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An Analysis of Students’ Perception of Using Grammarly as English Writing Assistant by the Tenth Grade Students of SMK Karsa Mulya Palangka Raya

Introduction

An analysis of students’ perception of using grammarly as english writing assistant by the tenth grade students of smk karsa mulya palangka raya. Explore students' perceptions of Grammarly for English writing. Finds positive views, digital literacy gaps, and the need for integrating AI tools with teaching support.

Abstract

This study explored the perceptions of tenth-grade students at SMK Karsa Mulya Palangka Raya regarding the use of Grammarly as an English writing support tool. A descriptive quantitative design was employed, using a four-point Likert scale questionnaire adapted from O’Neill and Russell (2019). Twenty-four students participated as respondents. Descriptive statistics were used to analyze the data. Findings revealed that most students expressed positive perceptions across five indicators: the necessity of Grammarly in writing, practicality of use, self-management, motivation, and self-monitoring. However, some students required technical assistance and engaged only with basic features, suggesting limited digital literacy and incomplete understanding of the application’s potential. While Grammarly proved useful, it could not replace teachers in providing foundational grammar, punctuation, and spelling instruction. The study highlights the importance of integrating AI-based tools with pedagogical support to maximize writing skill development.

Review

This study investigates the perceptions of tenth-grade students at SMK Karsa Mulya Palangka Raya concerning the use of Grammarly as an English writing support tool. Employing a descriptive quantitative design with a Likert scale questionnaire administered to 24 students, the research identified largely positive perceptions across indicators such as necessity, practicality, self-management, motivation, and self-monitoring. However, it also highlighted crucial caveats, including students' need for technical assistance and their limited engagement with advanced features, suggesting gaps in digital literacy. Critically, the study concludes that while Grammarly is useful, it cannot replace teachers in providing foundational grammatical instruction, underscoring the need for integrated pedagogical support. The study effectively addresses a timely and relevant topic at the intersection of language education and AI technology. Its clear methodology, utilizing a structured Likert scale questionnaire adapted from established research, provides a systematic approach to capturing student perceptions across meaningful dimensions. The identification of both the perceived benefits of Grammarly and its practical challenges—particularly the issues of digital literacy and underutilization of features—offers valuable insights for educators. The conclusion regarding the irreplaceable role of teachers in foundational instruction is a particularly important takeaway, reinforcing a balanced perspective on technology integration in learning environments. Despite its strengths, the study's primary limitation lies in its relatively small sample size of 24 students. While descriptive statistics are appropriate for such a sample, the limited number of participants constrains the generalizability of the findings to a broader student population. Future research would significantly benefit from a larger and potentially more diverse sample to enhance external validity and provide a more robust understanding of student perceptions. Furthermore, while the abstract notes "limited digital literacy" and "incomplete understanding of the application’s potential," a deeper exploration of how these aspects were observed or measured, perhaps through a qualitative component, would offer richer insights into *why* students might struggle with or underutilize the tool. Addressing these areas could further strengthen the study's contribution to effective AI integration in writing instruction.

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