Analyzing the Effectiveness of Artificial Intelligence as a Writing Assistant for Enhancing the Academic Writing Skills of Vocational Students
Abstract
This study aims to analyze the effectiveness of using Artificial Intelligence (AI) as a writing assistant to improve the academic writing skills of vocational students. The study employed a mixed methods approach with a quasi-experimental pretest-posttest control group design involving 48 students from Politeknik Aceh Selatan. The research began with a pretest, followed by an intervention in which AI was utilized as a writing assistant in the experimental group, while the control group received conventional writing instruction. After the posttest, observations, interviews, and focus group discussions were conducted to strengthen the quantitative findings. The results showed that the experimental group’s mean score increased from 66.20 to 85.95, which was substantially higher than the control group’s improvement from 66.75 to 75.62. The Wilcoxon Signed-Rank Test and Mann-Whitney U Test yielded a significance value of 0.000 (p < 0.05), indicating statistically significant differences. Interview findings also revealed that 96% of the students perceived AI as highly effective because it helped them generate ideas, organize writing structures, improve grammar, enrich academic vocabulary, and enhance their confidence in academic writing. Therefore, AI has proven to be an effective writing assistant for academic writing instruction while maintaining academic integrity and the originality of scholarly work.
Downloads
References
J. Wang, Y. Li, and X. Chen, “The effect of ChatGPT on students’ learning performance, perceptions, and higher-order thinking: A meta-analysis,” Humanities and Social Sciences Communications, 12(87), 1–15. 2025. https://doi.org/10.1057/s41599-025-04787-y
J. B. Alvizo, “The impact of ChatGPT on students’ academic writing performance: A meta-analytic study,” Journal of Educational Analytics, 4(4), 211-229. 2025. https://doi.org/10.55927/jeda.v4i4.381
M. Ekowijayanto, and A.N. Ulvia, “Impact of ChatGPT on Students’ Learning Strategies and Critical Thinking Development,” Journal of Innovation in Educational and Cultural Research. 2025. http://jiecr.org/ DOI: 10.46843/jiecr.v6i4.2400
N. Fajaryani, “Navigating the Use of AI in Academic Writing: Perceptions and Strategies of EFL Students,” PROCA Journal. 2025. https://doi.org/10.22437/proca.v1i3.50591
D. Khampusaen, “The Impact of ChatGPT on Academic Writing Skills and Knowledge: EFL Student Case Study,” LEARN Journal. 2025. https://so04.tci-thaijo.org/index.php/LEARN/index
Juanda, Azis, and ZF. Ramadhan, “Pemetaan Kompetensi Membaca dan Menulis Akademik Mahasiswa dan Artificial Intelligence dalam Praktik Literasi Ilmiah,” 2025. https://doi.org/10.30605/onoma.v11i4.6884
Vieriu AM, et al. “The impact of Artificial Intelligence on students’ academic outcomes and engagement,” Educ Sci, 15(3):343. 2025. https://doi.org/10.3390/educsci15030343
C.G. Puteri, B.Y. Cahyono, U. Widiati, and N. Suryati, “Using ChatGPT as a writing assistant: Essay quality development among Indonesian EFL university students,” Indonesian Journal of Applied Linguistics, 14(2), 332–346. 2024. https://doi.org/10.17509/ijal.v14i2.258
R. Rahmawati, M. Suhardi, B. Kurniati, et al. “Tinjauan Kritis Terhadap Efektivitas AI Dalam Pengembangan Keterampilan Menulis Akademik Mahasiswa,” 2025. https://doi.org/10.51878/educational.v5i2.6290
Taufikin, et al. “Enhancing Undergraduate Research Writing Using ChatGPT: Effectiveness, Student Perceptions, and Ethical Implications,” 2024. https://doi.org/10.23887/jeu.v13i1.94305
MA. Bhuiyan, “Adoption of ChatGPT for students’ learning effectiveness: Opportunities and ethical challenges,” Education and Information Technologies, 29(6), 7421-7440. 2024. https://doi.org/10.1016/j.ijme.2025.101255
M. Khalifa, “Using Artificial Intelligence in Academic Writing and Research,” Elsevier/ScienceDirect. 2024. https://doi.org/10.1016/j.cmpbup.2024.100145
D.R. Cotton, P.A. Cotton, and J.R. Shipway, “Chatting and cheating: Ensuring academic integrity in the era of ChatGPT,” Innov Educ Teach Int.;60(4):1-12. 2023. https://doi.org/10.1080/14703297.2023.2190148
N. Shofiah, Z.F. Putera, and N. Solichah, “Challenges and opportunities in the use of artificial intelligence in education for academic writing: A scoping review,” 2023. https://doi.org/10.2991/978-2-38476-188-3_20
Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan R&D, Bandung: Alfabeta, 2019.
Abdullah et al. “Bridging Gaps with Technology: A Systematic Review of Digital Scaffolding in ESL Classrooms,” 2026. https://doi.org/10.37134/ejoss.vol12.sp.9.2026
N.L.P Dewi, A. Nazira, and Y. Yulia, “Empowering academic writing through artificial intelligence: A systematic review of benefits and challenges,” Journal of Language & Literature Studies, 5(3), 785–795. 2025. https://doi.org/10.36312/jolls.v5i3.3024
Copyright (c) 2026 hasbaini kluet, Sepri Kurniadi , Dina Miftahul Jannah , Silmi Rahmah ; Anhar; Mislina, Dian Maulina , Devi Satria Saputra , Asbahrul Amri , Afdhal, Cut Indah Nurul Izzah , Harwika
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
