THE ANALYSIS OF USING CHATGPT IN ENGLISH WRITING ACTIVITY : STUDENTS PERCEPTIONS

Abstract

The rapid growth of Artificial Intelligence (AI) has greatly influenced education, especially in English writing. ChatGPT, as a widely used AI tool, assists students in generating ideas, organizing texts, correcting grammar, and providing feedback. However, its use also raises concerns about dependence, plagiarism, and reduced critical thinking. This study aims to explore students’ perceptions of using ChatGPT in English writing, focusing on both benefits and challenges. A qualitative descriptive design with thematic analysis was applied. The participants were 13 sixth-semester students of the English Education Study Program at Universitas Muhammadiyah Muara Bungo, selected through purposive sampling. Data were collected through semi-structured interviews using a protocol based on Mayer’s Cognitive Theory of Multimedia Learning and Flower & Hayes’ Writing Process Theory. Data analysis was conducted with NVivo 12. Findings revealed that most students expressed positive perceptions, noting that ChatGPT supported idea generation, enriched vocabulary, improved organization, and enhanced motivation and confidence. Meanwhile, some students raised negative perceptions, including overreliance on AI, decreased critical thinking, plagiarism risks, and occasional inaccuracies. Overall, ChatGPT was perceived as a helpful tool in the writing process, but its use requires caution to ensure it complements rather than replaces students’ independence and creativity.