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All Journal Klasikal: Journal of Education, Language Teaching and Science
Andi Nur Alfiah Insani Amin
Universitas Muhammadiyah Makassar
Education Languange, Linguistic, Communication & Media Mathematics Other

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EQUAL OUTCOMES IN EFL WRITING: A COMPARATIVE STUDY OF ETHICAL AI SCAFFOLDING VERSUS HUMAN-CENTRIC COLLABORATIVE PEDAGOGY Andi Nur Alfiah Insani Amin; Ismail Sangkala; St. Asmayanti AM
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 2 (2026): Klasikal: Journal of Education, Language Teaching and Science (In Progress)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i2.1883

Abstract

Using Generative AI in English language writing classes has sparked major concerns about academic honesty, since students often rely on it to write their papers for them. This quasi-experimental study compares the learning outcomes of 50 eleventh-grade students using ethically-regulated DeepSeek AI scaffolding (n=26) against those engaged in conventional peer collaboration (n=24). Guided by a Prompt Guidebook, the AI group utilized DeepSeek solely for brainstorming, vocabulary, and grammar, while the control group participated in Padlet-based discussions and peer review. Pre-test and post-test writing scores were analyzed using Wilcoxon and Mann-Whitney U tests. Results reveal that both instructional approaches yielded significant within-group improvements (p=0.000). Critically, between-group comparison showed no statistically significant difference in writing achievement (Mann-Whitney U = 295.500, p=0.748). This parity challenges the narrative of AI superiority, demonstrating that ethically-guided AI use produces outcomes equivalent to well-structured human collaboration. These findings constitute a pedagogical breakthrough: they affirm the resilience of teacher-led pedagogy, prove that AI can support learning without replacing cognitive effort, and underscore the imperative of ethical frameworks to preserve students' intellectual agency in AI-enhanced classrooms.
Co-Authors Ismail Sangkala St. Asmayanti AM