Exploring Students’ Perceptions of Using Grammarly in Writing Analytical Exposition Texts at Eleventh Grade of SMAN 1 Kandis
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This study explores the perceptions of eleventh-grade students at SMAN 1 Kandis regarding the use of Grammarly in writing analytical exposition texts. Writing skills are essential for academic success, and digital tools like Grammarly are increasingly utilized to support students’ writing development. Employing a qualitative descriptive approach, data were collected from 28 students of class XI F1 through a structured Likert-scale questionnaire. The results reveal that students generally perceive Grammarly as a helpful tool for enhancing grammar, vocabulary, sentence structure, and overall writing quality. Grammarly also contributes to increased motivation and confidence in producing structured arguments and revising texts independently. However, some students expressed limited understanding of plagiarism alerts and concerns about overreliance on the tool. Overall, the study indicates that Grammarly serves as a valuable aid in supporting students’ writing performance and autonomy in an English as a Foreign Language (EFL) context. These findings suggest that integrating Grammarly into writing instruction can foster better writing habits and learner engagement.
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