Grammarly’s Effectiveness in Enhancing English Writing: A Case Study of Vocational High School Students
Abstract views: 128
,
PDF downloads: 174
Abstract
Many vocational high school students in Pamekasan, Indonesia, face difficulties in understanding and applying basic grammar rules, which leads to poor writing skills. Despite the increasing use of Automated Writing Evaluation (AWE) tools like Grammarly, there is limited research on their effectiveness in vocational educational settings. To address this gap, the study aims to evaluate the impact of Grammarly on improving the English writing skills of tenth-grade vocational students, focusing on areas where it offers the most significant benefits. A quantitative pre-experimental design, involving pre-tests and post-tests, was used to assess changes in students' writing proficiency, with descriptive statistics and t-tests employed for data analysis. The findings revealed that Grammarly significantly enhanced students' grammar and punctuation accuracy, though no substantial improvement was observed in overall writing quality. However, the tool proved effective in helping students identify and correct common errors, improving the clarity and coherence of their writing. Further research is recommended to explore the long-term effects of AWE tools like Grammarly in various educational contexts.
Downloads
References
Aisyah, S., & Haryudin, A. (2020). Instructional Media Used in Teaching English. PROJECT (Professional Journal of English Education), 3(6), 737-742. https://doi.org/10.22460/project.v3i6.p737-742
Ananda, M., Nisa, R., & Safura, S. (2021). Students’ Perceptions toward the Use of Grammarly in Checking Grammar in Assignments. ACCENTIA: Journal of English Language and Education, 1(2), 72–77. https://doi.org/10.37598/accentia.v1i2.1144
Amalia, M & Emeliya, S. (2024). Exploring Grammarly's Effectiveness in EFL Writing through a Student Perception Study. Journal of Educational Development 12(2), 98-107. https://journal.unnes.ac.id/journals//jed
Arisandi, V., & Sudarajat, A. (2023). Revisiting "Grammarly" in Higher Education: A Literature Review. JIRK Journal of Innovation Research and Knowledge, 2(8), 3351-3356. https://doi.org/10.53625/jirk.v2i8.5461
Armanda, M., Nugraheni, A., Imron, A., & Wulansari, A. (2022). "Grammarly" as an English writing assistant from EFL students’ perspective. Journal of English Teaching and Research, 7(2), 128-137. https://doi.org/10.29407/jetar.v7i2.17988.
Dewi, U. (2023). Grammarly as Automated Writing Evaluation: Its Effectiveness from EFL Students’ Perceptions. Lingua Cultura, 16(2), 155–161. https://doi.org/10.21512/lc.v16i2.8315
Fauzi, F., Erna, M., & Linda, R. (2021). The Effectiveness of Collaborative Learning Throughtechniques on Group Investigation and Think Pair Share Students’ Critical Thinking Ability on Chemical Equilibrium Material. Journal of Educational Sciences, 5(1), 198-2018. https://doi.org/10.31258/jes.5.1.p.198-208
Ghufron, M. A., & Rosyida, F. (2018). The Role of Grammarly in Assessing English as a Foreign Language (EFL) Writing. Lingua Cultura, 12(4), 395-403. https://doi.org/10.21512/lc.v12i4.4582
Halim, A., Sharina, S., & Zur, S. (2022). Grammarly as a Tool to Enhance Students' Self-Directed Learning. KnE Social Sciences, 7(8). https://doi.org/10.18502/kss.v7i8.10719
Hasan, D. (2022). The Use of the Grammarly Application to Improve Students’ Grammar Mastery at SMAN 18 Makassar. Thesis, Bosowa University. https://repository.unibos.ac.id/xmlui/handle/123456789/1797
Holden, J. T., & Westfall, P. J. (2008). Instructional Media Selection Guide for Distance Learning. 1–36.
Khumaeroh, R. (2024). Students’ Perception of Peer-Video Recording Task in the Vocational High School in Cirebon. PANYONARA: Journal of English Education, 6(1), 42-57. https://doi.org/10.19105/panyonara.v6i1.11040
Miranty, D., & Widiati, U. (2021). Automated Writing Evaluation (AWE) in Higher Education: Indonesian EFL Students’ Perceptions about Grammarly Use across Student Cohorts. Pegem Egitim ve Ogretim Dergisi, 11(4), 126–137. https://doi.org/10.47750/pegegog.11.04.12
Miranty, D., Widiati, U., Cahyono, B. Y., & Sharif, T. I. S. T. (2022). The Effectiveness of Using Grammarly in Teaching Writing Among Indonesian Undergraduate EFL Students. Proceedings of the International Seminar on Language, Education, and Culture (ISoLEC 2021), 612(ISoLEC), 41–45. https://doi.org/10.2991/assehr.k.211212.008
Muhammad, F., Z. A. A., & N. I. (2017). The Use of Weblog in Improving Students’ Writing Skills. Linguistics, English Education and Art (LEEA) Journal, 6(1), 192-199. https://doi.org/10.31539/leea.v6i1.5063
Muamaroh, Cahya, V., & Haryanti, D. (2020). The Process and Problems of EFL Learners in English Writing: A Case Study in International Class. Ethical Lingua, 7(2), 405-418. https://doi.org/10.30605/25409190.215
Nova, M. (2018). Utilizing Grammarly in Evaluating Academic Writing: A Narrative Research on Efl Students’ Experience. Premise: Journal of English Education, 7(1), 80-96. 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
Qub’a, A., Guba, M & Fareh, S. (2024). Exploring The Use of Grammarly in Assessing English Academic Writing. Heliyon. https://doi.org/10.1016/j.heliyon.2024.e34893
Tambunan, A., Andayani, W., Sari, W., & Lubis, F. (2022). Investigating EFL Students’ Linguistic Problems Using Grammarly as Automated Writing Evaluation Feedback. Indonesian Journal of Applied Linguistics, 12(1), 16-27. https://doi.org/10.17509/ijal.v12i1.46428
Zhang, Z. (2019). Engaging With Automated Writing Evaluation (AWE) Feedback on L2 Writing: Student Perceptions and Revisions: Student Perceptions and Revisions. Assessing Writing, 43, 100439. https://doi.org/10.1016/j.asw.2019.100439
The journal uses an Open Access policy under a Creative Commons Attribution-NonCommercial 4.0 International License. Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
