The Use Of Artificial Intelligence Tools in Writing Descriptive Text: A Case Study of 10th Grades at SMK Islam 1 Blitar
Keywords:
Artificial Intelligence (AI), academic writing, ChatGPT, gramarlyAbstract
This qualitative case study investigates the integration of AI writing tools into descriptive text instruction for 10th-grade students at SMK Islam 1 Blitar. Data were collected through interviews with one English teacher and three students, classroom observations of writing lessons, and analysis of student writing. The teacher deliberately incorporated ChatGPT, Grammarly, and an automated writing evaluation (AWE) platform into lesson plans. Students used ChatGPT for idea generation (brainstorming) and vocabulary support, and then paraphrased the AI outputs to compose initial drafts. During revision, students applied Grammarly for grammar and word-choice corrections, while the teacher provided feedback and originality checks. The findings indicate that AI-assisted writing enabled students to produce more detailed, well-organized descriptive texts and increased their confidence. However, technical issues (e.g. slow internet, limited devices) and ethical concerns (risk of copying AI output) were observed. The teacher addressed these challenges through backup offline tasks and strict guidelines (requiring paraphrasing of AI output). Overall, careful teacher-guided use of AI tools enhanced the writing process and outcomes. The study provides practical insights into planning, implementing, and evaluating AI-enhanced writing instruction in vocational high schools.
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