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All Journal Globish: An English-Indonesian Journal for English, Education, and Culture JLE: Journal of Literate of English Education Study Program
Inayah, Tarisa Marta
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Education Languange, Linguistic, Communication & Media

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Students’ Motivation in Reading English Recount Texts in Junior High School Apoko, Tri Wintolo; Putri, Sintya Winanda; Inayah, Tarisa Marta; Maharani, Sekar Fuan
Globish: An English-Indonesian Journal for English, Education, and Culture Vol 13, No 1 (2024): Globish (An English-Indonesian journal for English, Education and Culture)
Publisher : Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/globish.v13i1.9667

Abstract

Reading is one of the important skills in learning English and motivation plays an important role in influencing reading outcomes and experiences. Students' motivation needs to be increased as it affects other skills in learning English. This study aims to determine the level of the students’ motivation in reading English Recount Text. The descriptive quantitative research was carried out in this study in order to collect information or data. The instrument used for data collection was the Reading Motivation Questionnaire (RMQ) developed by Wigfield. Thirty students at one reputable junior high school were participated on filling in 15 statements regarding motivation in reading English Recount Text. The finding indicated that students’ motivation in reading English recount texts was at a high level. The most significant reason comes from extrinsic motivation in reading Recount Text. This study is helpful for teachers to discover factors affecting students' motivation in reading Recount Text.
Exploring Students' Perspectives on the Use of Grammarly in Writing Analytical Exposition Text Inayah, Tarisa Marta; Apoko, Tri Wintolo
JLE: Journal of Literate of English Education Study Program Vol 5 No 1 (2024): Volume 5 Number 1 July 2024
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v5i1.2802

Abstract

This study explores the students' perspectives of Grammarly and its effectiveness in improving their writing skills. Using a mixed methods approach with 60 participants (53% male, 47% female), the research collected quantitative data through a questionnaire distributed via Google Form and qualitative data through interviews with nine students. Integrating quantitative and qualitative findings revealed a generally positive view of Grammarly. Quantitative findings show that 63% of students found Grammarly useful, and 72% agreed that Grammarly feedback significantly improved their writing quality. Additionally, 52% of students appreciated detailed feedback, and 63% reported that Grammarly helped them better understand grammar rules. In relation to the perceived use of ease, the study revealed that 55% of students found Grammarly easy to use, and 61% agreed that Grammarly provided clear feedback on errors. Qualitative data confirms these findings, highlighting Grammarly's effectiveness in correcting mistakes, enhancing grammar understanding, and increasing students writing confidence. Students also valued Grammarly as being easy to use and allowing them to simplify the writing process, save time, and make writing tasks more manageable. However, some of Grammarly's advanced features require a paid premium subscription, which may be an obstacle for some users. The study concludes that integrating technology with Grammarly in EFL writing instruction offers significant benefits, including increased confidence in writing, better understanding of Grammarly, and efficient feedback.
Co-Authors Maharani, Sekar Fuan Putri, Sintya Winanda Tri Wintolo Apoko