THE CORRELATION BETWEEN STUDENTS’ AI LITERACY AND THEIR ENGLISH DESCRIPTIVE WRITING PERFORMANCE AT SMPN 1 SUMBERGEMPOL TULUNGAGUNG

NYLA SALSABILA AZZAHRA, 1860203222139 and SUSANTO, 197308311999031002 (2026) THE CORRELATION BETWEEN STUDENTS’ AI LITERACY AND THEIR ENGLISH DESCRIPTIVE WRITING PERFORMANCE AT SMPN 1 SUMBERGEMPOL TULUNGAGUNG. [ Skripsi ]

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Abstract

AI literacy is becoming increasingly relevant in English as a Foreign Language (EFL) learning. The fact shows that more students are frequently exposed to digital tools in their daily learning activities. They can engage with technology in the process of masterimg English components and English skills, especially writing. However, each student way has difference of AI literacy. This study aimed to examine the correlation between students’ AI literacy and their English descriptive writing performance among seventh-grade students at SMPN 1 Sumbergempol Tulungagung. This study employed a quantitative approach with correlational design. The participants consisted of 69 seventh-grade students who were selected using purposive sampling. The data were collected through two instruments, namely an AI literacy questionnaire and a descriptive writing test. The questionnaire was used to measure students’ AI literacy in terms of affective, behavioral, cognitive, and ethical aspects, while the writing test assessed students’ ability in writing descriptive texts based on content, organization, vocabulary, language use, and mechanics. The data were analyzed using descriptive statistics and Spearman’s rank correlation. The findings showed that students generally had a high correlation level of AI literacy and good level of writing performance. The result of the correlation analysis indicated a positive and statistically significant relationship between the two variables, with a correlation coefficient of 0.666 and a significance value of 0.000. This suggests that students who demonstrate higher AI literacy tend to achieve better results in writing descriptive texts. In conclusion, AI literacy plays a meaningful role in supporting students’ English descriptive writing performance. Therefore, teachers are encouraged to guide students in using AI tools appropriately in the writing process, while students are expected to use these tools more critically and responsibly to support their learning.

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