The Effect of Using Grammarly Apps on High School Students in Writing Recount Text Achievement
Pengaruh Menggunakan Aplikasi Grammarly pada Siswa SMA dalam Menulis Teks Recount
DOI:
https://doi.org/10.21070/ups.9011Keywords:
Grammarly, Recount Text, Grammatical Accuracy, Quasi-ExperimentalAbstract
This study investigated the influence of Grammarly in improving English writing skills among high school students, especially in creating retelling texts Writing skills, especially in using correct grammar and tenses, are a significant challenge for students studying English as a Foreign Language (EFL). Grammarly, an AI-powered proofreading tool, provides real-time feedback on grammar, vocabulary, and mechanics. This quasi-experimental research involved two classes: one experimental group using Grammarly and one control group using conventional methods. Pre-tests and post-tests are given to evaluate performance, with a focus on grammatical and mechanical accuracy. The results show that Grammarly significantly improves the quality of students' writing, especially in the use of simple past tense. These findings suggest that integrating Grammarly into EFL writing instruction can support grammar learning and writing competence.
Downloads
References
R. Tandon, “Education 4.0 : A New Paradigm in Transforming the Future of Education in India,” IJISET - Int. J. Innov. Sci. Eng. Technol., vol. 7, no. 2, pp. 32–54, 2020, [Online]. Available: http://ijiset.com/vol7/v7s2/IJISET_V7_I2_04.pdf
W. Taufiq and F. Megawati, Technology for English Language Learners. 2023. doi: https://doi.org/10.21070/2023/978-623-464-072-4.
A. A. Herawati, S. Yusuf, I. Ilfiandra, A. Taufik, and A. S. Ya Habibi, “Exploring the Role of Artificial Intelligence in Education, Students Preferences and Perceptions,” AL-ISHLAH J. Pendidik., vol. 16, no. 2, pp. 1029–1040, 2024, doi: 10.35445/alishlah.v16i2.4784.
Y. D. Pratama, “the Investigation of Using Grammarly As Online,” vol. 1, no. October, pp. 46–54, 2020.
D. Agustini, Y. Hendrety, and F. Sari, “the Correlation Between Past Tense Mastery and Writing Skill in Personal Recount Text,” Didascein J. English Educ., vol. 2, no. 2, p. 89, 2021, doi: 10.52333/d.v2i2.829.
W. Taufiq and M. F. Fachrizzal, “The Connection Between Students ’ Grammar Mastery of Simple Past Tense and Their Speaking Ability in Recount Text at SMP Muhammadiyah 10 Sidoarjo [ Hubungan Antara Penguasaan Tata Bahasa Siswa dalam Simple Past Tense dan Kemampuan Berbicara Mereka dalam T,” UMSIDA Prepr. Serv., pp. 1–16, 2023, doi: https://doi.org/10.21070/ups.1934.
N. Setiani and G. Saragih, “The Use of Simple Past Tense and Conjunctions in the Indonesian High-School Students ’ Writings,” INFERENCE J. English Lang. Teach., vol. 3, no. 2, pp. 105–114, 2020.
M. A. Ghufron and F. Rosyida, “The Role of Grammarly in Assessing English as a Foreign Language (EFL) Writing,” Ling. Cult., vol. 12, no. 4, p. 395, 2018, doi: 10.21512/lc.v12i4.4582.
L. K. Ummah and M. Bisriyah, “EFL students’ perception on Grammarly’s premium’s feedback and dealing with inaccuracies,” JEES (Journal English Educ. Soc., vol. 7, no. 2, pp. 163–172, 2022, doi: 10.21070/jees.v.
A. Dale, J. Wathan, and V. Higgins, Secondary Analysis of Quantitative Data Sources. 2012. doi: 10.4135/9781446212165.n31.
I. Nofrika, “EFL Students’ Voices: The Role of YouTube in Developing English Competences,” J. Foreign Languange Teach. Learn., vol. 4, no. 1, 2019, doi: 10.18196/ftl.4138.
L. Karyuatry, “Grammarly as a Tool to Improve Students’ Writing Quality: Free Online-Proofreader across the Boundaries,” JSSH (Jurnal Sains Sos. dan Humaniora), vol. 2, no. 1, p. 83, 2018, doi: 10.30595/jssh.v2i1.2297.
S. deti Wijayanti, “TEACHERS’ PERCEPTION ON THE EVECTIVENESS USING GRAMMARLY AS A TOOL FOR WRITING ASSESSMENT,” UM-Tapsel Press, vol. 6, no. 2, pp. 1–14, 2021, doi: 10.31604/linguistik.v6i2.342-355.
C. Kosasih Galingging, K. Tuahman Sipayung, H. Silitonga, and S. Pardede, “The Effectiveness Of Grammarly Application On Writing Descriptive Text Tenth Grade SMA Negeri 1 Lau Baleng,” J. Educ., vol. 06, no. 01, pp. 2891–2904, 2023, [Online]. Available: https://jonedu.org/index.php/joe/article/view/3332
P. Maulidina and H. Wibowo, “the Use of Grammarly Tools To Enrich Student’S Writing Ability,” Lingua, vol. 18, no. 2, pp. 179–189, 2022, doi: 10.34005/lingua.v18i2.2246.
E. W. Dewi, J. Nurkamto, and N. A. Drajati, “Exploring Peer-Assessment Practice in Graduate Students� Academic Writing,” LLT J. A J. Lang. Lang. Teach., vol. 22, no. 1, pp. 58–65, 2019, doi: 10.24071/llt.v22i1.1776.
D. Ary and L. Jacobs, “Introduction to Research in Education,” no. March, 2021.
J. Harmer, “The Practice of English Language Teaching 4th edition, 4th edition,” Pearson Educ., vol. 24, no. 1, 2007.
J. Richards, J. Platt, H. Weber, and P. Inman, “Longman Dictionary of Applied Linguistics,” RELC J., vol. 17, no. 2, pp. 105–110, 1986, doi: 10.1177/003368828601700208.
Downloads
Additional Files
Posted
License
Copyright (c) 2025 UMSIDA Preprints Server
This work is licensed under a Creative Commons Attribution 4.0 International License.
