Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal JEES: Journal of English Educational Study Darussalam English journal
Sri Rahayu Pebriani
Universitas Kuningan
Humanities Education Languange, Linguistic, Communication & Media

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Students' Perceptions on The Use of Artificial Intelligence (AI) as English Learning Tools at SMK Model Patriot IV Ciawigebang Sri Rahayu Pebriani; Yayan Suryana Suryana; Yuniarti
Darussalam English Journal (DEJ) Vol. 5 No. 2 (2025): December 2025
Publisher : Universitas KH. Mukhtar Syafaat (UIMSYA) Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/dej.v5i2.4008

Abstract

This study investigates students’ perceptions of Artificial Intelligence (AI) as a tool in English language learning at SMK Model Patriot IV Ciawigebang. With AI tools like ChatGPT, Grammarly, and ELSA increasingly used in education, understanding how students respond to these technologies is essential, particularly in vocational school contexts. The study employed a quantitative survey method involving 134 11th-grade students selected purposively based on their AI usage in English learning. Data were collected through a 16-item Likert-scale questionnaire and analyzed using descriptive statistics. The results show that 71.6% of students frequently used AI, and 74.7% believed AI could help improve their English proficiency. Most students expressed positive attitudes, 45.5% felt happy using AI, and 49.3% agreed it benefited their learning. Additionally, 54.5% found AI explanations helpful for understanding material. However, only 39.5% fully trusted AI’s writing corrections, and 42.5% were neutral or unsure, reflecting a cautious attitude toward its accuracy. Overall, students hold favorable but critical perceptions of AI. While they appreciate its role in enhancing comprehension and engagement, their trust in AI output remains measured. The findings suggest that AI integration in English learning should be supported with proper guidance and critical digital literacy. Keywords: Artificial Intelligence; English learning; students’ perception; vocational high school
VOCATIONAL HIGH SCHOOL STUDENTS' PERCEPTIONS OF USING AI FOR LEARNING ENGLISH: BENEFITS AND CHALLENGES Yuniarti Yuniarti; Sri Rahayu Pebriani
Journal of English Educational Study (JEES) Vol 9, No 1 (2026): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v9i1.5448

Abstract

This study investigates vocational high school students’ perceptions of using artificial intelligence (AI) in English language learning, focusing on both the benefits and challenges. The research was conducted with 11th-grade students at SMK Model Patriot IV Ciawigebang, Kuningan, West Java, Indonesia, employing a mixed-methods design. Quantitative data were collected through structured questionnaires, while qualitative insights were obtained from open-ended responses and semi-structured interviews. The findings indicate that students perceive AI as a supportive tool that enhances comprehension, enriches vocabulary, improves efficiency, and provides instant feedback, thereby fostering greater autonomy in learning. However, students also expressed concerns about information overload, inaccurate or irrelevant feedback, overreliance on AI for assignments, superficial learning, and ethical issues such as plagiarism. These dual perceptions highlight AI’s ambivalent role as both a facilitator and a potential risk in language education. For vocational students, whose learning is closely tied to employability, this paradox underscores the necessity of embedding AI within pedagogically sound frameworks that balance accessibility and innovation with critical thinking and ethical awareness. The study contributes to the growing body of literature on AI in education by offering context-specific insights from Indonesia and emphasizing the importance of careful integration of AI in vocational English instruction.
Co-Authors Yayan Suryana Suryana Yuniarti Yuniarti Yuniarti