STUDENTS’ PERCEPTIONS IN USING CHATGPT IN EXPOSITORY AND ARGUMENTATIVE WRITING COURSE AT ENGLISH EDUCATION STUDY PROGRAM AT IKIP PGRI BOJONEGORO

DANI, DANI (2026) STUDENTS’ PERCEPTIONS IN USING CHATGPT IN EXPOSITORY AND ARGUMENTATIVE WRITING COURSE AT ENGLISH EDUCATION STUDY PROGRAM AT IKIP PGRI BOJONEGORO. Diploma thesis, IKIP PGRI BOJONEGORO.

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Abstract

Dani. 2026. Students’ Perceptions in Using ChatGPT in Expository and Argumentative Writing Course at English Education Study Program at IKIP PGRI Bojonegoro. Undergraduate Thesis. English Education Study Program. Faculty of Language and Arts Education. IKIP PGRI Bojonegoro. Advisor (I) Dr. Fitri Nurdianingsih, S.Pd., M.Pd. Advisor (II) Dr. Ima Isnaini Taufiqur R, S.Pd., M.Pd. The rapid advancement of Artificial Intelligence (AI) technology has significantly transformed the field of language learning, including academic writing instruction. Among the various Artificial Intelligence (AI) technologies available today, ChatGPT has emerged as one of the most widely adopted tools for supporting students in the writing process. It assists learners in generating ideas, organizing and developing arguments, and enhancing the overall quality of their written work. Accordingly, this study aimed to explore students' perceptions of using ChatGPT and examine its role in facilitating the learning of Expository and Argumentative Writing in the English Education Study Program at IKIP PGRI Bojonegoro. This research adopted a descriptive qualitative approach involving ten fourth-semester students who were selected through purposive sampling. Data were gathered using semi-structured interviews, classroom observations, and document analysis, and subsequently analyzed following the interactive data analysis model proposed by Miles, Huberman, and Saldaña. The results indicated that students generally held positive perceptions of ChatGPT, as it assisted them in generating ideas, organizing essay structures, enhancing the quality of their language use, and fostering independent learning. Nevertheless, the participants also identified several challenges associated with its use, including the risk of overreliance, difficulties in formulating effective prompts, and the possibility of receiving inaccurate or inappropriate information. In conclusion, ChatGPT has the potential to serve as a supportive tool in academic writing instruction when used critically and responsibly. Future studies are recommended to involve a larger number of participants and broader research contexts. Keywords: ChatGPT, students’ perceptions, expository writing, argumentative writing, writing instruction.

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