Utilizing Grammarly in Teaching Writing Recount Text Through Genre Based Approach

Erni Yulianti; Reni

doi:doi:10.11648/j.ijsts.20180601.11

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Utilizing Grammarly in Teaching Writing Recount Text Through Genre Based Approach

Erni Yulianti, Reni

Published in International Journal of Science, Technology and Society (Volume 6, Issue 1)

Received: 11 September 2017 Accepted: 28 September 2017 Published: 6 December 2017

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Abstract

This study investigated on utilizing Grammarly, a free online rater, in teaching writing recount text through Genre-Based Approach (GBA). This study triedto describe GBA application in the class, to know how Grammarly and GBA led to students’ writing recount text, and to know students’ perception in utilizing Grammarly in GBA in writing recount text. This study employed pre-experimental design one group pretest-post test (Creswell, 2008: 301). Data in this study were obtained from questionnaires and pretest-post test. Data from questionnaires, to describe the second and the third question, were analyzed by using Likert Scales and categorized into three categories: Positive, Neutral, and Negative as suggested by (Azwar, 2012: 149). Data from pretest-post test, to know the improvement of the students’ writing recount text were administered by using Match T-test. The finding revealed that students had positive perception in learning writing recount text by utilizing Grammarly through genre base approach. Students understood the material explained while they were enjoying the learning process. Getting better understanding on genre-base, students felt easier to produce recount text. Pair and group discussion played an important role in writing cycles (Hyland, 2007: 136-137 and Harmer, 2007: 30) Moreover, the data showed that students had positive perception in using technology in learning writing recount text. The students thought that using word processing and Grammarly, an online rater, helped them in writing process (Gebhard, 2009: 222) Grammarly told the students’ error that students were motivated to revise their works.

Published in	International Journal of Science, Technology and Society (Volume 6, Issue 1)
DOI	10.11648/j.ijsts.20180601.11
Page(s)	1-5
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Grammarly, Writing Recount Text, Genre Based Approach

References

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[2]	Astuti. Eka M. (2006). English Zone; for Senior High School Students Year X. Erlangga.
[3]	Azwar. S. (2012). Penyusunan Skala Psikologi. Pustaka pelajar.
[4]	Belcher. D. Effectiveness of the Genre-based Approach for Graduate Students. Georgia State University.
[5]	Brown, H. D. (2001). Teaching by Principles; An Interactive Approach to Language pedagogy. Second edition, San Francisco State university. Addison Wesley Longman, Inc.
[6]	Cresswell, John W. (2008). Educational Research, Planning, Conducting, and Evaluating Quantitative Qualitative Research. Third Edition. New Jersey: Pearson Education, Inc.
[7]	Farhady, H and Evelin H. (1982). Research Design and Statistics for Applied linguistics. Los Angeles: Newbury House publishers, Inc.
[8]	Gebhard. J. G. (2009). Teaching English as a Foreign or Second Language; A self-Development and Methodology Guide. The University of Michigan Press.
[9]	Harmer. J. (2007). The Practice of English Language Teaching. Fourth Edition. Pearson Longman.
[10]	Herawati. N. (2009). An Investigation on the Implementation of a Genre-Based Approach. (A Script, Indonesia University of Education, 2009, Unpublished).
[11]	Hylan. K. (2004). Genre and Second Language Writing. Michigan Series in Teaching Multilingual Writers. The university of Michigan.
[12]	Johns. M. A. (2002). Genre in the Classroom; Multiple Perceptions. Lawrence Erlbaum Associates, Publiser. Mahwah, New jersey.
[13]	Law of Republic of Indonesia Ministry of Education Article 22, 2006, Standar Competence and Base Competence for Primary and Senior High School.
[14]	Martine. A. S. (2002). Writing assessment released writing Prompts. Pennsylvania Department of Education Division of Evaluation and Reports.
[15]	Nisak. K. (2008). The Genre basedd approach to teaching a recount Genre. (A Script, Indonesia University of Education, 2008, Unpublished).
[16]	Setiyadi. B. (2006). Metode Penelitian Untuk Pengajaran Bahasa Asing; Pendekatan Kuantitatif dan Kualitatif. Graha Ilmu, Yogyakarta.
[17]	Sugiyono. (2012). Statistik Untuk Penelitian. Alfabeta Bandung.
[18]	Tomkins. G. E. (2008). Teaching writing; Balancing Process and Product. Fith edition, California State University Fresno America. Pearson Merrill Prentice Hall.
[19]	Tuan. L. T. (2011). Teaching Writing through Genre-Based Approach. Theory and Practice in Language Studies, Vol. 1, No. II, pp. 147-1478, November 2011 © 2011 ACADEMY PUBLISHER Manufactured in Finland. Doi: 10.4304/tpls.1.11.1471-1478.
[20]	Yang. W. (2012). A study of Students’ Perceptions and Attitudes towards Genre-Based ESP Writing Instruction. Asian ESP Journal. National Kaohsiung University of Hospitality and Tourism, Taiwan. Volume 8 Issue 3 Autumn 2012.

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APA Style

Erni Yulianti, Reni. (2017). Utilizing Grammarly in Teaching Writing Recount Text Through Genre Based Approach. International Journal of Science, Technology and Society, 6(1), 1-5. https://doi.org/10.11648/j.ijsts.20180601.11

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Erni Yulianti; Reni. Utilizing Grammarly in Teaching Writing Recount Text Through Genre Based Approach. Int. J. Sci. Technol. Soc. 2017, 6(1), 1-5. doi: 10.11648/j.ijsts.20180601.11

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AMA Style

Erni Yulianti, Reni. Utilizing Grammarly in Teaching Writing Recount Text Through Genre Based Approach. Int J Sci Technol Soc. 2017;6(1):1-5. doi: 10.11648/j.ijsts.20180601.11

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@article{10.11648/j.ijsts.20180601.11,
  author = {Erni Yulianti and Reni},
  title = {Utilizing Grammarly in Teaching Writing Recount Text Through Genre Based Approach},
  journal = {International Journal of Science, Technology and Society},
  volume = {6},
  number = {1},
  pages = {1-5},
  doi = {10.11648/j.ijsts.20180601.11},
  url = {https://doi.org/10.11648/j.ijsts.20180601.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsts.20180601.11},
  abstract = {This study investigated on utilizing Grammarly, a free online rater, in teaching writing recount text through Genre-Based Approach (GBA). This study triedto describe GBA application in the class, to know how Grammarly and GBA led to students’ writing recount text, and to know students’ perception in utilizing Grammarly in GBA in writing recount text. This study employed pre-experimental design one group pretest-post test (Creswell, 2008: 301). Data in this study were obtained from questionnaires and pretest-post test. Data from questionnaires, to describe the second and the third question, were analyzed by using Likert Scales and categorized into three categories: Positive, Neutral, and Negative as suggested by (Azwar, 2012: 149). Data from pretest-post test, to know the improvement of the students’ writing recount text were administered by using Match T-test. The finding revealed that students had positive perception in learning writing recount text by utilizing Grammarly through genre base approach. Students understood the material explained while they were enjoying the learning process. Getting better understanding on genre-base, students felt easier to produce recount text. Pair and group discussion played an important role in writing cycles (Hyland, 2007: 136-137 and Harmer, 2007: 30) Moreover, the data showed that students had positive perception in using technology in learning writing recount text. The students thought that using word processing and Grammarly, an online rater, helped them in writing process (Gebhard, 2009: 222) Grammarly told the students’ error that students were motivated to revise their works.},
 year = {2017}
}

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TY  - JOUR
T1  - Utilizing Grammarly in Teaching Writing Recount Text Through Genre Based Approach
AU  - Erni Yulianti
AU  - Reni
Y1  - 2017/12/06
PY  - 2017
N1  - https://doi.org/10.11648/j.ijsts.20180601.11
DO  - 10.11648/j.ijsts.20180601.11
T2  - International Journal of Science, Technology and Society
JF  - International Journal of Science, Technology and Society
JO  - International Journal of Science, Technology and Society
SP  - 1
EP  - 5
PB  - Science Publishing Group
SN  - 2330-7420
UR  - https://doi.org/10.11648/j.ijsts.20180601.11
AB  - This study investigated on utilizing Grammarly, a free online rater, in teaching writing recount text through Genre-Based Approach (GBA). This study triedto describe GBA application in the class, to know how Grammarly and GBA led to students’ writing recount text, and to know students’ perception in utilizing Grammarly in GBA in writing recount text. This study employed pre-experimental design one group pretest-post test (Creswell, 2008: 301). Data in this study were obtained from questionnaires and pretest-post test. Data from questionnaires, to describe the second and the third question, were analyzed by using Likert Scales and categorized into three categories: Positive, Neutral, and Negative as suggested by (Azwar, 2012: 149). Data from pretest-post test, to know the improvement of the students’ writing recount text were administered by using Match T-test. The finding revealed that students had positive perception in learning writing recount text by utilizing Grammarly through genre base approach. Students understood the material explained while they were enjoying the learning process. Getting better understanding on genre-base, students felt easier to produce recount text. Pair and group discussion played an important role in writing cycles (Hyland, 2007: 136-137 and Harmer, 2007: 30) Moreover, the data showed that students had positive perception in using technology in learning writing recount text. The students thought that using word processing and Grammarly, an online rater, helped them in writing process (Gebhard, 2009: 222) Grammarly told the students’ error that students were motivated to revise their works.
VL  - 6
IS  - 1
ER  -

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Author Information

Erni Yulianti

Department of English Education, Lampung University, Bandar Lampung, Indonesia
Reni

Department of Geography Education, State Yogyakarta University, Yogyakarta, Indonesia

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Plain Text BibTeX RIS

APA Style

Erni Yulianti, Reni. (2017). Utilizing Grammarly in Teaching Writing Recount Text Through Genre Based Approach. International Journal of Science, Technology and Society, 6(1), 1-5. https://doi.org/10.11648/j.ijsts.20180601.11

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ACS Style

Erni Yulianti; Reni. Utilizing Grammarly in Teaching Writing Recount Text Through Genre Based Approach. Int. J. Sci. Technol. Soc. 2017, 6(1), 1-5. doi: 10.11648/j.ijsts.20180601.11

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AMA Style

Erni Yulianti, Reni. Utilizing Grammarly in Teaching Writing Recount Text Through Genre Based Approach. Int J Sci Technol Soc. 2017;6(1):1-5. doi: 10.11648/j.ijsts.20180601.11

Copy | Download

@article{10.11648/j.ijsts.20180601.11,
  author = {Erni Yulianti and Reni},
  title = {Utilizing Grammarly in Teaching Writing Recount Text Through Genre Based Approach},
  journal = {International Journal of Science, Technology and Society},
  volume = {6},
  number = {1},
  pages = {1-5},
  doi = {10.11648/j.ijsts.20180601.11},
  url = {https://doi.org/10.11648/j.ijsts.20180601.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsts.20180601.11},
  abstract = {This study investigated on utilizing Grammarly, a free online rater, in teaching writing recount text through Genre-Based Approach (GBA). This study triedto describe GBA application in the class, to know how Grammarly and GBA led to students’ writing recount text, and to know students’ perception in utilizing Grammarly in GBA in writing recount text. This study employed pre-experimental design one group pretest-post test (Creswell, 2008: 301). Data in this study were obtained from questionnaires and pretest-post test. Data from questionnaires, to describe the second and the third question, were analyzed by using Likert Scales and categorized into three categories: Positive, Neutral, and Negative as suggested by (Azwar, 2012: 149). Data from pretest-post test, to know the improvement of the students’ writing recount text were administered by using Match T-test. The finding revealed that students had positive perception in learning writing recount text by utilizing Grammarly through genre base approach. Students understood the material explained while they were enjoying the learning process. Getting better understanding on genre-base, students felt easier to produce recount text. Pair and group discussion played an important role in writing cycles (Hyland, 2007: 136-137 and Harmer, 2007: 30) Moreover, the data showed that students had positive perception in using technology in learning writing recount text. The students thought that using word processing and Grammarly, an online rater, helped them in writing process (Gebhard, 2009: 222) Grammarly told the students’ error that students were motivated to revise their works.},
 year = {2017}
}

Copy | Download

TY  - JOUR
T1  - Utilizing Grammarly in Teaching Writing Recount Text Through Genre Based Approach
AU  - Erni Yulianti
AU  - Reni
Y1  - 2017/12/06
PY  - 2017
N1  - https://doi.org/10.11648/j.ijsts.20180601.11
DO  - 10.11648/j.ijsts.20180601.11
T2  - International Journal of Science, Technology and Society
JF  - International Journal of Science, Technology and Society
JO  - International Journal of Science, Technology and Society
SP  - 1
EP  - 5
PB  - Science Publishing Group
SN  - 2330-7420
UR  - https://doi.org/10.11648/j.ijsts.20180601.11
AB  - This study investigated on utilizing Grammarly, a free online rater, in teaching writing recount text through Genre-Based Approach (GBA). This study triedto describe GBA application in the class, to know how Grammarly and GBA led to students’ writing recount text, and to know students’ perception in utilizing Grammarly in GBA in writing recount text. This study employed pre-experimental design one group pretest-post test (Creswell, 2008: 301). Data in this study were obtained from questionnaires and pretest-post test. Data from questionnaires, to describe the second and the third question, were analyzed by using Likert Scales and categorized into three categories: Positive, Neutral, and Negative as suggested by (Azwar, 2012: 149). Data from pretest-post test, to know the improvement of the students’ writing recount text were administered by using Match T-test. The finding revealed that students had positive perception in learning writing recount text by utilizing Grammarly through genre base approach. Students understood the material explained while they were enjoying the learning process. Getting better understanding on genre-base, students felt easier to produce recount text. Pair and group discussion played an important role in writing cycles (Hyland, 2007: 136-137 and Harmer, 2007: 30) Moreover, the data showed that students had positive perception in using technology in learning writing recount text. The students thought that using word processing and Grammarly, an online rater, helped them in writing process (Gebhard, 2009: 222) Grammarly told the students’ error that students were motivated to revise their works.
VL  - 6
IS  - 1
ER  -

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