Methods Procedures. In Research Defign: Qualitative, Quantitative, and Mixed Methods Approaches.

Fageeh, A. I. (2011). EFL students’ readiness for e-learning: Factors influencing e-learners’ acceptance of the Blackboard in a Saudi university. The JALT CALL Journal, 7(1), 19–42. https://doi.org/10.29140/jaltcall.v7n1.106.

Faisal, F., & Carabella, P. A. (2023). Utilizing Grammarly in an Academic Writing Process: Higher-Education Students’ Perceived Views. Journal of English Language Teaching and Linguistics, 8(1), 23. https://doi.org/10.21462/jeltl.v8i1.1006.

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), 65-74. https://doi.org/10.31002/metathesis.v5i1.3519.

Hamachek, D. (1995). Self-Concept and School Achievement: Interaction Dynamics and a Tool for Assessing the Self-Concept Component. Journal of Counseling & Development, 73(4), 419-425.

Hasibuan, A., & Handayani, F. (2019). an Analysis of Students’ Ability in Writing Narrative Text ( a Study At the Eighth Grade of Smp Negeri 2 Tambangan in 2018/2019 Academic Year). Journal MELT (Medium for English Language Teaching), 3(1), 71. https://doi.org/10.22303/melt.3.1.2018.55-63.

Huberman, A., & Miles, M., (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage Publications.

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.

Morse, J. M. (2000). Determining Sample Size. Qualitative Health Research, 10(1), 3–5. https://doi.org/10.1177/104973200129118183.

Mubarok, A., & Syafi’i, A. (2020). Grammarly: An Online EFL Writing Companion. ELTICS: Journal of English Language Teaching and English Linguistics, 5(2). https://journal.upy.ac.id/index.php/eltics/article/view/912/747.

Nova, M. (2018). Utilizing Grammarly in Evaluating Academic Writing: a Narrative Research on Efl Students’ Experience. Premise: Journal of English Education, 7(1), 80. https://doi.org/10.24127/pj.v7i1.1332.

O’Neill, R., & Russell, A. M. T. (2019). Stop! Grammar time: University students’ perceptions of the automated feedback program Grammarly. Australasian Journal of Educational Technology, 35(1), 42–56. https://doi.org/10.14742/ajet.3795.

Parra, G. L., & Calero, S. X. (2019). Automated writing evaluation tools in the improvement of the writing skill. International Journal of Instruction, 12(2), 209–226. https://doi.org/10.29333/iji.2019.12214a.

Ramadhan, A. (2021). Student’s Response Toward Utilizing Discord Application as an Online Learning Media in Learning Speaking at Senior High School. ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture, 5(1), 42. https://doi.org/10.17977/um006v5i12021p42-47.

Robbins, S. P. (2003). Perilaku Organisasi. Jakarta: Index.

Setyani, E. D., Bunau, E., & Rezeki, Y. S. (2023). The Influence of Grammarly towards Indonesian EFL Students’ First-Degree Thesis Writing Confidence. Elsya : Journal of English Language Studies, 5(1), 54–67. https://doi.org/10.31849/elsya.v5i1.6773.

Sugiyono, Prof. Dr. (2018). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.

Sugiyono. (2009). Metode Penelitian Kuantitatif Kualitatif dan R & D. Bandung: Alfabeta.

Tarsan, V., Kandang, A., & Helmon. A. (2021). Students Perception towards the Application of Grammarly: the Automatic Grammar Checker in Writing Narrative Text in the Third Semester at STKIP YPUP Makassar. JIPD (Jurnal Inovasi Pendidikan Dasar), 5(2), 123–133. https://doi.org/10.36928/jipd.v5i2.858.

Ventayen, R. J. M., & Orlanda-Ventayen, C. C. (2018). Graduate Students’ Perspective on the Usability of Grammarly® in one ASEAN State University. Asian ESP Journal, 14(7), 9–30.

Wardatin, F. N., Setiawan, S., Mustofa, A., & Nugroho, H. A. (2022). Integrating Self-Directed Learning in Facilitating Writers Engagement through Grammarly: Exploring the Perceptions of Premium Users. EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English, 7(1), 32– 46. https://doi.org/10.26905/enjourme.v7i1.6849.

Wulandari, Y. (2022). Effective Feedback to Improve Students’ Writing Skills. English Education, Linguistics, and Literature Journal, 1(1), 10–17. https://jurnal.unupurwokerto.ac.id/index.php/educalitra.

Yellapu, V. (2018). Full Text Introduction. Descriptive Statistics, 4(1), 60–63. https://doi.org/10.4103/IJAM.IJAM.


Full Text: PDF

Article Metrics

Abstract View : 302 times
PDF Download : 126 times

DOI: 10.57235/aurelia.v3i2.2240

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Syafira Putri, Erni Erni, Masyhur Masyhur

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.