Utilizing ChatGPT as a pedagogical tool to enhance EFL learners’ basic English grammar competence at Islamic boarding school

Sanusi Azhari

Abstract


Abstrak

Penguasaan struktur kalimat bahasa Inggris sangat mendasar namun menantang bagi pembelajar EFL, membentuk dasar untuk komunikasi yang efektif dan keberhasilan akademis. Di sekolah berasrama Islam di Indonesia, siswa yang harus menyeimbangkan studi agama intensif dan akademis seringkali memiliki latihan tata bahasa yang terbatas, sehingga memperparah kesulitan dalam penyusunan kalimat. Meskipun ChatGPT menunjukkan potensi sebagai alat pedagogis dalam konteks EFL, penelitian sebelumnya sebagian besar telah meneliti mahasiswa atau intervensi jangka panjang, sehingga menyisakan kesenjangan mengenai dampaknya dalam program intensif jangka pendek untuk siswa SMA di lingkungan sekolah berasrama. Studi ini menilai efektivitas ChatGPT dalam meningkatkan kompetensi struktur kalimat pembelajar EFL. Dengan mengadopsi desain pretest-posttest satu kelompok, 14 siswa laki-laki kelas sepuluh di sekolah berasrama Islam, Indonesia, menyelesaikan intervensi selama dua minggu berupa sesi harian 60 menit yang dibantu ChatGPT tentang penyusunan kalimat simple present tense, yang mencakup latihan terbimbing dan umpan balik langsung. Kompetensi struktur kalimat dievaluasi menggunakan tes tata bahasa pilihan ganda 15 item yang dikembangkan oleh peneliti, yang diberikan sebelum dan sesudah intervensi. Hasil menunjukkan peningkatan yang signifikan secara statistik, dengan skor rata-rata meningkat dari 68,43 (SD = 25,922) pada pretest menjadi 90,43 (SD = 6,418) pada posttest (perbedaan rata-rata = 22; t(13) = 3,297, p = 0,006). Uji Shapiro-Wilk mengkonfirmasi normalitas, dan ukuran efek yang besar menggarisbawahi signifikansi praktis yang substansial. Temuan ini menunjukkan bahwa intervensi ChatGPT yang singkat dan intensif pun dapat secara substansial meningkatkan kompetensi struktur kalimat pembelajar EFL. ChatGPT terbukti sebagai alat yang praktis, efisien waktu, dan menarik untuk pengajaran tata bahasa dalam konteks sekolah berasrama di Indonesia. Guru EFL disarankan untuk memasukkan aktivitas ChatGPT terstruktur ke dalam pelajaran harian untuk mendorong pembelajaran individual dan mengurangi beban kerja guru. Keterbatasan dan arah penelitian masa depan dibahas.


Keywords


Keywords: boarding school; ChatGPT; English grammar; pedagogical tool; sentence structure

Full Text:

PDF

References


Abduljawad, S. A. (2024). Investigating the impact of ChatGPT as an AI tool on ESL writing: Prospects and challenges in Saudi Arabian higher education. International Journal of Computer-Assisted Language Learning and Teaching, 14(1), 1–19. https://doi.org/10.4018/IJCALLT.367276

Alghasab, M. (2025). Insights into EFL students’ perceptions of the ‘ChatGPT Essentials’ training course for language learning. Education Sciences, 15(9), 1–18. https://doi.org/10.3390/educsci15091138

Aljadei, B., Alkhalifa, K., & Liontas, J. I. (2025). Bridging the gap in idiomatic competence: ChatGPT as a digital assistant in EFL instruction. The Reading Matrix: An International Online Journal, 25(1), 68–81. https://www.readingmatrix.com/files/34-po8ky7mn.pdf

Al-Obaydi, L. H., Pikhart, M., & Hossain, M. K. (2025). ChatGPT and the development of core language skills: An exploratory study of EFL college students. Contemporary Educational Technology, 17(4), 45–68 Article ep591. https://doi.org/10.30935/cedtech/17242

Alsaedi, N. (2024). ChatGPT and EFL/ESL writing: A systematic review of advantages and challenges. English Language Teaching, 17(5), 41–50. https://doi.org/10.5539/elt.v17n5p41

Deep, P. D., Martirosyan, N., Ghosh, N., & Rahaman, M. S. (2025). ChatGPT in ESL higher education: Enhancing writing, engagement, and learning outcomes. Information, 16(4), Article 316. https://doi.org/10.3390/info16040316

Du, J., & Alm, A. (2024). The impact of ChatGPT on English for academic purposes (EAP) students’ language learning experience: A self-determination theory perspective. Education Sciences, 14(7), Article 726. https://doi.org/10.3390/educsci14070726

Gai, E. (2024). The effects of ChatGPT on English language learning in regards to language proficiency and learning motivation. In ACM International Conference Proceeding Series (Vol. 2456, No. 1, pp. 43–53). https://doi.org/10.1145/3700297.3700306

Jmaiel, H. A., Abukhait, R. O., Mohamed, A. M., Shaaban, T. S., Al-khresheh, M. H., & AL-Qadri, A. H. (2025). The role of ChatGPT in enhancing EFL students’ ESP writing skills: An experimental study of gender and major differences. Discover Education, 4(1), 112–130. https://doi.org/10.1007/s44217-025-00700-6

Klimova, B., Pikhart, M., & Al-Obaydi, L. H. (2024). Exploring the potential of ChatGPT for foreign language education at the university level. Frontiers in Psychology, 15, 1–16. https://doi.org/10.3389/fpsyg.2024.1269319

Kucuk, T. (2024). ChatGPT integrated grammar teaching and learning in EFL classes: A study on Tishk International University students in Erbil, Iraq. Arab World English Journal, 15(2), 100–111. (Special Issue on ChatGPT). https://doi.org/10.24093/awej/ChatGPT.6

Lu, D., & Zeng, Y. (2025). Exploring the use of ChatGPT-generated model texts as a feedback instrument: EFL students’ text quality and perceptions. Innovation in Language Learning and Teaching, 19(3), 1–21. https://doi.org/10.1080/17501229.2025.2525341

Mali, Y. C. G. (2025). Exploring the use of ChatGPT in EFL/ESL writing classrooms: A systematic literature review. Journal of Language and Education, 11(2), 137–156. https://doi.org/10.17323/jle.2025.21793

Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (7th ed.). Routledge. https://doi.org/10.4324/9781003117452

Shaikh, S., Yayilgan, S. Y., Klimova, B., & Pikhart, M. (2023). Assessing the usability of ChatGPT for formal English language learning. European Journal of Investigation in Health, Psychology and Education, 13(9), 1937–1960. https://doi.org/10.3390/ejihpe13090140

Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: Assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, 1–17 Article 1260843. https://doi.org/10.3389/fpsyg.2023.1260843

Srithep, S. (2025). The Integration of ChatGPT in EFL Writing Instruction: Pedagogical Merits and Potential Concerns. Journal of Language and Education, 40(5), 45–62. https://doi.org/10.58837/CHULA.PPJ.40.5

Teng, M. F. (2024). A systematic review of ChatGPT for English as a foreign language writing: Opportunities, challenges, and recommendations. International Journal of TESOL Studies, 6(3), 36–57. https://doi.org/10.58304/ijts.20240304

Werdiningsih, I., Marzuki, Indrawati, I., Rusdin, D., Ivone, F. M., Basthomi, Y., & Zulfahreza. (2024). Revolutionizing EFL writing: Unveiling the strategic use of ChatGPT by Indonesian master’s students. Cogent Education, 11(1), 1–19. https://doi.org/10.1080/2331186X.2024.2399431

Xiao, Y., & Zhi, Y. (2023). An Exploratory Study of EFL Learners’ Use of ChatGPT for Language Learning Tasks: Experience and Perceptions. Languages, 8(3), 1–15. https://doi.org/10.3390/languages8030212

Yuan, S., & Dao, P. (2026). ESL tertiary learners’ engagement in ChatGPT-assisted second language writing. Language Awareness, 35(1), 1–24. https://doi.org/10.1080/09658416.2026.2652333




DOI: http://dx.doi.org/10.30659/jamr.7.1.52-63

Refbacks

  • There are currently no refbacks.


Copyright (c) Sanusi Azhari

Journal of Advanced Multidisciplinary Research (JAMR) is published by Research and Community Service Department (LPPM) Universitas Islam Sultan Agung Semarang, Indonesia.

Address: Jl. Kaligawe Raya Km. 4 Semarang, Indonesia.