EXPLORING STUDENTS’ ENGAGEMENT IN USING CHATGPT IN A WRITING CLASS: A CASE STUDY OF TBI STUDENTS AT KIAI HAJI ACHMAD SIDDIQ STATE ISLAMIC UNIVERSITY JEMBER

Lutfiyah, Amelian (2026) EXPLORING STUDENTS’ ENGAGEMENT IN USING CHATGPT IN A WRITING CLASS: A CASE STUDY OF TBI STUDENTS AT KIAI HAJI ACHMAD SIDDIQ STATE ISLAMIC UNIVERSITY JEMBER. Undergraduate thesis, UIN KHAS JEMBER.

Text Amelian Lutfiyah_221101060008.pdf Restricted to Registered users only until 31 January 2027. Download (5MB)

Abstract

Amelian Lutfiyah, 2026: Exploring Students’ Engagement in Using ChatGPT in A Writing Class: A Case Study of TBI Students at UIN KHAS Jember.
Keywords: Student Engagement, Behavioral Engagement, Cognitive Engage-ment, Emotional Engagement, ChatGPT, Writing.

The rapid development of artificial intelligence has influenced various as-pects of education, including writing instruction in higher education. ChatGPT has increasingly been used by students as a supporting tool during writing activities. Previous studies have mainly examined students’ perceptions, experiences, ethical concerns, and learning outcomes related to ChatGPT use. However, limited atten-tion has been given to how students engage behaviorally, cognitively, and emo-tionally while using ChatGPT during writing activities, particularly in higher edu-cation contexts.
Therefore, this study addressed the following research question: How do students engage behaviorally, cognitively, and emotionally in writing when using ChatGPT? This study aimed to explore students’ behavioral engagement, cogni-tive engagement, and emotional engagement in writing when using ChatGPT.
This study employed a qualitative approach with a case study design. The study was conducted in the Academic Writing class of the English Education Pro-gram at UIN Kiai Haji Achmad Siddiq Jember. The participants consisted of six fourth-semester students who used ChatGPT during writing activities and one Ac-ademic Writing lecturer selected purposively based on the lecturer’s recommenda-tion. Data were collected through classroom observation, semi-structured inter-views, and documentation. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing and verification.
The findings revealed that students demonstrated behavioral engagement through attendance, attention, effort, and persistence during ChatGPT-assisted writing activities. Cognitive engagement was reflected through critical thinking, self-regulation, problem solving, and reflection when students evaluated, modi-fied, and reviewed ChatGPT-generated responses. Emotional engagement was reflected through interest, enjoyment, confidence, anxiety, and frustration experi-enced during ChatGPT-assisted writing activities. Overall, the findings indicate that students actively engaged with ChatGPT throughout the writing process. Alt-hough students experienced several challenges, such as concerns related to AI de-tection, dependence on AI, response suitability, and technical limitations, they generally perceived ChatGPT as a supportive tool that assisted them in completing academic writing tasks.

Actions (login required)

View Item