THE USE OF GRAMMARLY SOFTWARE IN MASTERING PARAGRAPH WRITING: A
SYSTEMATIC LITERATURE REVIEW
SKRIPSI
BY:
MOH. MOQSITH NPM: 218.01.07.3.124
ISLAMIC UNIVERSITY OF MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH EDUCATION DEPARTMENT
JULY, 2022
i
THE USE OF GRAMMARLY SOFTWARE IN MASTERING PARAGRAPH WRITING: A
SYSTEMATIC LITERATURE REVIEW
SKRIPSI
Presented to
Faculty of Teacher Training and Education Islamic University of Malang
in partial fulfillment of the requirements for degree of Sarjana in English Education Department
BY
MOH. MOQSITH 21801073124
ISLAMIC UNIVERSITY OF MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH EDUCATION DEPARTMENT
JULY, 2021
vi ABSTRACT
Moqsith, M. 2022. The Use of Grammarly Software in Mastering Paragraph Writing: A Systematic Literature Review. Skripsi, English Education Department Faculty of Teacher Training and Education University of Islam Malang. Advisor I: Eko Suhartoyo, S.Pd., M.Pd.; Advisor II: Henny Rahmawati, S.Pd., S.S., M.Pd.
Keyword: Grammarly Software, Paragraph Writing, Systematic Literature Review
This research presents the use of Grammarly software in mastering paragraph writing: A systematic literature review. Writing is an essential skill in language learning development, and it is compulsory to be mastered by the EFL students in writing paragraph and improve their writing skills. However, there are a lot of students who have difficulty in writing paragraph such as grammatical error, spelling error, and ect. The researcher used Systematic Literature Review approach with a descriptive study as the research design. The subjects were ten articles. In collecting data the researcher used PRISMA flow diagram, inclusion and exclusion as the criteria of the articles. The findings of this study showed there are several benefits that helps students in correcting the mistakes that students often experience when they write, including: being able to identify errors which include organization, diction, language use (grammar), and mechanics (spelling), and punctuation).
Therefore, by using this software students find out the errors contained in these categories.
In addition, Grammarly's role in increasing students' writing capacity is by providing automatic feedback quickly and also from the results of the feedback students can learn in more detail how to write well and correctly and students also get additional lessons from the feedback. The researcher suggested the teacher to use this software in their teaching and learning activities because this software really helps teachers to provide more creative and innovative methods. Then, it is very helpful for
vii
students in correcting the results of their writing by automatically feedback. Even though Grammarly software has been proven to have a very large impact on student development in terms of writing, it seems that the software still has shortcomings such as in providing feedback with language structures that are still poorly
understood. The conclusion show that a combination between Grammarly feedback and manual feedback is needed to make our writing satisfactory and it spite of our error writing.
1 CHAPTER I
INTRODUCTION
This chapter discussed about context of the study, research problem, objectives of the study, significance of the study.
1.1 Context of the Study
Nowadays, writing plays an important role in real life. Writing is a method of learning and thinking. It offers a special chance to research topics and gather
knowledge. Writing is a component in English that must be mastered by the English learners. There are several ideas about definition about writing in general according to experts. Based on Linse (2005) elaborated that writing is the mental process of flipping thoughts, considering how to communicate them, arranging them, and putting them into sentences and paragraphs that the reader will understand.
Writing is a language skill that allows people to express their thoughts, suggestions, and opinions to one another on paper. Students should write because it can help them express themselves and force them to think critically. Writing is a crucial talent for the growth and dissemination of knowledge in every discipline discourse (Raoofi et al, 2017). It means that writing is one of way for us to be able to develop topics from small things into discussion that can be useful for the reader.
2
Students must learn writing as one of their university courses. Writing is crucial to language learning.
Writing is an activity that requires pupils to produce language. Kellogg &
Raulerson (2007) demonstrated the value of writing in school and the professional world. Because writing is a skill that may be used to carry out all operations,
including those involved in education and the workplace, particularly in the English Department. The students required to learn to write and to prepare themselves for the final academic assignment thesis writing.
The researcher do not naturally develop the ability to write as one of the communication skills (Miftah, 2015). One of the English language abilities needed to communicate in written text is writing. First-language instruction has been provided.
According to Rao (2019) People pick up a language, and particularly all the abilities associated with it, in order to communicate effectively and sustain positive
relationships with their fellow members of society. In building social or community relationships, it is necessary to have good communication between each other; there are many ways in terms of communicating, one of which is by writing. Writing is the process of expressing ideas, thinking, or feeling in word on the piece of paper.
Furthermore, Since writing is a process and genre restrictions can have a significant impact on what students produce, these components must be included in learning activities (Harmer: 2004).
Therefore, writing is one of the skills that must be possessed by someone because by writing students can show their opinions about something, by writing
3
students can be known by others and they are able to communicate with someone inside and outside the country. It means that apart from technology writing is a tool to communicate with each other.
Writing development in history was a result of the growing industrialization and the community needs; there was an indispensable need for these skills to be taught and spread among the individuals (Abderraouf, 2016). It means that from the growing era, writing is a basic need for all groups because writing is one way the researcher can interact with someone. Therefore, writing is an ability that will not be obtained instantly because it is a process. From that students can learn how to write well and correctly, starting from looking for a theme to the content that will create.
Writing is closely related to sentence structure or what it calls grammar; this is one of skills that every individual must mastered. Another problem in learning writing is grammar and this is a common problem faced by students in writing paragraph.
Grammar errors, such as incorrectly using different tenses in a sentence, are frequently made by pupils.
To solve the problem above, students need a partner who can guide them to write and can also provide feedback that can help students solve or overcome problems when they write such as errors in grammar, punctuation, vocabulary used.
Shaumiwaty (2020) interprets that writing skill is considered as the most difficult skill to master for second language learners. In fact, most teachers still perform monotonous model, teacher-centered learning, which may hinder the learning process, and it raises the difficulty among students to understand the subject matter.
4
Therefore, Grammarly is expected to be able to provide a more attractive method for students by which the teacher's role increasingly assisted in managing the class.
Therefore the Grammarly can provide a solution to reduce problems faced by students. It is a technology that can automatically provide feedback when the students make mistakes in language usage (Grammar), vocabulary usage (diction), mechanic (Punctuation and spelling). Additionally, it demands students to independently assess their own work with the aid of the system's feedback feature; it promotes students' independence and autonomy as learners. Students typically struggle when writing since it is challenging for them to express their views. The pupils need a companion to help them learn, especially while composing paragraphs, in order to solve that challenge.
This article sets forth to review study literature published on pre service writing teacher education. First, the researcher described decision-making process.
Next, the researcher examined each collection of studies to identify what study has found that Grammarly software is useful for writing paragraph. Finally, the researcher concluded with a discussion of the available study and share directions for writing teacher education study. Therefore, from this case the researcher interested to do this research about the important of the use of Grammarly software in mastering
paragraph writing.
5
1.2 Research Question
With the exposure of the background of the study, this study is expected to be able to enlarge the contribution of research regarding the use and benefits of
Grammarly software for teaching and learning activities in the SLR setting. Thus, the research questions are formulated as follows.
1. What are the uses of Grammarly software to support students in writing paragraph?
2. How does this software work to increase students’ capacity in writing paragraph?
1.3 Objectives of the Study
Considering the problems as formulated above, the objectives of the study of the research can be specified as follows:
1. To identify the uses of Grammarly software to support students in writing paragraph.
2. To know how does this software work to increase students’ capacity in writing paragraph.
1.4 Significance of the study
This research was expected to give an advantage to the students, the lecturers. The advantages were mentioned below:
6
For the students of English Teacher Education Department, this research gave information of new way of checking grammar done online. With this research, the students can understand how to used Grammarly as an online grammar checker to check grammar mistakes, especially in writing.
For the lecturers, this research was very useful. This research gave information for the lectures about using Grammarly as an online grammar checker.
By knowing this, the lectures can used it to help them check the students‟ work or their work in writing.
42 CHAPTER V
CONCLUSION AND SUGESTION
This chapter presents the conclusion and suggestions of the research. The conclusions were composed of research findings and discussions, while suggestion came up with some ideas which were addressed to English teachers and students.
1.1 Conclusion
Errors in writing were still the most basic and most often experienced by students in writing, including errors in spelling, grammar, vocabularies, punctuation, and so on. To overcome this problems, traditional feedback or manual correction whether it was done by teachers, lecturers, or students themselves, took a very long time because they have to checked each sentence one by one; and the results of manually correcting were often missed.
Therefore students need software that can provided feedback automatically which it was efficient for students. With the Grammarly software, it expected to overcome the problems faced by students. Besides, the software already provided automatic and clear feedback so that students were able to automatically got the feedback or corrections if they made error analysis in writing paragraph.
Even though Grammarly software has been proven to have a very large impact on student development in terms of writing, it seems that the software still has
43
shortcoming based on Ghufron and Rosyida (2018) such as in providing feedback with language structures that were still poorly understood by students for example, long feedback given by the system will affect students' mentality in working on the revision and also students will have difficulty understanding the feedback.
Therefore, understanding language structure was still very much needed by students to improve mentally when they got quite long feedback. So, the researcher provided a solution to overcome this, by which combining the Grammarly software method with manual feedback which results was more optimal and it can overcome the weaknesses that exist in the software so that the combination of the two methods can increase students' self-confidence in making revisions and they got an
explanations from the teacher about the feedback provided by the software.
5.2 Suggestion
According to the study's findings, the researcher would like to provide the following recommendations for students, teachers, and potential future researchers.
A). For the students
In learning writing, students need partners in correcting their writing. With the development of technology as it was today, there were several tools that can be a helper in students learning activities, one of which was the Grammarly Software. This software began to be used in the 2009 with the features provided by this software; it was very helpful for students in correcting the results of their writing which this
44
software can provide feedback automatically when they make mistakes in their writing. Therefore, this software was highly recommended for students as a support system in their learning activities.
B). For teachers
Researchers recommend teachers to use this software in their teaching and learning activities because this software really helps teachers to provide more creative and innovative methods according to the times. By using this software, the role of the teacher in student development was helped and the teacher focused in directing students to explain the feedback provided by the software so that students understand better the feedback.
45
REFERENCES
Abderraouf, A. (2016). Writing difficulties and common errors in writing: a case study of third year LMD students of English at the University of Bejaia.
University of Bejaia, 1–92.
Ariyanti, F., Hanna, H., & Amiruddin, A. (2017). The effect of using Edmodo as suplementary class on students’ writing achievement at SMKN 4 Kendari.
Journal of Language Education and …, 2(1).
http://ojs.uho.ac.id/index.php/JLEET/article/view/6697
Daniels, P., & Leslie, D. (2013). Grammar software ready for EFL writers? OnCue Journal, 9(4), 391–401.
Fahmi, M. A., & Cahyono, B. Y. (2021). EFL students’ perception on the use of Grammarly and teacher feedback. JEES (Journal of English Educators Society), 6(1), 18–25. https://doi.org/10.21070/jees.v6i1.849
Fazio, X., & Gallagher, T. (2009). Supporting students ’ writing in elementary science : tools to facilitate revision of inquiry-based compositions. Electric Journal of Literacy Through Science, 8(March 2017).
http://ejlts.ucdavis.edu/sites/ejlts.ucdavis.edu/files/articles/FazioGallagherVol8- 1.pdf
Fitria, T. N. (2021a). “ Grammarly ” as AI -powered English writing assistant : students ’ alternative for English writing. 5(1), 65–78.
https://doi.org/10.31002/metathesis.v5i1.3519
Fitria, T. N. (2021b). “Grammarly” As a Teachers’ Alternative in Evaluating Non - Efl Students Writings. LEKSEMA: Jurnal Bahasa Dan Sastra, 6(2), 141–152.
https://doi.org/10.22515/ljbs.v6i2.3957
Gain, A., Rao, M., & Bhat, K. S. (2019). Usage of Grammarly - online grammar and spelling checker tool at the health sciences library, Manipal Academy of Higher Education, Manipal: a study. Library Philosophy and Practice, 2019.
46
Gebhard, J. (2016). Teaching English as a foreign or second language, second edition.
Teaching English as a Foreign or Second Language, Second Edition, XXVI(1), 1–3. https://doi.org/10.3998/mpub.147778
Ghufron, M. A., & Rosyida, F. (2018). The role of Grammarly in assessing English as a foreign language (EFL) writing. Lingua Cultura, 12(4), 395–401.
https://doi.org/10.21512/lc.v12i4.4582
Huang, H. W., Li, Z., & Taylor, L. (2020). The Effectiveness of Using Grammarly to Improve Students’ Writing Skills. ACM International Conference Proceeding Series, 122–127. https://doi.org/10.1145/3402569.3402594
Karyuatry, L. (2018). Grammarly as a tool to improve students’ writing quality: free online-proofreader across the boundaries. JSSH (Jurnal Sains Sosial Dan Humaniora), 2(1), 83–89. https://doi.org/10.30595/jssh.v2i1.2297
Kellogg, R. T., & Raulerson, B. A. (2007). Improving the writing skills of college students. Psychonomic Bulletin and Review, 14(2), 237–242.
https://doi.org/10.3758/BF03194058
Kouchaksaraei, H. R., & Karl, H. (2019). Service function chaining across openstack and kubernetes domains. DEBS 2019 - Proceedings of the 13th ACM
International Conference on Distributed and Event-Based Systems, 240–243.
https://doi.org/10.1145/3328905.3332505
Lailika, H. I. (2019). Students’ Peceptions of The Use of Grammarly as an Online Grammar Checker in Thesis Writing. http://digilib.uinsby.ac.id/34607/
Linse, C. T. (2005). Practical English language teaching: young learners. McGraw- Hill Companies.
Miftah, M. Z. (2015). Through writing process approach. Journal of English as a Foreign Language, 5(1), 9–24. url: http://e-journal.iain-
palangkaraya.ac.id/index.php/jefl%0A
Nova, M. (2018). Utilizing Grammarly in evaluating academic writing: a narrative research on Efl students’ experience. Premise: Journal of English Education, 7(1), 80–94. https://doi.org/10.24127/pj.v7i1.1332
47
O’Neill, R., & Russell, A. M. . (2019). Grammarly: help or hindrance? academic learning advisors’ perceptions of an online grammar checker. Journal of Academic Language & Learning, 13(1), A88–A107.
https://journal.aall.org.au/index.php/jall/article/view/591
Odja, A. H., Supardi, Z. A. I., & Jatmiko, B. (2016). Using science oriented self regulated learning to improve student’s writing skill in science and conceptual understanding: (The heat concept in Physics as an example). Man in India, 96(9), 2627–2636.
Perdana, I., Manullang, S. O., & Masri, F. A. (2021). Effectiveness of online Grammarly application in improving academic writing: review of experts experience. International Journal of Social Sciences, 4(1), 122–130.
https://doi.org/10.31295/ijss.v4n1.1444
Rahma Hakiki, G. N. (2021). Perception of EFL Students on the use Grammarly application in writing class. Eduvelop, 4(2), 99–106.
https://doi.org/10.31605/eduvelop.v4i2.891
Rao, P. S. (2019). The characteristics of effective writing skills in English. Research Journal Of English (RJOE), Vol-2(Issue-2), 75–86.
Raoofi, S., Binandeh, M., & Rahmani, S. (2017). An investigation into writing strategies and writing proficiency of university students. Journal of Language Teaching and Research, 8(1), 191–198. https://doi.org/10.17507/jltr.0801.24 Shaumiwaty, S. (2020). Learning journal strategy to enhance students’ writing ability.
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English, 5(1), 65–74. https://doi.org/10.26905/enjourme.v5i1.4238
Stead, T., & Hoyt, L. (2012). to Teaching Nonfiction Writing.
Vidhiasi, D. M., & Haryani, H. (2020). The implementation of Grammarly in error analysis. Jurnal Sains Dan Teknologi Maritim, 21(1), 17–22.
https://doi.org/10.33556/jstm.v21i1.248
Wolor, C. W., Nurkhin, A., & Citriadin, Y. (2021). Leadership style for millennial generation, five leadership theories, systematic literature review. Quality -
48
Access to Success, 22(184), 105–110. https://doi.org/10.47750/QAS/22.184.13
