Utilizing Grammarly in Teaching Writing Recount Text Through Genre Based Approach

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.