UTILIZING ARTIFICIAL INTELLIGENCE AS A MEDIA IN WRITING FOR ACADEMIC PUBLICATION BY ENGLISH MASTER STUDENTS AT UIN SAYYID ALI RAHMATULLAH TULUNGAGUNG

RIZKA ZAHROTUL ISTINA, 1880510230019 and DWI ASTUTI WAHYU NURHAYATI, 197602222009012003 (2026) UTILIZING ARTIFICIAL INTELLIGENCE AS A MEDIA IN WRITING FOR ACADEMIC PUBLICATION BY ENGLISH MASTER STUDENTS AT UIN SAYYID ALI RAHMATULLAH TULUNGAGUNG. [ Thesis ]

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Abstract

A thesis entitled “Utilizing Artificial Intelligence as a Media in Writing for Academic Publication by English Master Students at UIN Sayyid Ali Rahmatullah Tulungagung” written by Rizka Zahrotul Istina with advisors Dr. Susanto, S.S., M.Pd. and Dr. Dwi Astuti Wahyu Nurhayati, S.S., M.Pd. Keywords: artificial intelligence, academic publication, writing assistance, English master students The rapid development of Artificial Intelligence (AI) technology has significantly influenced academic practices, including how students plan, compose, and refine scholarly writing. This study investigates how postgraduate students in the English Education Master's Program at UIN Sayyid Ali Rahmatullah Tulungagung utilize AI tools in the process of academic publication. The research particularly focuses on students’ awareness and familiarity with AI tools, the frequency and purpose of their usage, the integration of AI in academic writing tasks, the challenges faced in the utilization process, and students’ perceptions of the impact of AI on the quality and ethical standards of their academic output. Employing a descriptive qualitative design within a phenomenological framework, the study selected three informants from an initial sample of 21 postgraduate students based on specific inclusion criteria: they had to be active students, have prior experience using AI tools in academic writing, and have published at least one article in nationally accredited journals (SINTA 4 to SINTA 2). Data were gathered through in-depth interviews, document analysis of both published and draft articles, and Turnitin similarity reports. Triangulation and Miles & Huberman’s interactive model of data analysis (as cited in Sutopo, 2006) were used to ensure the validity and depth of interpretation. The findings show that all informants demonstrate considerable familiarity with various AI applications such as ChatGPT, Grammarly, Quillbot, Perplexity, and Turnitin. Their AI use is integrated across multiple writing stages—from ideation and drafting to revising and editing—highlighting perceived usefulness and ease of use, as theorized in the Technology Acceptance Model (TAM). Challenges include technical limitations, lack of contextual accuracy in AI-generated content, and concerns over reduced critical thinking. However, students perceive that AI enhances their productivity, language quality, and overall confidence in producing academic texts. Moreover, AI is seen as a tool that assists rather than replaces human agency, provided that ethical considerations are observed. This study contributes to the academic discourse by highlighting the evolving role of AI in higher education, particularly in writing practices. It recommends that universities develop policies and literacy programs that promote responsible and ethical AI use in academic contexts, ensuring that students become not only proficient writers but also critical users of technology.

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