INDONESIAN UNIVERSITY STUDENTS' PERCEPTIONS OF CHATGPT FOR ENGLISH ESSAY WRITING [PERSEPSI MAHASISWA INDONESIA TERHADAP CHATGPT DALAM PENULISAN ESAI BAHASA INGGRIS]
DOI:
https://doi.org/10.19166/pji.v21i1.8896Keywords:
ChatGPT, Artificial Intelligence, English essay writing, Technological Acceptance Model, students’ perception of ChatGPTAbstract
ChatGPT, an AI tool launched in November 2022, has gained popularity among EFL students for assisting in English essay writing. Despite its popularity, little is known about Indonesian students' perceptions of ChatGPT's usefulness, ease of use, and limitations in essay writing. To address this gap, a survey with closed and open-ended questions was conducted on 76 first-year undergraduate students from IT programmes at a private university in Indonesia. Quantitative data was analysed using descriptive statistics, and open-ended responses were analysed using thematic analysis. The theoretical framework of the Technological Acceptance Model (TAM) underpinned the analysis. The findings reveal that students found ChatGPT easy to use because it did not demand specific skills and promptly understood and responded to their prompts. ChatGPT was deemed helpful for various reasons, with its ability to provide relevant materials, check vocabulary and sentence structures, generate ideas, and translate Indonesian sentences into English being the top five reasons. However, students also highlighted three main limitations: ChatGPT's tendency to provide irrelevant or unclear answers and its difficulty understanding complex instructions. This study indicates that while students use ChatGPT for English essay assistance, they remain aware that its answers may not always be appropriate.
Abstrak bahasa Indonesia
ChatGPT, sebuah alat kecerdasan buatan yang diluncurkan di bulan November 2022, telah mendapatkan popularitas di kalangan mahasiswa yang belajar bahasa Inggris sebagai bahasa asing dalam membantu penulisan esai Bahasa Inggris. Meskipun sudah populer, persepsi mahasiswa Indonesia terhadap kegunaan ChatGPT masih belum banyak diketahui, seperti tentang kemudahan penggunaan ChatGPT dan keterbatasan ChatGPT dalam penulisan esai bahasa Inggris. Untuk menjawab kekurangan informasi ini, survei dengan pertanyaan tertutup dan terbuka dilakukan pada 76 mahasiswa tahun pertama dari program IT di sebuah universitas swasta di Indonesia. Data kuantitatif dianalisis menggunakan statistik deskriptif, dan jawaban terbuka dianalisis menggunakan analisis tematik. Kerangka teori Model Penerimaan Teknologi (TAM) mendasari analisis ini. Hasil temuan menunjukkan bahwa mahasiswa menganggap ChatGPT mudah digunakan karena tidak membutuhkan keterampilan khusus dan mampu dengan cepat memahami serta merespons permintaan mereka. ChatGPT dianggap berguna untuk setidaknya lima alasan utama: kemampuan ChatGPT untuk menyediakan materi yang relevan, memeriksa kosa kata dan struktur kalimat, menghasilkan ide, serta menerjemahkan kalimat Bahasa Indonesia ke dalam Bahasa Inggris. Meski demikian, mahasiswa juga menggarisbawahi tiga keterbatasan utama dari penggunaan ChatGPT: kecenderungan ChatGPT untuk memberikan jawaban yang tidak relevan atau tidak jelas, dan kesulitan ChatGPT memahami instruksi yang kompleks. Studi ini menunjukkan bahwa meskipun mahasiswa memanfaatkan ChatGPT untuk membantu penulisan esai Bahasa Inggris, mereka tetap menyadari bahwa hasil yang diberikan mungkin tidak selalu tepat.
References
Alawida, M., Mejri, S., Mehmood, A., Chikhaoui, B., & Abiodun, O. I. (2023). A comprehensive study of ChatGPT: Advancements, limitations, and ethical considerations in natural language processing and cybersecurity. Information, 14(462), 1–23. https://doi.org/10.3390/info14080462
Athanassopoulos, S., Manoli, P., Gouvi, M., & Lavidas, K. (2023). The use of ChatGPT as a learning tool to improve foreign language writing in a multilingual and multicultural classroom. Advances in Mobile Learning Educational Research, 3(2), 818–824. https://doi.org/10.25082/AMLER.2023.02.009
Bahrini, A., Khamoshifar, M., Abbasimehr, H., Riggs, R. J., Esmaeili, M., Majdabadkohne, R. M., & Pasehvar, M. (2023). ChatGPT: Applications, opportunities , and threats. Systems and Information Engineering Design Symposium (SIEDS), 274–279. https://doi.org/10.1109/SIEDS58326.2023.10137850
Bašić, Ž., Banovac, A., Kružić, I., & Jerković, I. (2023). ChatGPT-3.5 as writing assistance in students’ essays. Humanities and Social Sciences Communications, 10(750), 1–5. https://doi.org/10.1057/s41599-023-02269-7
Brandtzaeg, P. B., You, Y., Wang, X., & Lao, Y. (2023). "Good" and "bad" machine agency in the context of human-AI communication: The case of ChatGPT. International Conference on Human-Computer Interaction, 3–23. https://doi.org/10.13140/RG.2.2.26200.26882
Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. SAGE Publications Ltd.
Cherfaoui, S. (2024). ChatGPT’s effects on students’ academic performance and social human interactions. Algerian Scientific Journal Platform, 9(2), 41–53. https://asjp.cerist.dz/en/article/245090
Cornish, D., & Larter, Z. (2024). “I don’t have to write an essay ever again!”: University student reflections on ChatGPT in the classroom. Journal of Education Technology Systems, 52(3), 325–334. https://doi.org/10.1177/00472395231219267
Črček, N., & Patekar, J. (2023). Writing with AI: University students’ use of ChatGPT. Journal of Language and Education, 9(4), 128–138. http://dx.doi.org/10.17323/jle.2023.17379
Davis, F. D. (1993). User acceptance of information technology: System characteristics, user perceptions and behavioral impacts. International Journal of Man-Machine Studies, 38(3), 475–487. https://doi.org/10.1006/imms.1993.1022
Davis, F. D., & Venkatesh, V. (1996). A critical assessment of potential measurement biases in the technology acceptance model: Three experiments. International Journal of Human-Computer Science, 45(1), 19–45. https://doi.org/10.1006/ijhc.1996.0040
Eunim, B., & Youngsang, C. (2023). Examining Korean EFL college students’ experiences and perceptions of using ChatGPT as a writing revision tool. Journal of English Teaching through Movies and Media, 24(4), 15–27. https://doi.org/10.16875/stem.2023.24.4.15
Ge, T. (2024). Assessing the acceptance and utilization of ChatGPT by Chinese university students in English writing education. International Journal of Learning and Teaching, 10(1), 166–170. https://doi.org/10.18178/ijlt.
George, A. S., & Srikaanth, P. B. (2024). The erosion of cognitive skills in the technological age: How reliance on technology impacts critical thinking, problem-solving, and creativity. Partners Universal Innovative Research Publication (PUIRP), 2(3), 147–163. https://doi.org/10.5281/zenodo.11671150
Giray, L., Jacob, J., Strengths, D. L., & Gumalin, D. L. (2024). Threats of using ChatGPT in scientific to cite this article: Strengths, weaknesses, opportunities, and threats of using ChatGPT in scientific research. International Journal of Technology in Education, 7(1). 40-58. https://doi.org/10.46328/ijte.618
Granić, A., & Marangunić, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology, 50(5), 2572–2593. https://doi.org/10.1111/bjet.12864
Guan, J. (2020). Artificial intelligence in healthcare and medicine: Promises, ethical challenges and governance. Chinese Medical Sciences Journal, 34(2), 76–83. https://doi.org/10.24920/003611
Haque, A., & Li, S. (2024). Exploring ChatGPT and its impact on society. AI and Ethics, 1–13. https://doi.org/10.1007/s43681-024-00435-4
Harunasari, S. Y. (2023). Examining the effectiveness of AI-integrated approach in EFL writing: A case of ChatGPT. International Journal of Progressive Sciences and Technologies (IJPSAT), 39(2), 357–368. https://doi.org/10.52155/ijpsat.v39.2.5516
Imran, A. A., & Lashari, A. A. (2023). Exploring the world of Artificial Intelligence: The perception of the university students about ChatGPT for academic purpose. Global Social Sciences Review (GSSR), 8(1), 375–384. https://doi.org/10.31703/gssr.2023(VIII-I).34
Jarrah, A. M., Wardat, Y., & Fidaigo, P. (2023). Using ChatGPT in academic writing is (not) a form of plagiarism: What does the literature say? Online Journal of Communication and Media Technologies, 13(4). 1-20. https://doi.org/10.30935/ojcmt/13572
Khurma, O. A., Albahti, F., Ali, N., & Bustanji, A. (2024). AI ChatGPT and student engagement: Unraveling dimensions through PRISMA analysis for enhanced learning experiences. Contemporary Educational Technology, 16(2), 1–22. https://doi.org/10.30935/cedtech/14334
Mahama, I., Baidoo-anu, D., Eshun, P., Ayimbire, B., & Eggley, V. E. (2023). ChatGPT in academic writing: A threat to human creativity and academic integrity? An exploratory study. Indonesian Journal of Innovation and Applied Sciences (IJIAS), 3(3), 228–239. https://doi.org/10.47540/ijias.v3i3.1005
Mahapatra, S. (2024). Impact of ChatGPT on ESL students’ academic writing skills: A mixed methods intervention study. Smart Learning Environments, 11(9), 1–18. https://doi.org/10.1186/s40561-024-00295-9
Marzuki, Widiati, U., Rusdin, D., Indrawati, I., & Indrawati, D. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2), 1–17. https://doi.org/10.1080/2331186X.2023.2236469
Nugroho, A., Andriyanti, E., Widodo, P., & Mutiaraningrum, I. (2024). Students’ appraisals post-ChatGPT use: Students’ narrative after using ChatGPT for writing. Innovations in Education and Teaching International, 1–13. https://doi.org/10.1080/14703297.2024.2319184
Nugroho, A., Putro, N. H. P., & Syamsi, K. (2023). The potentials of ChatGPT for language learning: Unpacking its benefits and limitations. Register Journal, 16(02), 224–247. https://doi.org/10.18326/rgt.v16i2.224-247
Özçelik, N. P., & Ekşi, G. Y. (2024). Cultivating writing skills: The role of ChatGPT as a learning assistant — a case study. Smart Learning Environments, 11(10), 1–18. https://doi.org/10.1186/s40561-024-00296-8
Perlman, A. (2024). The implications of ChatGPT for legal services and society. Michigan Technology Law Review, 30(1), 1–24. https://doi.org/10.36645/mtlr.30.1.implications
Punch, K. F. (2014). Introduction to social research: Quantitative & qualitative approaches (2nd ed.). SAGE Publications Ltd.
Rad, D., & Rad, G. (2023). Exploring the psychological implications of ChatGPT: A qualitative study. Journal Plus Education, 32(1), 43–55. http://dx.doi.org/10.24250/jpe/Vol.321/2023/DR/GR
Rahim, E. M. A., Rahim, M. E. A., Razawi, N. A., & Mohamed, N. A. (2023). Students’ perception on the use of ChatGPT as a language learning tool. Idealogy Journal, 8(2), 70–78. http://dx.doi.org/10.24191/idealogy.v8i2.456
Rousseau, H. P. (2023). From Gutenberg to ChatGPT: The challenge of the digital university (No. 2023rb-02). Burgundy Reports 2023rb-02, CIRANO. Retrieved from https://ideas.repec.org/p/cir/cirbur/2023rb-02.html
Sabzalieva, E., & Valentini, A. (2023). ChatGPT and artificial intelligence in higher education: Quick start guide. London: UNESCO.
Shaengchart, Y. (2023). A conceptual review of TAM and ChatGPT usage intentions among higher education students. Advance Knowledge for Executives (AKE), 2(3), 1–7. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4581231
Shakil, E., & Siddiq, D. S. (2024). ESL teachers’ perceptions about ChatGPT as a threat to analytical writing abilities of ESL learners at graduate level. Pakistan Languageas and Humanities Review, 8(1), 115–128. http://dx.doi.org/10.47205/plhr.2024(8-I)10
Silalahi, R. M. (2019). Understanding Vygotsky’s zone of proximal development for learning. Polyglot, 15(2), 169–186. https://doi.org/dx.doi.org/10.19166/pji.v15i2.1544
Thao, L. T., Hieu, H. H., & Thuy, P. T. (2023). Exploring the impacts of ChatGPT in EFL writing: Student perceptions of opportunities and challenges in Vietnamese higher education. Kognisi: Jurnal Ilmu Keguruan, 1(2), 107–124. https://shorturl.at/L94pb
Tracy, S. J. (2013). Qualitative research methods: Collecting evidence, crafting analysis, communicating Impact. John Wiley & Sons, Ltd.
Vygotsky, L. S. (1986). Thought and Language. MIT Press.
Wu, L. (2024). AI-based writing tools: Empowering students to achieve writing success. Advances in educational technology and psychology, 8(2), 40–44. https://doi.org/10.23977/aetp.2024.080206
Xu, X., Su, Y., Zhang, Y., Wu, Y., & Xu, X. (2024). Understanding learners’ perceptions of ChatGPT: A thematic analysis of peer interviews among undergraduates and postgraduates in China. Heliyon, 10 (4), 1–13. https://doi.org/10.1016/j.heliyon.2024.e26239
Zhai, C., Wibowo, S., & Li, L. D. (2024). The effects of over-reliance on AI dialogue systems on students’ cognitive abilities: A systematic review. Smart Learning Environments, 11(28), 1–37. https://doi.org/10.1186/s40561-024-00316-7
Zhang, J., & Zhang, Z. (2023). Ethics and governance of trustworthy medical artificial intelligence. BMC Medical Informatics and Decision Making, 23(7), 1–15. https://doi.org/10.1186/s12911-023-02103-9
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Rentauli Mariah Silalahi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC-BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website). The final published PDF should be used and bibliographic details that credit the publication in this journal should be included.
