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All Journal Jurnal Ilmiah Pendidikan dan Pembelajaran NOTION: Journal of Linguistics, Literature, and Culture
Yeti Mulyati
Universitas Pendidikan Indonesia, Bandung, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media

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The role of artificial intelligence in contemporary literary practice: Perceptions and implications Firah Alifiah Ningrum; Yeti Mulyati; Sumiyadi Sumiyadi; Halimah Halimah; Zhuoxun Ye
NOTION: Journal of Linguistics, Literature, and Culture Vol. 8 No. 1 (2026): NOTION: Journal of Linguistics, Literature, and Culture.
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/notion.v8i1.15292

Abstract

This study examines the relationship between literature and Artificial Intelligence (AI) in the development of digital technology. While AI is increasingly shaping how writers work from generating ideas to editing, there is still a lack of empirical focus on how this affects authorial agency, especially in the Indonesian context. This study used a qualitative descriptive method, distributing an online questionnaire to 53 literary writers in Indonesia, including poetry, short story, novel, and drama writers. The results showed that 62% of respondents use AI as a tool to facilitate the writing process, while 22% view it as a potential threat to creativity. Most respondents (82%) believe that AI cannot replace writers because it lacks emotional experience and cultural understanding. Furthermore, 50% of respondents believe AI can improve the technical aspects of writing, although 22% stated that excessive use can diminish the originality of the work. These findings imply that the integration of AI requires writers to develop critical digital literacy, ensuring that technology serves as a collaborative partner rather than a replacement for human creative identity. Overall, this study concludes that AI plays a supporting role in the creative process but still requires the writer’s supervision and control to maintain the quality and originality of literary works. Beyond individual practice, these results highlight the need for literary institutions to establish ethical guidelines that protect authorial voice in an increasingly automated environment.
Early Detection of Reading Difficulties: Analysis of the Need for Development of Diagnostic Reading Comprehension Assessment Rini Utari; Yeti Mulyati; Rudi Adi Nugroho; Rosita Rahma; Ayu Widiyani Sigid; Dinda Dwi Pratiwi
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 10 No. 1 (2026): March
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v10i1.105893

Abstract

Reading comprehension is fundamental to successful learning across all subjects because it is through reading that students build knowledge and develop critical and reflective thinking skills. Various assessment results indicate that students' reading comprehension abilities are still low to moderate, impacting overall academic achievement. This study aims to analyze the implementation and need for diagnostic assessment as a systematic strategy for detecting barriers to student reading comprehension using a qualitative approach and descriptive methods. Data were collected through a literature review and the distribution of questionnaires containing open-ended and closed-ended questions to junior high school students and Indonesian language teachers. The results indicate that teachers and students have positive perceptions of diagnostic assessment because it helps map initial abilities and identify difficulties, such as understanding main ideas, inferences, and vocabulary. However, its implementation is still hampered by time constraints, teacher administrative burdens, and the lack of standardized instruments. Therefore, diagnostic assessment needs to be optimized through ongoing teacher training and the development of valid and reliable instruments. This research contributes to strengthening the concept of diagnostic assessment as a formative and reflective approach, while providing a conceptual and practical basis for contextual, adaptive assessment innovations oriented toward improving national reading literacy in line with the implementation of the Independent Curriculum.
Co-Authors Ayu Widiyani Sigid Dinda Dwi Pratiwi Firah Alifiah Ningrum Halimah Halimah Rini Utari Rosita Rahma Rudi Adi Nugroho Sumiyadi Sumiyadi Zhuoxun Ye