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All Journal Parole: Journal of Linguistics and Education JURNAL PENDIDIKAN TAMBUSAI ACITYA Journal of Teaching & Education Jurnal Pendidikan dan Konseling Masyarakat Berdaya dan Inovasi Community Development Journal: Jurnal Pengabdian Masyarakat Mitra Mahajana: Jurnal Pengabdian Masyarakat Multicience International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) Review of Multidisciplinary Education, Culture and Pedagogy (ROMEO) Society: Jurnal Pengabdian Masyarakat Jurnal Ilmu Pendidikan dan Sosial SWARNA Jurnal Ilmiah Pengabdian Kepada Masyarakat Innovative: Journal Of Social Science Research Cendikia Pendidikan SWARNA: Jurnal Pengabdian Kepada Masyarakat
Manalu, David Berthony
Universitas HKBP Nommensen Pematangsiantar, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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STUDENTS’ PERCEPTION OF THE USE OF ChatGPT AS A WRITING ASSISTANT IN EFL CLASSROOM OF GRADE IX AT SMP NEGERI 10 PEMATANGSIANTAR Tio Lestari Br Simanjuntak; Chritian Neni Purba; David Berthony Manalu; Irene Adryani Nababan
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 4 No. 10 (2025): SEPTEMBER
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijset.v5i1.1364

Abstract

The rapid advancement of technology, particularly artificial intelligence (AI), has transformed English language learning, including the development of students’ writing skills. ChatGPT, an AI-based language model, has increasingly been used as a writing assistant to help learners generate ideas, organize text structure, improve grammar, and expand vocabulary. This study aims to explore the perceptions of ninth-grade students at SMP Negeri 10 Pematangsiantar regarding the use of ChatGPT as a writing assistant in an English as a Foreign Language (EFL) classroom. Employing a qualitative descriptive approach with a case study design, the study investigates students’ perceived usefulness (PU) and perceived ease of use (PEOU), guided by the Technology Acceptance Model (TAM). Data were collected through open-ended essay questionnaires distributed to 28 students who had received direct instructional exposure to ChatGPT through guided writing activities. The data were analyzed using Miles and Huberman’s interactive model, including data reduction, data display, and conclusion drawing. The findings reveal that the majority of students hold positive perceptions of ChatGPT. In terms of PU, students reported that ChatGPT effectively supported idea generation, improved writing structure and grammar, expanded vocabulary, enhanced writing quality, and increased their confidence in writing English texts. ChatGPT was also perceived as helpful in overcoming writing difficulties and completing academic tasks more efficiently. Regarding PEOU, students stated that ChatGPT was easy to learn, accessible through mobile devices, and provided clear and understandable responses. Many students also felt comfortable using it independently without teacher supervision. Nevertheless, several challenges were noted, such as unstable internet connectivity and difficulties in formulating appropriate prompts. Overall, the results indicate that ChatGPT is well-accepted by students and has the potential to serve as an effective tool for supporting English writing instruction at the junior high school level. The study recommends guided and ethical integration of ChatGPT in EFL classrooms to prevent overreliance and promote critical engagement with AI-generated content.
TEACHERS' AND STUDENTS' PERCEPTION TOWARDS DEEP LEARNING PARADIGM WITHIN ICT IN ELT AT SMA N 2 PEMATANGSIANTAR Reza Sanjaya Sinaga; Tiarma Intan Marpaung; David Berthony Manalu
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 5 No. 1 (2025): DECEMBER
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18798117

Abstract

The rapid integration of Information and Communication Technology (ICT) in education has prompted a paradigm shift in English Language Teaching (ELT), including the implementation of the Deep Learning framework introduced by the Indonesian Ministry of Education in 2024. This study aims to explore teachers’ and students’ perceptions toward the application of the Deep Learning paradigm within ICT-supported ELT at SMA Negeri 2 Pematangsiantar. A qualitative survey design was employed, involving interviews with two English teachers and questionnaires distributed to 109 eleventh-grade students. The findings reveal that both teachers and students generally hold positive perceptions toward the Deep Learning approach, particularly in the dimensions of mindful, meaningful, and joyful learning. Teachers perceive the paradigm as a refinement rather than a novel concept, although their understanding of its principles varies. Questionnaire results indicate high levels of agreement across the three dimensions: Joyful Learning (87.16%), Meaningful Learning (85.57%), and Mindful Learning (84.59%). However, several challenges emerged, including students’ limited metacognitive awareness, low confidence in applying English in real contexts, and passive participation during classroom activities. ICT was perceived as an essential tool that enhances engagement, supports assessment practices, and increases learning motivation, though its pedagogical application remains predominantly surface-level. Overall, the study concludes that the Deep Learning paradigm, when supported by ICT, positively influences learning experiences in ELT and demonstrates potential as an effective instructional approach. Strengthening teacher training and developing ICT-based instructional strategies are recommended to optimize implementation and foster deeper learning outcomes.
Co-Authors Andrian Petrus Sirait Apriani Sijabat Artha Yuni Trimedia Situngkir Bangun Munte Basar Lolo Siahaan Basar Lolo Siahaan Belsasar Sihombing Butar Butar, Febiola Carolin Panjaitan Chritian Neni Purba Chyntia Devisari Sirait EDITH AFRILLIA HASIBUAN Enji Putri Ivantara Esti Marlina Sirait Gultom , Binsar Tison Gurning, Daniel Saputra HANNA CRISTINA RUMAHORBO Herman Herman Hutagalung, Insenlia Hutahaean, David Togi Injen Pardamean Buta-Butar Injen Pardamean Butar-Butar Irene Adryani Adryani Nababan Jon Salvator Adhi Keo Kristiani, Theresa Nanda Leli Anggraini Leonita Maria E Manihuruk Mahdalena, Elya Melda Veby Ristella Munthe MELI ASTRI DEMAK SIAHAAN Nadia Julyanti Nainggolan Napitupulu, Selviana Natalina Purba Novra Melisa P. Hutabarat Nurliani Manurung Partohap S. R Sihombing, Partohap S. R Pasaribu, Ester Enjelina Pasaribu, Rebekka Viona Purba, Christian Neni Purba, Jeini Fitriani Purba, Rudiarman Rahel Manik Reulina Arita Barus Reza Sanjaya Sinaga Ronald Hasibuan Roslina Manurung Selviana Napitupulu Siahaan, Alfrido Jaya Siahaan, Basar Lolo Siahaan, Entika Cintami Sianipar, Herlina Hotmadinar Sibagariang, Susy Alestriani Sihombing, Lisbet Sijabat, Osco Parmonangan Silalahi, Dumaris Elseria Silitonga, Sarah Priscilla Simamora, Rianita SIMANJUNTAK, DESY NATALIA Simanjuntak, Ramindo Rini Sari Sinaga, Asima Rohana Sinurat, Bloner Sirait, Jumaria Siska Natalia Situmeang Sitompul, Delfia Magdalena Situmeang, Siska Anggita Sotarduga Sihombing Tiarma Intan Marpaung Tiarma Marpaung Tio Lestari Br Simanjuntak WINDA SEPTRILI HUTAGALUNG