THE IMPACT OF ARTIFICAL INTELEGENCE TECHNOLOGY

ON THE WRITING SKILL DEVELOPMENT OF ENGLISH

STUDENT AT UIN SALATIGA

A GRADUATING PAPER PROPOSAL

Submitted to the Board of Examiners in Partial Fulfillment of the

Requirements for Completing the Graduating Paper

Madanial Najmul Falah

NIM.23030210078

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY
ISLAMIC UNIVERSITY OF SALATIGA
2024
A. Background of Study
Artificial Intelligence (AI), a branch of computer science, aims to enable
machines to mimic human intelligence and behavior. According to Kerr
(2017), AI is defined as the intelligence displayed by systems, machines, or
programs. It empowers computers to process large amounts of data quickly
and efficiently.

This technology has become a hallmark of the Fourth Industrial Revolution

characterized by automation, data exchange, and widespread internet access
to information. Society 5.0, a concept emphasizing a human-centered
approach, integrates cyberspace and physical space using technological and
economic advancements to solve social issues.

In the field of education, the utilization of AI represents a key aspect of the

Fourth Industrial Revolution. Fahimirad and Kotamjani (2018) highlight the
transformative impact of innovative educational technology, particularly AI,
on teaching and learning methodologies in universities. To succeed in
Society 5.0 during the Fourth Industrial Revolution era, students need skills
in utilizing automated systems, analyzing data, and problem-solving.

The integration of AI in educational settings has seen significant growth and

exploration. Specifically, in English language learning, AI tools have been
increasingly used as aids to improve students' writing skills. These tools offer
students the opportunity to enhance their written communication abilities
through personalized feedback and guidance. With the evolving landscape of
education and the potential influence of AI on educational practices, it is
important to explore the impact of AI technology on the writing skills of
English students at UIN Salatiga.

Research into the effect of AI technology on the development of writing

skills among English students at UIN Salatiga is crucial. Understanding how
AI tools influence learning outcomes can assist in more effectively
integrating technology into educational strategies. This research may uncover
 more information about student engagement, their performance, and the
effectiveness of AI-based writing assistance. Ultimately, research of this kind
can contribute to refining educational approaches, ensuring that students are
prepared for the demands of Society 5.0 and the Fourth Industrial Revolution.

B. Problem Statemen
The advent of Artificial Intelligence (AI) technology has significantly
transformed various sectors, including education. At UIN Salatiga, the
integration of AI tools in English language learning, specifically for enhancing
writing skills, is gaining traction. However, there is limited empirical evidence
on how these AI tools impact the writing proficiency of English students. The
potential benefits, such as personalized feedback and enhanced learning
experiences, are often cited, but comprehensive studies examining the actual
outcomes, student perceptions, and specific AI tools used remain sparse. This
gap in knowledge creates uncertainty about the effectiveness and practicality
of AI-driven educational strategies. Therefore, it is imperative to investigate
the impact of AI technology on the writing skill development of English
students at UIN Salatiga to better understand its benefits, challenges, and
implications for future educational practices.

C. Significant of Study
This study aims to provide information about the effectiveness of AI
technology in enhancing writing skills development among English language
students at UIN Salatiga. Understanding the impact of AI in education can
provide valuable implications for educators, curriculum developers, and
policymakers to optimize the use of technology in improving language
learning processes.

D. Literature Review
1. Artificial intelligence
 Title Writer Text

Penggabungan Artificial Chyntia Heru Woro Artificial Intelligence (AI)

Intelligence dan Prastiwia, Nia atau disebut juga kecerdasan
Kecerdasan Alami Pujiawatib buatan merupakan ilmu
dalam Pembelajaran komputer yang fokus pada
Keterampilan Menulis kemampuan mesin dalam
Bahasa Inggris mengimitasi kecerdasan
perilaku manusia. AI
memungkinkan komputer
untuk memproses banyak
informasi dan data serta
memberikan kesimpulan
berbasis computer dalam
waktu yang relative singkat
dan cepat.

2. Writing
Title Writer Text

Writing Skill in Annisa Raudatus Writing skill is a hard skill

Teaching English: An Sa'adah among others because it has to
Overview be a concern more about it,
and we need to follow some
rules that related to every
single step, they are word
choice, coherent, correlation,
and grammar.

E. Previous Study
Title Writer Research Research Research Similarity and differences
Objectives Method Finding
Assessi Kahar The This research 1) teaching Similarities
ng the uddin, research was a reading with 1. Focus on Writing Skills: Both
Effect K objectives descriptive artificial research studies aim to evaluate
of of the study quantitative intelligence the impact of artificial
Using are: research by application has intelligence (AI) on the
Artifici 1. To highlighting no direct but development of writing skills.
al investigate students' indirect effect 2. Use of AI Technology: Both
Intellig the impact perceptions through studies involve the application of
ence on of teaching of the use of attitude on AI technology in the learning-
the reading with artificial students’ teaching process.
Writing artificial intelligence writing. 2) 3. Target Group: Both focus on
Skill of intelligence in online Lecturer’s learners of English, specifically
Indones applications English feedback within an educational context in
ian on students' learning. The virtually has Indonesia.
Learner writing focus of the direct and 4. Educational Level: Both
s of skills, research was indirect effect studies are conducted at a higher
English considering the effect of through education level.
the indirect independent attitude on 5. Outcome Measurement: Both
effect variables (X) students’ research studies assess the
mediated by on dependent writing. 3) outcome in terms of
students' variable (Y2) Reading and improvements in students’
attitudes. through feedback writing skills.
2. To intervening through
examine the variable attitude Differences
direct and (Y1). The contributes
indirect independent 34.8% to 1. Location and Institution:
effects of variables students’ - First Study: Focuses on
lecturer’s were reading writing skill English students at UIN Salatiga.
feedback, comprehensi improvement. - Second Study: More general,
facilitated on (X1) and focusing on Indonesian learners
by artificial feedback of English without specifying a
intelligence, (X2). The particular institution.
on students' dependent
writing variable was 2. Research Scope:
skills, with writing (Y2), - First Study: Specifically
the and the targets the impact of AI on
mediation intervening students at UIN Salatiga,
of students' variable was potentially allowing for more in-
attitudes. learning depth analysis within that
3. To attitude (Y1). specific context.
determine The - Second Study: Takes a
the respondents broader approach, assessing the
combined were 100 effect of AI on a wider group of
contribution Higher Indonesian learners of English,
of AI- School which could include multiple
assisted students in institutions or a more diverse
teaching Makassar sample.
reading and City to whom
lecturer the
 feedback, questionnaire 3. Research Objectives and
mediated by s were Design:
students' distributed - First Study: Likely to have
attitudes, to directly. The objectives and methodologies
the research tailored to the context and
improveme variables student population of UIN
nt of were Salatiga.
students' measured - Second Study: Aims to
writing using the five generalize findings across a
skills. scales of broader spectrum of Indonesian
Likert learners, potentially involving
(strongly different contexts and varying
agree, agree, levels of AI integration.
neutral, less
agree, and 4. Specificity and
disagree). Generalization**:
- First Study: May offer more
specific insights relevant to UIN
Salatiga.
- Second Study: Aims for
broader applicability of findings
across different Indonesian
institutions and student
demographics.

F. Research Method
a) Research Design
The type of research used in this study is quantitative research with a quasi-
experimental design. According to Bugin (2009:72), the experimental method
aims to explain the relationships and effects among certain variables. In this
study, the quasi-experimental design will involve two groups: an experimental
group that uses AI tools to develop writing skills and a control group that uses
traditional methods.

b) Research Setting
This research will be conducted at UIN Salatiga, focusing on English language
students. The setting includes classrooms equipped with the necessary
technology to support the use of AI tools for writing practice.

c) Population and Sample

- Population: The population for this study consists of all English language
students at UIN Salatiga.
- Sample: The sample will be selected using purposive sampling. The study
will include two classes: one as the experimental group (using AI tools) and
one as the control group (using traditional methods). Each group will consist
of approximately 30 students, ensuring that the sample size is sufficient for
statistical analysis.

d) Research Instrument
1. Pre-test and Post-test
Standardized writing tests will be administered to both groups before and
after the intervention to measure changes in writing proficiency.
2. Questionnaires
Structured questionnaires will be used to gather students' perceptions and
experiences regarding the use of AI tools.
3. Observation Checklists
To monitor the implementation process and students' engagement during
the study.
4. Interviews
Semi-structured interviews with a subset of students from the experimental
group to gain deeper insights into their experiences with AI tools.

e) Method of Collecting Data

1. Pre-test and Post-test Administration
Writing tests will be given at the beginning and end of the study to both
groups. The tests will be graded using a rubric that evaluates various
aspects of writing proficiency such as grammar, coherence, vocabulary,
and overall writing quality.
2. Questionnaire Distribution
Questionnaires will be distributed to students in the experimental group at
the end of the study to collect data on their perceptions and experiences
with AI tools.
3. Observations
Regular observations will be conducted during the intervention period to
document students' engagement and interactions with the AI tools.
4. Interviews
Selected students from the experimental group will be interviewed to
provide qualitative data on their experiences.

f) Method of Analyzing Data

1. Quantitative Data Analysis:
 Descriptive Statistics: Used to summarize the basic features of the
data, providing simple summaries about the sample and measures.
 Inferential Statistics: T-tests will be used to compare the pre-test
and post-test scores of both the experimental and control groups to
determine the significance of any differences observed.
2. Qualitative Data Analysis:
 Thematic Analysis: Qualitative data from questionnaires and
interviews will be analyzed using thematic analysis to identify
common themes and patterns related to students' perceptions and
experiences with AI tools.
3. Correlation Analysis: To explore any relationships between the use of
specific AI tools and improvements in writing skills.
 G. Reference

Kaharuddin. (2021). Assessing the effect of using artificial intelligence on the

writing skill of Indonesian learners of English. Linguistics and Culture Review, 5(1),
288-304. https://doi.org/10.37028/lingcure.v5n1.1555

Sulaeman, Retno Anggraini, Arman Paramansyah, Tenggo Husnul Fata, & Loso
Judijanto. (2021). Peran artificial intelligence sebagai alat bantu dalam
meningkatkan keterampilan menulis mahasiswa pendidikan agama Islam di era
disruptif. Jurnal Pendidikan Islam, 12(2), 123-135.

Prastiwia, C. H. W., & Pujiawatib, N. (2021). Penggabungan artificial intelligence

dan kecerdasan alami dalam pembelajaran keterampilan menulis bahasa Inggris.
Jurnal Pendidikan Bahasa Inggris, 9(3), 67-82.

Bungin, B. (2010). Metodologi penelitian kuantitatif (Ed. 1, cet. 5). Jakarta:

Kencana.