THE USE OF ARTIFICIAL INTELLIGENCE IN FACILITATING ACADEMIC WRITING FOR STUDENTS OF ENGLISH LANGUAGE EDUCATION DEPARTMENT AT UNIVERSITY OF NUSANTARA PGRI KEDIRI

Simhanandi, Dewi Ayu Puspitasari (2025) THE USE OF ARTIFICIAL INTELLIGENCE IN FACILITATING ACADEMIC WRITING FOR STUDENTS OF ENGLISH LANGUAGE EDUCATION DEPARTMENT AT UNIVERSITY OF NUSANTARA PGRI KEDIRI. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

This study investigates the use of artificial intelligence tools, specifically QuillBot and ChatGPT, in facilitating academic writing among English Language Education students at University of Nusantara PGRI Kediri. Using a descriptive quantitative research design, the study surveyed 102 students from second to fourth-year levels through an online questionnaire based on a Likert scale. The research aimed to examine three main aspects: student familiarity with AI tools, the potential benefits of AI in academic writing, and the challenges students face when using these technologies. The findings reveal high levels of student familiarity with AI writing tools, with 51% of respondents confident in identifying grammatical and spelling errors, 45% regularly using AI tools in academic writing, and 42% able to assess their writing abilities through AI assistance. Regarding potential benefits, students reported significant advantages in three key areas: summarization (65% agreement), idea development (55% agreement), and information synthesis (51% agreement). However, the study also identified notable challenges, including concerns about academic writing ethics violations (41%), limited access to premium features (41%), and potential plagiarism risks (40%). The research concludes that AI tools have been successfully integrated into students' writing processes and are perceived as valuable resources for academic writing enhancement. The highest positive response was recorded for summarization tasks, indicating that AI tools are particularly effective in helping students distill and organize information. These findings contribute to the growing body of literature on AI integration in educational contexts and provide practical insights for educators, students, and policymakers seeking to implement AI tools responsibly in academic writing instruction. Furthermore, the results of this study also showed positive responses, indicating that students were familiar with grammatical and spelling error identification when using AI. However, this study also revealed that students also experienced challenges when using AI, there are is including violated academic writing ethics and limited access.

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