Indexing1Muhammad Bakri, 2Fien Pongpalilu
1Department of Indonesian Language Education, Universitas Bosowa Makassar, Indonesia
2Universitas Muslim Maros, Indonesia
DOI : https://doi.org/10.47191/ijmra/v8-i05-29Google Scholar Download Pdf
ABSTRACT:
This study explores the perceptions of undergraduate students from the Indonesian Language Education program at Universitas Bosowa regarding the use of ChatGPT in constructing argumentative texts. Employing a qualitative descriptive approach, data were collected through semi-structured interviews and document analysis of student writing. Fifteen participants were selected through purposive sampling based on their experience using ChatGPT in academic writing. Thematic analysis revealed four key findings: (1) ChatGPT was perceived as a valuable support tool for structuring and developing arguments, (2) concerns emerged about overreliance and loss of personal voice, (3) students reported noticeable improvements in vocabulary and grammatical accuracy, and (4) perceptions were divided regarding the impact of ChatGPT on critical thinking development. While students acknowledged the tool’s efficiency in enhancing technical aspects of writing, many emphasized the need for balanced use and pedagogical guidance to avoid dependency. The study concludes that ChatGPT holds pedagogical potential when integrated critically and ethically into writing instruction. It highlights the need for AI literacy, ethical frameworks, and revised assessment strategies to ensure that generative AI enhances, rather than undermines, student learning outcomes.
KEYWORDS:ChatGPT, argumentative writing, student perception, AI-assisted writing
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Volume 08 Issue 05 May 2025
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