Perceptions of English Department Student at UIN Bukittinggi on the Use of Artificial Inteligence in Doing the English Task

Annisa Nofita, 2321022 (2025) Perceptions of English Department Student at UIN Bukittinggi on the Use of Artificial Inteligence in Doing the English Task. Sarjana thesis, Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi.

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Abstract

The rapid development of Artificial Intelligence (AI) has significantly influenced higher education, particularly in the process of completing English tasks. Many students utilize various AI applications such as ChatGPT, Grammarly, QuillBot, and Perplexity AI to generate ideas, correct grammar, and improve the quality of their writing. However, concerns remain regarding excessive dependence on AI and the potential decline in students’ critical thinking and independent analytical skills. Therefore, this study aims to investigate students’ perceptions of AI usage in completing English tasks based on the acceptance and evaluation indicators of Robbins’ perception theory as well as the indicators of the Technology Acceptance Model (TAM). This research employed a descriptive quantitative method involving 59 fifth- semester students of the English Education Department at UIN Bukittinggi. Data were collected through a closed-ended questionnaire using a four-point Likert scale. The data were analyzed using descriptive statistics and categorized into four levels of perception: strongly positive, positive, negative, and strongly negative. The findings revealed that students’ perceptions toward the use of AI in English tasks were predominantly positive. Specifically, 47% of students demonstrated strongly positive perceptions and 46% showed positive perceptions, resulting in a total of 93% indicating positive attitudes. These results suggest that AI is viewed as a useful and effective tool in supporting various aspects of English tasks, such as writing, grammar checking, vocabulary development, paraphrasing, and summarizing. Students believed that AI enhances writing quality, improves task efficiency, and provides helpful feedback for understanding mistakes. In addition, the ease of access and use of AI, along with support from peers and lecturers and the availability of adequate devices and internet connection, further strengthened students’ acceptance of AI as an academic tool that contributes to learning outcomes and the development of English skills.

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