STUDENTS’ PERCEPTIONS OF USING CHATGPT TO LEARN ENGLISH FOR ECONOMY: A STUDY OF FIRST-YEAR ECONOMICS EDUCATION STUDENTS

Saputra, Ega Oktaviandanu (2026) STUDENTS’ PERCEPTIONS OF USING CHATGPT TO LEARN ENGLISH FOR ECONOMY: A STUDY OF FIRST-YEAR ECONOMICS EDUCATION STUDENTS. Diploma thesis, IKIP PGRI BOJONEGORO.

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Abstract

Saputra, Ega Oktaviandanu. 2026. Students’ Perceptions of Using ChatGPT to Learn English for Economy: A Study of First-Year Economics Education Students Undergraduate Thesis, English Education Department, Faculty of Languages and Arts Education, IKIP PGRI Bojonegoro. Advisors: (I) Meiga Ratih Tirtanawati, M.Pd. (II) Dr. Refi Ranto Rozak, M.Pd. Keywords: ChatGPT, English for Economy, students' perceptions, English language learning, mixed methods. This study aimed to investigate the perceptions of first-year Economics Education students at IKIP PGRI Bojonegoro toward the use of ChatGPT in learning English for Economy, identify the benefits they experienced, and examine the challenges they encountered when using ChatGPT as a learning support tool. This study employed a mixed-methods approach using an explanatory sequential design, combining quantitative and qualitative methods. Quantitative data were collected through questionnaires distributed to 75 students, while qualitative data were obtained through semi-structured interviews with five purposively selected participants who had experience using ChatGPT for learning English for Economy. The quantitative data were analyzed using descriptive statistics in the form of percentages, while the qualitative data were analyzed using thematic analysis through the stages of open coding, axial coding, and selective coding. The findings revealed that students generally had positive perceptions of the use of ChatGPT in learning English for Economy. Most participants agreed that ChatGPT was easy to use, provided clear explanations, improved their understanding of English vocabulary and economic concepts, and promoted flexible and autonomous learning. Furthermore, ChatGPT helped students complete assignments more efficiently and enhanced their learning motivation by providing immediate feedback. However, the study also identified several challenges, including the possibility of inaccurate information, the need to verify ChatGPT's responses using reliable academic sources, the risk of overdependence on artificial intelligence, and limited internet connectivity among some students. Overall, the findings indicated that ChatGPT had significant potential as a supplementary learning tool for English for Economy, provided that it was used critically, responsibly, and in conjunction with lecturers' guidance and credible academic resources.

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