The Role of AI Chatgpt in Improving Writing Skills of Indonesian EFL Senior High School Students

M. Zul Haziz, Yulia Agustina, Hajriana Arfah, M. Adib Nazri

Abstract


This study examined the effectiveness of AI ChatGPT in enhancing writing skills among Indonesian EFL learners at MA NWDI Tembeng Putik. A qualitative case study was conducted with 30 senior high school students using questionnaires and semi-structured interviews. The findings indicate that students benefited from ChatGPT in three main areas: improving grammar accuracy, strengthening coherence in essay organization, and supporting autonomous revision. Many students also reported that ChatGPT provided useful prompts when they faced difficulties generating ideas, although its impact on writing confidence was more limited. These results suggest that ChatGPT can serve as a valuable supplementary tool for EFL writing instruction, particularly in resource-limited classrooms. However, the study emphasizes the need for teacher guidance to ensure that AI use fosters critical thinking and responsible learning practices.


Keywords


AI ChatGPT; EFL Learners; Writing Skills; Learner Autonomy; Qualitative Reearch

Full Text:

PDF

References


Agustini, N. P. O. (2023). Examining the Role of ChatGPT as a Learning Tool in Promoting Students’ English Language Learning Autonomy. Edukasia, 4(2). https://jurnaledukasia.org/index.php/edukasia/article/download/373/281

Al-Alami, S. E. (2024). EFL learners’ attitudes towards utilizing ChatGPT for acquiring writing skills in higher education: A case study of computing students. Journal of Language Teaching and Research, 15(3), 715–724.

Al-Alami, S. E. (2024). EFL learners’ attitudes towards utilizing ChatGPT for acquiring writing skills in higher education: A case study of computing students. Journal of Language Teaching and Research, 15(4), 1–10. https://doi.org/10.17507/jltr.1504.01

Bano, S., & Zulfiqar, A. (2023). Ethical Implications of Artificial Intelligence Use in Higher Education: A Case for Responsible Integration. International Journal of Educational Technology in Higher Education, 20(1), 12–22. https://doi.org/10.1186/s41239-023-00387-2

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77 – 101. https://doi.org/10.1191/1478088706qp063oa

Byram, M., & Wagner, M. (2022). Making a difference: Language and intercultural learning through education. Multilingual Matters.

Chen, C. M., Lee, H. M., & Chen, Y. C. (2021). Personalized intelligent learning system for language learning based on learning style and cognitive state. Educational Technology & Society, 24(1), 132–147.

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.

Creswell, J. W., & Poth, C. N. (2021). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.

Dauar, M. T., Picard, C., Rosa-Neto, P., Breitner, J., Villeneuve, S., & Poirier, J. (2021). Bilingualism is associated with lower cognitive decline and with lower levels of AD biomarkers in a cognitively unaffected cohort. Alzheimer's & Dementia, 17(S6) e055044.

Dewaele, J.-M., & Li, C. (2021). Emotions in second language acquisition: New insights from dynamic systems theory. Journal of Multilingual and Multicultural Development, 42(2), 97–112. https://doi.org/10.1080/01434632.2020.1746312

Faiz, R., Bilal, H. A., Asghar, D. I., & Safdar, A. (2023). Optimizing ChatGPT as a Writing Aid for EFL Learners: Balancing Assistance and Skill Development in Writing Proficiency. Linguistic Forum - A Journal of Linguistics, 5(3), 24–37.

Faiz, R., Bilal, H. A., Asghar, D. I., & Safdar, A. (2023). Optimizing ChatGPT as a writing aid for EFL learners: Balancing assistance and skill development in writing proficiency. Linguistic Forum - A Journal of Linguistics, 5(3), 45–56.

Flick, U. (2020). An introduction to qualitative research (6th ed.). SAGE Publications.

Holmes, W., Bialik, M., & Fadel, C. (2021). Ethics of AI in education: Towards acommunity- wide framework. Centre for Curriculum Redesign.

Huang, R. H., Tlili, A., & Burgos, D. (2022). Handbook on Facilitating Flexible Learning During Educational Disruption: The Role of Open Educational Resources (OER) and Open Educational Practices (OEP). UNESCO.

Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson Education. https://www.pearson.com/content/dam/one-dot-com/one-dot- com/global/Files/about-pearson/innovation/open-ideas/Intelligence-Unleashed Publication.pdf

Meurers, D., & Ziai, R. (2022). Natural Language Processing for Language Learning: Opportunities and Challenges. Annual Review of Applied Linguistics, 42, 57–73. https://doi.org/10.1017/S0267190522000025

Pariyanto, & Tungka, N. F. (2024). Transforming narratives: Enhancing EFL learners’ writing with AI feedback. Media Didaktika, 17(1), 101–115.

Rahardjo, M. (2010). Triangulasi dalam penelitian kualitatif: Upaya memperoleh data yang valid dan komprehensif. Jurnal Penelitian dan Evaluasi Pendidikan, 14(2), 174–182. https://doi.org/10.21831/pep.v14i2.1962

Siregar, H. R. H., Siregar, D. Y., & Damanik, E. S. (2024). Using Artificial Intelligence (AI) ChatGPT as a Writing Tool: Based on EFL Students’ Perceptions. Jurnal Ilmu Sosial, Humaniora dan Seni (JISHS), 3(1), 754–760. https://jurnal.minartis.com/index.php/jishs/article/download/2060/1759/5954

Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: Assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, 1260843.

Thomas, G. (2021). How to do your case study (3rd ed.). SAGE Publications.

Ushioda, E. (2020). Language learning motivation: Global perspectives and local identities. International Journal of Applied Linguistics, 30(2), 297–311.

Wahyuddin, Hasman, & Idris, A. R. (2023). Using Artificial Intelligence (AI) ChatGPT as a Writing Tool: Based on EFL Students’ Perceptions. ELS Journal on Interdisciplinary Studies in Humanities, 6(4).

Wang, S., & Vasquez, C. (2022). Artificial intelligence and language education: Emerging practices and trends. Language Learning & Technology, 26(2), 1–15.

Werdiningsih, I., Marzuki, Indrawati, I., Rusdin, D., Ivone, F. M., & Basthomi, Y. (2024). Revolutionizing EFL writing: Unveiling the strategic use of ChatGPT by Indonesian Master’s students. Cogent Education, 11(1), 2399431.

Yang, B. (2023). Foreign language learning enhances cognitive flexibility, which facilitates reported perspectivetaking: Evidence from PISA 2018. International Journal of Linguistics, Literature and Translation, 6(12), 96–107. https://doi.org/10.32996/ijllt.2023.6.12.13

Yao, M., Liu, Y., & Yu, S. (2023). Exploring student engagement in AI-powered EFL learning environments. Computer Assisted Language Learning, 36(5–6), 502– 521.

Yao, Y., & Liu, H. (2021). Mental flexibility beyond basic cognitive mechanics: making the case for an extension of the cognitive advantage hypothesis. International Journal of Bilingualism, 25(5), 1367–1379. https://doi.org/10.1080/01434632.2021.1922420

Zarate, G., & Liddicoat, A. J. (2023). Language learning and intercultural citizenship: Critical perspectives. Springer.

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2020). Systematic Review of Research on Artificial Intelligence Applications in Higher Education – Where Are the Educators? International Journal of Educational Technology in Higher Education, 17(1), 39.

Zikrullah, M., & Azhari, A. (2024). The critical thinking research trend in Indonesia’s language education journals. Diksi, 32(1), 107–128.




DOI: https://doi.org/10.31004/jele.v10i5.1411

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 M. Zul Haziz, Yulia Agustina, Hajriana Arfah, M. Adib Nazri

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.