ENGLISH EDUCATION STUDENTS’ PERCEPTIONS OF USING AI TOOLS IN ACADEMIC WRITING: A CASE STUDY
DOI:
https://doi.org/10.51878/language.v6i4.16430Keywords:
kecerdasan buatan; penulisan akademik; studi kasus kualitatifAbstract
The integration of generative artificial intelligence (AI) has significantly altered academic writing practices in higher education, yet its pedagogical implications for pre-service English teachers remain underexplored. This qualitative case study aimed to investigate English Education students' perceptions of utilizing AI tools in academic writing, specifically examining perceived benefits, operational challenges, and academic integrity negotiations. Ten undergraduate students, comprising eight eighth-semester and two sixth-semester students at Institut Pendidikan Indonesia, were purposively recruited. Data were gathered through an asynchronous online open-ended questionnaire and analyzed using Braun and Clarke's six-phase thematic analysis framework. The findings revealed that students utilized AI tools primarily for brainstorming, outlining, and grammatical refinement, while contending with fabricated citations, stylistic rigidity, and anxieties regarding the erosion of independent critical thinking. In negotiating academic integrity, participants practiced selective verification and established a collective ethical boundary that endorsed linguistic scaffolding while strictly proscribing unreflective wholesale text generation.
ABSTRAK
Integrasi kecerdasan buatan generatif (generative artificial intelligence) telah merevolusi praktik penulisan akademik di perguruan tinggi, namun pemaknaan pedagogis oleh mahasiswa calon guru bahasa Inggris masih jarang diteliti secara mendalam. Penelitian studi kasus kualitatif ini bertujuan untuk mengeksplorasi persepsi mahasiswa Pendidikan Bahasa Inggris terhadap penggunaan perangkat kecerdasan buatan (AI tools) dalam penulisan akademik, yang berfokus pada persepsi manfaat, tantangan, dan negosiasi integritas akademik. Sebanyak sepuluh mahasiswa sarjana yang terdiri atas delapan mahasiswa Semester 8 dan dua mahasiswa Semester 6 di Institut Pendidikan Indonesia dipilih melalui teknik purposive sampling. Data dihimpun melalui kuesioner terbuka daring asinkron (asynchronous open-ended questionnaire) dan dianalisis menggunakan analisis tematik enam tahap. Hasil penelitian mengungkapkan bahwa mahasiswa memanfaatkan perangkat kecerdasan buatan terutama untuk pencarian ide awal, penyusunan kerangka karangan, serta perbaikan tata bahasa, meskipun mereka menghadapi kendala berupa sitasi halusinasi, kekakuan gaya bahasa, dan kecemasan akan erosi keterampilan berpikir kritis mandiri. Dalam menegosiasikan integritas akademik, mahasiswa menerapkan adopsi selektif dengan memverifikasi rujukan ilmiah serta menyepakati batasan etis bahwa bantuan penyuntingan bahasa dapat dibenarkan, sedangkan penyalinan teks secara utuh merupakan bentuk pelanggaran.
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