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All Journal Getsempena English Education Journal Jurnal IPTEK Bagi Masyarakat Jurnal Ilmu Sosial dan Humaniora
Muh. Al Fachrizah Fitra
Universitas Negeri Makassar
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Education Mechanical Engineering Physics Public Health Social Sciences

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ENHANCING ENGLISH ESSAY WRITING THROUGH AI-BASED DIGITAL TOOLS: INSIGHTS FROM INDONESIAN EFL STUDENTS Muh. Al Fachrizah Fitra; Sultan Baa; Samtidar Samtidar; Yunitari Mustikawati; Ulvah Sari
Getsempena English Education Journal Vol. 13 No. 1 (2026)
Publisher : Universitas Bina Bangsa Getsempena

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Abstract

The increasing integration of artificial intelligence (AI)-based digital tools has reshaped English writing instruction, particularly in EFL contexts where students often struggle with idea development, linguistic accuracy, vocabulary use, and textual coherence. This study investigates how Indonesian senior high school students utilize AI-based digital tools in writing English essays, with particular attention to ChatGPT, Grammarly, and DeepL. Employing a qualitative descriptive design, the study analyzed 28 final essays written by twelfth-grade students in the Language Studies major at a public senior high school in Makassar, Indonesia. The essays were examined through thematic analysis using four analytical dimensions: structure and organization, grammar and syntax, vocabulary use, and coherence and cohesion. The findings reveal that AI-based tools contributed most visibly to improved essay organization, lexical expansion, and local textual flow. Students’ essays showed clearer paragraph sequencing, more academic and topic-specific vocabulary, and stronger use of cohesive devices. However, grammatical accuracy and idiomatic control remained uneven, with persistent issues such as tense inconsistency, article errors, translation-like syntax, and mechanical transitions. This study contributes to AI-assisted EFL writing research by offering text-based evidence from an underexplored secondary-school context and by conceptualizing AI support as a multi-tool writing ecology rather than a single technological intervention.
Sentence-Writing Patterns and Linguistic Challenges among Indonesian Primary EFL Learners Muh. Al Fachrizah Fitra; Achmad Fajar Muhammad; Sultan Baa; Ulvah Sari
Jurnal IPTEK Bagi Masyarakat Vol 6 No 1 (2026)
Publisher : Ali Institute of Research and Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55537/j-ibm.v6i1.1739

Abstract

Sentence writing provides insight into young EFL learners’ developing control of grammar, vocabulary, syntax, and writing conventions. This study investigated recurring sentence-writing patterns and linguistic challenges among Grade Six EFL learners in one Indonesian primary school. Using a qualitative descriptive document-analysis design, 28 students each produced five sentences through a picture-based task, yielding 140 sentence units. Data were analyzed through sentence-level qualitative content coding supported by descriptive frequencies and percentages. The findings showed that 36.4% of the sentences were complete without major structural problems, while 50.0% were complete but problematic. Non-standard or unidentifiable constructions accounted for 37.1% of the data, whereas S+V+C was the most frequent recognizable pattern at 33.6%. Recurrent challenges included vocabulary choice, word order, verb form and use, article or determiner use, capitalization, and subject–verb agreement. These context-specific findings may help primary-school English teachers identify sentence-level areas requiring instructional attention. However, the findings are limited to one class, one school, and one picture-based task.
Research On Academic Writing Interventions for University Students: A Systematic Review Muh. Al Fachrizah Fitra; Sultan Baa; Andi Hudriati; Ulvah Sari
SOSMANIORA: Jurnal Ilmu Sosial dan Humaniora Vol. 5 No. 3 (2026): September 2026
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/sosmaniora.v5i3.7914

Abstract

Academic writing remains a central yet challenging competence for university students, especially in EFL and ESL contexts where linguistic, rhetorical, and disciplinary demands often intersect. This study reports a systematic literature review of academic writing interventions in higher education, with the objectives of identifying major intervention types, synthesizing their reported benefits and challenges, and examining the contextual conditions that influence their effectiveness. Guided by the PRISMA framework, the review analyzed 25 peer-reviewed studies published between 2017 and 2024 using thematic analysis. The synthesis reveals that genre-based instruction is the most prevalent and consistently effective intervention, particularly in enhancing rhetorical organization, coherence, and control of academic conventions. Other productive approaches include technology-mediated writing support, self-regulated learning, self-assessment, model-text use, and contextual or intercultural pedagogies, all of which contribute to linguistic improvement, metacognitive development, learner autonomy, and greater motivation. At the same time, intervention effectiveness is constrained by variations in teacher preparedness, institutional support, student readiness, and technological infrastructure. These findings suggest that no single intervention is universally effective; rather, successful academic writing instruction depends on context-responsive, integrative pedagogies. This review contributes to the field by providing a consolidated understanding of how instructional, institutional, and learner-related factors interact in shaping academic writing development in higher education.
Co-Authors Achmad Fajar Muhammad Andi Hudriati Samtidar Samtidar Sultan Baa Ulvah Sari Yunitari Mustikawati