ENGLISH TEACHERS’ PERCEPTIONS OF GENERATIVE AI USE IN TEACHING WRITING
DOI:
https://doi.org/10.51878/edutech.v6i4.16409Keywords:
Generative AI, persepsi guru, pembelajaran menulisAbstract
This study aims to explore English teachers’ perceptions regarding the use of Generative Artificial Intelligence (GenAI) in teaching writing at the senior high school level. A qualitative descriptive case study design was employed at a public senior high school in Garut, West Java. The participants were two experienced English teachers purposively selected based on their teaching tenure and digital tool integration. Data were gathered through semi-structured interviews, pedagogical document analysis, and observational field notes, then examined using Braun and Clarke’s six-phase thematic analysis. The analysis yielded six core themes: GenAI as a support for student writing, GenAI as a support for teaching, GenAI as a risk to independent learning, GenAI as a risk to textual authenticity, GenAI as a tool demanding responsible use, and GenAI as a challenge for writing assessment. The findings demonstrate that teachers maintain a conditional and context-dependent perception of AI integration. While teachers recognize its utility for lexical scaffolding and conceptual brainstorming, they emphasize rigorous boundary setting to prevent the erosion of learner autonomy and textual originality.
ABSTRAK
Penelitian ini bertujuan untuk mengeksplorasi persepsi guru bahasa Inggris terhadap pemanfaatan Generative Artificial Intelligence (GenAI) dalam pembelajaran menulis pada jenjang sekolah menengah atas. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus deskriptif pada sebuah SMA negeri di Garut, Jawa Barat. Partisipan terdiri atas dua orang guru bahasa Inggris berpengalaman yang dipilih secara purposif berdasarkan kriteria masa kerja dan kebiasaan memanfaatkan teknologi digital. Data dikumpulkan melalui wawancara semi-terstruktur, analisis artefak pembelajaran, dan catatan lapangan, kemudian dianalisis menggunakan analisis tematik model enam tahap Braun dan Clarke. Hasil analisis menghasilkan enam tema utama: GenAI sebagai pendukung tulisan siswa, GenAI sebagai pendukung pengajaran, GenAI sebagai risiko terhadap pembelajaran mandiri siswa, GenAI sebagai risiko terhadap keaslian tulisan, GenAI sebagai alat yang memerlukan penggunaan bertanggung jawab, dan GenAI sebagai tantangan bagi asesmen menulis. Temuan menunjukkan bahwa persepsi guru bersifat kondisional dan terikat pada konteks pedagogis di ruang kelas. Guru memandang GenAI bermanfaat untuk stimulasi kosakata dan ide awal, namun penggunaannya harus dibatasi agar tidak mengikis kemandirian berpikir serta orisinalitas karya tulis siswa.
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