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All Journal Jurnal Pertahanan : Media Informasi tentang Kajian dan Strategi Pertahanan yang Mengedepankan Identity, Nasionalism dan Integrity Journal of Community Service and Empowerment Jurnal Pendidikan Bahasa Inggris Proficiency Education and Linguistics Knowledge Journal (Edulink) English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics Academic Journal Perspective : Education, Language, and Literature
Angga Prasongko
Universitas Islam Kadiri-Kediri
Education Languange, Linguistic, Communication & Media Social Sciences Other

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TEACHERS’ PERCEPTIONS OF GRAMMARLY FOR WRITING ASSESSMENT: QUANTITATIVE STUDY Damashola, Alfina; Sulistyanto, Irwan; Prasongko, Angga
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 13 No 1 (2025)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v13i1.10206

Abstract

In the era of globalization, proficiency in English writing has become a crucial skill for academic and professional success. Digital tools such as Grammarly have emerged as valuable aids in enhancing teachers’ writing assessment accuracy and quality. This study explores English teachers’ perceptions of Grammarly as a writing assessment tool at a Public High School. Employing a quantitative descriptive research design, data were collected from English teachers through a structured questionnaire using a Likert scale. The study examines four key indicators: effectiveness, usability, limitations, and challenges. The findings reveal that teachers generally perceive Grammarly as an effective and user-friendly tool for writing assessments. However, they also recognize its limitations and challenges, particularly in areas such as contextual accuracy and teacher dependency on automated corrections. The results provide significant insights into the role of AI-based writing tools in educational settings and offer recommendations for their optimal integration into writing instruction and assessment.
Co-Authors Andhika Kasim, Michael Damashola, Alfina Erwin Hari Kurniawan Hamida, Ulfi Dina Irwan Sulistyanto Lestari, Pritantina Yuni Muchyidin, M. Syaichul Ninik Farikha Sri Wulandari Srihastuti, Eni Tri Adianto Wulandari , Sri