The Effect of Grammarly on Students’ Writing Ability at SMAN 4 Jember
DOI:
https://doi.org/10.58518/jelp.v5i2.4404Keywords:
Grammarly, Writing Ability, Recount, AI Grammar ToolsAbstract
This study addresses the persistent challenges students face in developing effective English writing skills, particularly in mastering grammar, structure, and coherence within recount texts. The research aims to determine whether the use of Grammarly significantly enhances the writing ability of 11th-grade students at SMAN 4 Jember. A quantitative method with a pre-experimental design is employed, involving pre-test and post-test assessments to measure students’ improvement after using Grammarly as a grammar-checking tool. Findings indicate that Grammarly supports students in reducing grammatical errors, improving sentence structure, and increasing overall writing clarity. The tool also boosts learners’ confidence and facilitates more effective revision practices. The significance of this research lies in providing empirical evidence on the effectiveness of AI-assisted grammar tools in EFL writing instruction and offering practical insights for educators integrating technology to improve writing outcomes.
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