Identifying The Student’s Interlanguage Errors By Using Grammarly App : A Study of The 10th Grade Students Of SMA Immanuel Pontianak

Abstract

This study investigates the interlanguage errors made by tenth-grade students of SMAK Immanuel Pontianak in English writing and examines the role of Grammarly in identifying these errors and supporting students' writing improvement. This study aims to identify the types of interlanguage errors detected by Grammarly, investigate the factors contributing to these errors, and explore students' perceptions of Grammarly's feedback in improving their English writing. Data were collected through students' writing assignments analyzed using Grammarly, interviews, and questionnaires. The findings are expected to reveal the most frequently occurring types of interlanguage errors in students' writing, identify the linguistic and cognitive factors contributing to these errors, and demonstrate students' perceptions regarding Grammarly as a learning tool. The predominance of omission and misformation errors suggests that Indonesian high school students experience particular difficulty with grammatical elements absent from their first language. Articles, tense markers, auxiliary verbs, and subject-verb agreement emerged as recurring areas of difficulty. These findings support interlanguage theory, which predicts that learner language will exhibit systematic developmental patterns influenced by both first-language transfer and intralingual processes.