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All Journal ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal
Nugraheni, Annisrina Fajri
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Education Languange, Linguistic, Communication & Media

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"Grammarly" sebagai Asisten Penulisan Bahasa Inggris dari Perspektif Siswa EFL Armanda, Muhamad Laudy; Nugraheni, Annisrina Fajri; Wulansari, Atsani; Imron, Ali
English Education:Journal of English Teaching and Research Vol 7 No 2 (2022): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v7i2.17988

Abstract

Automated Writing Evaluation (AWE) has been regarded as a viable pedagogical approach that utilizes technology to assist EFL students' writing. Writing becomes one of the important skills in English at any proficiency level. Hence, this study aimed to determine what EFL students thought about using Grammarly to check their work for grammar errors. Moreover, this research also describes the students’ frequency in using Grammarly to improve their writing. This study used descriptive qualitative methods to explore the students’ perspective in using Grammarly to check their work for grammar when writing articles. In addition, this study used non-probability sampling employing a purposive sampling technique. To assess the perception, researchers tracked 40 EFL students using a close-ended questionnaire with five indicators of Likert scale. At the same time, interviews were used as data triangulation. According to the results, most EFL students have a favorable view of utilizing Grammarly as an online grammar checker to assist them in writing articles. As an English writing helper, evidence showed that Grammarly could check for grammatical and stylistic errors. This study has thus far shed light on the good and bad aspects of utilizing Grammarly among EFL students. In general, EFL students think Grammarly's capabilities help write an article.
The Correlation between The Vocabulary Mastery and Writing Skills of the Ninth Graders of SMP Negeri 1 Bandongan Nugraheni, Annisrina Fajri; Arvianti, Gilang Fadhilia; Arochman, Taufik
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 7 No. 1 (2024): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v7i1.2134

Abstract

Four language skills are needed to master a language: listening, reading, speaking, and writing. Two aspects are needed to communicate in written form: vocabulary mastery and writing skills. Someone needs writing skills and extensive vocabulary knowledge to create good writing. Even so, it was found that there were still students who had difficulties in translating words from Indonesian to English and vice versa, challenges in using the right words, and problems in constructing sentences in English. In addition, some students still have limited knowledge of vocabulary. This study focused on finding the students’ vocabulary mastery level, writing skills level, and the correlation between vocabulary mastery and writing skills. A person will master four language skills, including writing, easier if they have a broad vocabulary. The more comprehensive the vocabulary knowledge, the more vocabulary will be used in writing; hence, the vocabulary used in the writing will be more varied. Correlation research was used in this study. The study population was 9th graders of SMP Negeri 1 Bandongan, and the sample was 29 students from class 9B at SMP Negeri 1 Bandongan. The study instruments were a vocabulary test and a writing test. The instruments were derived from previous research. The data taken was analyzed using a correlation test with SPSS. The results of this study show no significant correlation between vocabulary mastery and writing skills with the Sig value. (2-tailed) 0.145 > 0.05. Furthermore, the correlation coefficient is 0.278. Hence, the correlation between vocabulary mastery and writing skills was low. This study suggests that teachers and students focus on learning and mastering vocabulary and other aspects that influence writing ability and the writing itself.
Co-Authors Ali Imron Armanda, Muhamad Laudy Atsani Wulansari Gilang Fadhilia Arvianti Taufik Arochman