Investigating Undergraduate Students' Experiences Using Grammarly in Writing a Thesis

Abstract

This reserach was aimed to explore undergraduate students’ experiences of using Grammarly in thesis writing. The research was conducted in English Education Department at one of the universities in East Java province. Narrative inquiry research design was used to explore stories about people’s lives and/or experiences. To collect the data, narrative interview was conducted to this research. To analyze the data, I used Thematic Analysis which is guided by Braun and Clarke (2006). The analysis revealed three emergent themes: How Grammarly Facilitates Undergraduate Students to evaluate their undergraduate thesis; How Grammarly Supports Undergraduate Students in Evaluating Thesis; and Undergraduate Students’ challenges when using Grammarly to Write Thesis. The research results are Grammarly simplifies undergraduate thesis evaluation by offering easy access, justifications for corrections, and suggestions for word corrections. It offers both free and premium versions, with free offering misspelt correction, correctness, and clarity, while premium features have drawbacks like unclear clarity, lack of explanations, and imperfect correction. Both versions require double-checking for optimal results.