Integrating Grammarly Into Process Based Writing Approach: A Case Study of Vocational High School Students in Karawang

Abstract

The integration of Grammarly in language education has gained momentum, especially in enhancing students’ writing. Grammarly provides automated feedback on grammar, clarity, and style. However, little is known about how vocational students perceive and engage with this feedback. This study explores how vocational high school students in Karawang interact with Grammarly during the revising and editing stages of the Process-Based Writing Approach (PBWA), and how they perceive its role in their writing development. Using a qualitative method, data were collected from five students through classroom observations and semi-structured interviews. PBWA was used as the framework to examine students’ engagement and reflections. The findings reveal diverse behavioral, cognitive, and emotional responses to Grammarly feedback. Students found the tool helpful and confidence-boosting but were sometimes confused by its formality suggestions. Engagement patterns varied, including reflective revisions, active editing, and overreliance on suggestions. These findings highlight the need for instructional support to improve feedback literacy. Effective integration of Grammarly into writing instruction should include guidance to help students critically evaluate AI feedback and develop greater writing independence.