Integrated Artificial Intelligence and Critical Thinking in Promoting Students’ Writing Skills

Supeno Supeno(1), Amrina Rosyada(2*), Yuda Haryanto(3)

(1) Universitas Indraprasta PGRI
(2) Universitas Indraprasta PGRI Jakarta
(3) SMP Puspanegara
(*) Corresponding Author

Abstract


This study investigated the effectiveness of integrated teaching media, Artificial Intelligence, and creative thinking in promoting students’ writing skills for specific genre, descriptive text. By administering experimental quantitative research with the two-way ANOVA test, the study engaged 60 students at a private junior high school in Bogor, West Java, Indonesia. Based on the research’s written test instruments and a set of questionnaires, the data analysis showed a significant effect of artificial intelligence and creative thinking, partially and altogether, on students’ writing skills in descriptive text. The results indicated that creative thinking with the support of teaching media in the digital technology world, such as Artificial Intelligence, can bring numerous advantages to educational settings, particularly in English Language Teaching. It delivers new experiences and elevates motivation in learning languages. Due to the digital era, this study endorses advanced technology implementation, including AI, to promote students’ critical thinking for better writing performances.

Keywords


Artificial Intelligence; creative thinking; teaching media; writing skills

Full Text:

PDF

References


Banegas, D. L., & Lowe, R. J. (2021). Creative writing for publication: An action research study of motivation, engagement, and language development in argentinian secondary schools. Studies in Second Language Learning and Teaching, 11(3), 401–422. https://doi.org/ 10.14746/ssllt.2021.11.3.5

Bearman, M., Ryan, J., & Ajjawi, R. (2022). Discourses of artificial intelligence in higher education: a critical literature review. Higher Education, 86(2), 369–385. https://doi.org/ 10.1007/s10734-022-00937-2

Brown, C. W. (2022). Taking action through redesign: Norwegian EFL learners engaging in critical visual literacy practices. Journal of Visual Literacy, 41(2), 91–112. https://doi.org/ 10.1080/1051144X.2021.1994732

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research in educational research. Pearson Education Inc. https://doi.org/10.1017/CBO9781107415324.004

Defianty, M., & Wilson, K. (2022). Critical thinking in ELT: Indonesian teachers’ understanding and practice ten years down the track. IJEE (Indonesian Journal of English Education), 9(1), 120–139. https://doi.org/10.15408/ ijee.v9i1.26673

Ghafar, Z. N., Salh, H. F., Abdulrahim, M. A., & Farxha, S. S. (2023). The role of Artificial Intelligence technology on English Language Learning: A literature review. Canadian Journal of Language and Literature Studies, 3(2), 17–31. https://doi.org/10.53103/ cjlls.v3i2.87

Gursoy, E., & Ba?, H. K. (2018). Is it possible to enhance the creative thinking skills of EFL learners through training? Advances in Language and Literary Studies, 9(6), 172. https://doi.org/10.7575/aiac.alls.v.9n.6p.172

Hartono, W. J., Nurfitri, Ridwan, Kase, E. B. S., Lake, F., & Zebua, R. S. Y. (2023). Artificial Intelligence (AI) solutions in English Language Teaching: Teachers-students perceptions and experiences. Journal on Education, 6(1), 1452–1461. https://jonedu.org/index.php/joe/article/ view/3101

Helaluddin, Mannahali, M., Purwati, D., Alamsyah, & Wijaya, H. (2023). An investigation into the effect of problem-based learning on learners’ writing performance, critical and creative thinking skills. Journal of Language and Education, 9(2), 101–117. https://doi.org/ 10.17323/jle.2023.14704

Iskandar, I., Sumarni, S., Dewanti, R., & Asnur, M. N. A. (2022). Infusing digital literacy in authentic academic digital practices of English Language Teaching at universities. International Journal of Language Education, 6(1), 75–90. https://doi.org/10.26858/ ijole.v6i1.31574

Magnusson, P., & Godhe, A.-L. (2019). Multimodality in language education – implications for teaching. Designs for Learning, 11(1), 127–137. https://doi.org/10.16993/ dfl.127

Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2), 1–17. https://doi.org/ 10.1080/2331186X.2023.2236469

Scharlau, I., Karsten, A., & Rohlfing, K. (2021). Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing. Journal of Writing Research, 12(3), 493–529. https://doi.org/10.17239/jowr-2021.12.03.01

Seau, L. S., & Azman, H. (2021). Integrating facebook as a web 2.0 tool in a responsive pedagogy for multimodal oral presentation skills. GEMA Online Journal of Language Studies, 21(3), 103–124. https://doi.org/ 10.17576/GEMA-2021-2103-06

Sopiani, P. S., Said, I., & Ratnawati. (2019). Investigating students’ Higher Order Thinking Skills (HOTS) in writing skill (a case study at the eleventh grade of a senior high school in Banjar). Journal of English Education and Teaching, 3(3), 328–342. https://doi.org/https:// doi.org/10.33369/jeet.3.3.328-342




DOI: http://dx.doi.org/10.30998/scope.v9i1.20440

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 SCOPE : JOURNAL OF ENGLISH LANGUAGE TEACHING

scope isjd

Portal Garuda Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

Web Analytics
View My Stats

Flag Counter