Junior High School Students’ Experiences of Using Features of Grammarly as Automated Writing Feedback

Abstract

This study aims to explore students’ experiences in using Grammarly as automated writing feedback in English writing learning at the junior high school level. This study uses a qualitative approach with a case study design. The research participants consisted of 29 grade VIII students at one of the junior high schools in Surabaya. Data were collected through open questionnaires and participant observation during the learning process of writing. Data analysis is carried out through the stages of data organization, data reduction, coding, and triangulation to ensure the credibility of the findings. The results showed that the most beneficial features for students included grammar checking, spelling correction, and vocabulary suggestions. These features contribute to helping students identify language errors, improve sentence structure accuracy, and enrich vocabulary choices. From a learning experience perspective, students benefit from immediate feedback that allows the process of identifying and correcting errors to be done quickly. The writing revision process also becomes more systematic because students can improve the text gradually based on the suggestions given. However, a variety of strategies in utilizing feedback are still found, ranging from reflective use to instant fixes without deep understanding. Some obstacles remain, including difficulties in understanding the explanation of feedback and the tendency to rely on Grammarly. Overall, Grammarly has the potential to be an effective support tool for learning English writing at the junior high school level, particularly in providing immediate feedback and supporting the revision process. However, the effectiveness of its use is largely determined by the active involvement of students in understanding feedback and the role of teachers in providing adequate assistance.