With the development of technology, any writer now can easily check their academic writing with automated writing evaluation program. Though, the utilization of this program may bring both benefits and drawbacks. Thus, a consideration of its strengths and weaknesses is needed. To fill the need, this study aimed to identify the strengths and weaknesses of Grammarly program as an automated writing evaluation program in evaluating academic writing. Using a narrative inquiry in exploring three Indonesian postgraduate students’ experiences by conducting interview and documentation, the result showed that this program has provided useful color-coded feedback with explanation and example, ease of account access, high rate of evaluation speed, and free service for evaluating academic writing. However, some caveats were also found in this program utilization, such as several misleading feedbacks, weaknesses on detecting the type of English and reference list, and lack of context and content evaluation experienced, which became the weaknesses of this program. Further investigation on the efficiency of the feedback given by Grammarly in improving students’ writing quality is needed.
With the development of technology, any writer now can easily check their academic writing with automated writing evaluation program. Though, the utilization of this program may bring both benefits and drawbacks. Thus, a consideration of its strengths and weaknesses is needed. To fill the need, this study aimed to identify the strengths and weaknesses of Grammarly program as an automated writing evaluation program in evaluating academic writing. Using a narrative inquiry in exploring three Indonesian postgraduate students’ experiences by conducting interview and documentation, the result showed that this program has provided useful color-coded feedback with explanation and example, ease of account access, high rate of evaluation speed, and free service for evaluating academic writing. However, some caveats were also found in this program utilization, such as several misleading feedbacks, weaknesses on detecting the type of English and reference list, and lack of context and content evaluation experienced, which became the weaknesses of this program. Further investigation on the efficiency of the feedback given by Grammarly in improving students’ writing quality is needed.
The use of video as a solution in supporting technology integration in EFL teaching
The urgency of technology integration has arisen due to the current pandemic break. With a sudden shift from conventional learning to virtual learning, less proper preparation on utilizing the technology integration may occur. The present study aimed at unraveling the perception and obstacles faced during the implementation of videoconferencing as a speaking assessment medium. By applying qualitative research with a snapshot case study design in a vocational education institution, this study gained the data through questionnaires, focus group discussion, and an interview. As a result, the majority of the students perceived negatively toward the implementation of videoconferencing as a speaking assessment medium. These negative reactions occurred due to the nervousness and anxiety along the online speaking assessment process. Moreover, the obstacles faced, such as bad internet connection, technical problems, and surrounding disturbance, also contributed an impact on students’ language production and the sound heard by the students during the online speaking assessment. From the results of the present study, the application of videoconferencing as a medium in assessing students’ speaking ability needs to be reappraised to preview its function whether it can be used as an alternative way or it contributes a drawback effect during the assessment process.
Abstrak: Aplikasi pendidikan karakter dalam Kurikulum 2013 belum maksimal. Oleh sebab itu, penelitian ini menginvestigasi pengimplementasian pendidikan karakter dan kesulitan yang dihadapi dalam menyisipkan pendidikan karakter ke dalam proses belajar mengajar bahasa Inggris. Dengan mengadakan penelitian survei dengan mendistribusikan kuesionair kepada 34 guru bahasa Inggris yang berasal dari berbagai institusi berbeda, penelitian ini menemukan bahwa guru bahasa Inggris sudah menyisipkan pendidikan karakter di dalam kelas dengan frekuensi yang bervariasi, serta sudah menyisipkan nilai-nilai karakter dengan fokus yang berbeda. Sebagian besar dari mereka menyisip- kan pendidikan karakter baik secara eksplisit maupun implisit. Kemudian, mereka juga menghadapi beberapa kesulitan yang datang dari 3 aspek utama, yaitu pedagogis, siswa, dan guru. Kata Kunci: kurikulum 2013, pendidikan karakter, pengimplementasian pendidikan karakter, dan kesulitan pendidikan karakter CHARACTER EDUCATION IN INDONESIAN EFL CLASSROOM: IMPLEMENTATION AND OBSTACLES Abstract: The application of character education in 2013 curriculum has not been maximized. Thus, this study investigated the implementation of character education and the obstacles faced in inserting character education into EFL teaching and learning process. Establishing a survey research by distri- buting questionnaires to 34 EFL teachers coming from different institutions, this study revealed that the EFL teachers have inserted character education in classroom with various frequencies and also have inserted character values with different focuses. Most of them inserted character education with both explicit and implicit modes. Moreover, they faced several obstacles coming from three major as- pects; they are pedagogical, student, and teacher. Keywords: 2013 curriculum, character education, character education implementation, and character education obstacles
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