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All Journal EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics
Febri Yonanda Yovi
UIN Sjech M Djamil Djambek Bukittinggi, West Sumatera - Indonesia
Education Languange, Linguistic, Communication & Media

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Students’ Perception and Usage of ChatGPT in Language Translation Activities: Evidence from EFL Learners Febri Yonanda Yovi; Veni Roza; Widya Syafitri
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 10 No. 2 (2026): EJI (English Journal of Indragiri): Studies in Education, Literature, and Ling
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/t0efvf17

Abstract

The integration of Artificial Intelligence (AI) into language learning has transformed the way students engage in translation activities. One of the most widely used AI tools is ChatGPT, which offers various features that support language learning and translation. This study aimed to investigate students' usage of ChatGPT in language translation activities and explore their perceptions of its benefits and limitations. The study employed a quantitative descriptive research design and involved 41 students of SMP Al-Ishlah Bukittinggi, with 20 students participating in the instrument try-out for reliability testing and the remaining 21 students serving as the actual participants. Data were collected through a questionnaire distributed via Google Forms and analyzed using descriptive statistics. Prior to data collection, the questionnaire was reviewed by an English teacher for clarity and relevance, and its reliability was tested using Cronbach's Alpha (α = 0.735), indicating an acceptable level of internal consistency. The findings revealed that students generally held positive perceptions toward ChatGPT, with an overall mean score of 3.48 (Agree), and recognized its usefulness in supporting translation activities. Students reported that ChatGPT helps them understand difficult vocabulary and sentence structures, learn new vocabulary, improve translation performance, and support language learning, although they remained critically aware of its occasional inaccuracy and did not strongly prefer it over other translation tools. In conclusion, ChatGPT has considerable potential as a supplementary tool for language translation and English language learning. However, its effectiveness depends on students' ability to use the technology critically and responsibly. Therefore, ChatGPT should be viewed as a complementary educational resource rather than a replacement for traditional learning methods that are still usable.
Exploring the Use of Claude AI in Reading Comprehension Assessment among Junior High School Students Febri Yonanda Yovi; Ali Mal Zulfahmi; Febria Sri Artika; Melyann Melani
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 10 No. 2 (2026): EJI (English Journal of Indragiri): Studies in Education, Literature, and Ling
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/5z0nkj13

Abstract

This study described the use of Claude AI as an assessment tool in analysing Junior High School students’ reading comprehension performance. A descriptive research design was employed involving 38 students of SMP Negeri 3 Bukittinggi. Data were collected through a reading comprehension test consisting of one reading passage and five open-ended questions representing four reading indicators: literal comprehension, vocabulary in context, inferential reading, and critical thinking. Students’ responses were assessed using Claude AI and analysed descriptively. The finding showed that students performed strongest in literal comprehension, moderately in vocabulary and inferential reading, and weakest in critical thinking, with an overall average score of 68%. The results suggest that students possess adequate foundational reading skills but require further support in developing higher-order comprehension abilities. Claude AI demonstrated potential for providing rapid assessment and feedback, immediate feedback, and systematic analysis of student responses. However, its ability to evaluate complex reasoning and contextual factors remains limited the study concludes that Claude AI can serve as a useful formative assessment tool when combined with teacher judgement. These findings contribute to the growing discussion of AI-assisted assessment in English Language Teaching activities.
Co-Authors Ali Mal Zulfahmi Febria Sri Artika Melyann Melani Veni Roza Widya Syafitri