STUDENTS’ PERCEPTION OF GRAMMARLY FEEDBACK AND TEACHER’S FEEDBACK ON ARGUMENTATIVE ESSAYS

Abstract

Abstract : This research was conducted to describe both (Grammarly and teacher’s feedback) in one study used in argumentative essays. Using a qualitative approach with a single case study design. To obtain thorough information from students about their perceptions, semi-structured interviews were conducted with 23 questions (Grammarly and teacher’s feedback) and document analysis. Three participants were taken because they had passed three writing courses from the first until the third semester. The participants are those who have excellent grades (A). The interview session was conducted for 20 minutes asking about students' perceptions of Grammarly and teacher feedback also analysis of student essays. Furthermore, the interview was conducted using the student's first language to ensure clarity and avoid ambiguity. The researcher used data analysis from Renz et al., (2018). The results of the data show that Grammarly and teacher feedback are well received by students. They received information about two aspects of argumentative writing using Grammarly feedback; practicality and the use of features to improve their writing. Furthermore, the teacher feedback that is often given is direct feedback using several symbols, such as underlining, circling, and immediately crossing out words with true or false marks around them. Additionally, the pedagogical implications are explained.

Keywords: Students' Perception, Grammarly feedback, Teacher's feedback, Argumentative Essays.