Pendampingan Penerapan ChatGPT dalam Pembelajaran Bahasa Inggris di SMP (SLUB) Saraswati Denpasar
DOI:
https://doi.org/10.33086/snpm.v5i1.1543Keywords:
Artificial Intelligence; ChatGPT; pembelajaran; bahasa Inggris.Abstract
Penerapan Artificial Intelligence (AI) khususnya ChatGPT menjadi tantangan bagi para guru Bahasa Inggris di SMP (SLUB) Saraswati Denpasar. Para guru masih memerlukan pendampingan agar penerapan ChatGPT dalam pembelajaran Bahasa Inggris dapat terlaksana secara optimal. Hal inilah yang mendorong Prodi. Magister Pendidikan Bahasa Inggris FKIP Unmas Denpasar untuk melaksanakan pengabdian kepada masyarakat yang berbentuk pendampingan. Berdasarkan hasil observasi dan wawancara, tim pelaksana dan mitra menyepakati untuk melaksanakan kegiatan pendampingan. Kegiatan pendampingan dilaksanakan dalam empat tahap: penyusunan perangkat pembelajaran, penerapan ChatGPT dalam pembelajaran Bahasa Inggris di kelas secara langsung, pemberian kuesioner kepada para siswa, dan evaluasi pelaksanaan kegiatan pendampingan. Kegiatan pendampingan menunjukkan bahwa guru Bahasa Inggris SMP (SLUB) Saraswati Denpasar mampu menyusun perangkat pembelajaran yang mengintegrasikan ChatGPT saat mengajarkan Bahasa Inggris. Di samping itu, guru menunjukkan penguasaan yang sangat baik saat menerapkan ChatGPT dalam pembelajaran teks deskriptif. Para siswa merasakan peningkatan yang signifikan dalam pemahaman materi pelajaran dan minat belajar, serta mereka juga dapat belajar secara mandiri dengan menggunakan ChatGPT. Integrasi ChatGPT dalam pembelajaran membuat proses pembelajaran Bahasa Inggris menjadi lebih menarik, interaktif, jelas, dan variatif, serta mampu meningkatkan motivasi siswa selama pembelajaran.
Downloads
References
Adipat, S. (2025). Challenging conventions: ChatGPT’s controversial impacts on educational and English language teaching practices. Educational Process: International Journal, 14, 17. https://doi.org/10.22521/edupij.2025.14.66
Al-Kadi, A., & Ali, J. K. M. (2024). A holistic approach to ChatGPT, Gemini, and Copilot in English learning and teaching. Language Teaching Research Quarterly, 43, 155–166. https://doi.org/10.32038/ltrq.2024.43.09
Budiarta, I. K., & Krismayani, N. W. (2024). Post-pandemic shifts in English language teaching: Challenges and perceptions in online learning environments. Voices of English Language Education Society, 8(1), 241–252. https://doi.org/10.29408/veles.v8i1.25678
Budiarta, I. K., & Santosa, M. H. (2020). TPS-Flipgrid: Transforming EFL speaking class in the 21st century. English Review: Journal of English Education, 9(1), 13–20. https://doi.org/https://doi.org/10.25134/erjee.v9i1.3801
Doğan, Y., & Talan, T. (2025). Artificial intelligence in foreign language learning: A bibliometric analysis. In Journal of Pedagogical Research (Vol. 9, Issue 2, pp. 206–230). Duzce University, Faculty of Education. https://doi.org/10.33902/JPR.202427734
Dudeney, G., & Hockly, N. (2007). How to teach english with technology. Pearson Education Limited.
Ekrem, S. (2024). Revolutionizing language learning: How ChatGPT and AI are changing the way we learn languages. International Journal of Technology in Education, 7(2), 353–372. https://doi.org/10.46328/ijte.732
Hossain, Z., Çelik, Ö., & Hınız, G. (2025). Exploring EFL students’ AI literacy in academic writing: Insights into familiarity, knowledge and ethical perceptions. Kuramsal Eğitimbilim Dergisi [Journal of Theoretical Educational Science]], 18(1), 157–181. https://doi.org/10.30831/akukeg.1538011
Jalon, J. B., Chua, G. A., & Torres, M. D. L. (2024). ChatGPT as a learning assistant: Its impact on students learning and experiences. International Journal of Education in Mathematics, Science and Technology, 12(6), 1603–1619. https://doi.org/10.46328/ijemst.4471
Kerr, R. C., & Kim, H. (2025). From prompts to plans: A case study of pre-service EFL teachers’ use of generative AI for lesson Planning. English Teaching (South Korea), 80(1), 95–118. https://doi.org/10.15858/engtea.80.1.202503.95
Kotmungkun, S., Chompurach, W., & Thaksanan, P. (2024). OpenAI ChatGPT vs Google Gemini: A study of AI chatbots’ writing quality evaluation and plagiarism checking. English Language Teaching Educational Journal, 7(2), 90–108. https://doi.org/10.12928/eltej.v7i2.11572
Mabuan, R. A. (2024). ChatGPT and ELT: Exploring teachers’ voices. International Journal of Technology in Education, 7(1), 128–153. https://doi.org/10.46328/ijte.523
Maharani, A. A. P., Budiarta, I. K., Sawitri, N. L. P. D., & Negi, H. K. (2025). Bridging AI and ELL in Indonesia and India: International insights on perceptions and challenges. International Journal of Learning, Teaching and Educational Research, 24(4), 479–500. https://doi.org/10.26803/ijlter.24.4.22
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Moon, H., Chung, Y., & Randolph, A. W. (2025). Teaching and learning languages with ChatGPT: Challenges and opportunities in multilingual classrooms in higher education. Indonesian Journal of English Language Teaching and Applied Linguistics, 10(1), 207–223. http://dx.doi.org/10.210
Octavio, M. M., Argüello, V. G., & Pujolà, J. T. (2024). ChatGPT as an AI L2 teaching support: A case study of an EFL teacher. Technology in Language Teaching and Learning, 6(1), 1–25. https://doi.org/10.29140/tltl.v6n1.1142
Priantini, N. W. A., Dewi, D. A. A. R., Maharani, A. A. P., Budiarta, I. K., Sawitri, N. L. P. D., & Negi, H. K. (2024). Lecturers’ readiness and intentions for AI integration in Indonesian and Indian ELL classroom. English Review: Journal of English Education, 12(3), 1251–1260. https://doi.org/10.25134/erjee.v12i3.10034
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149.
Shabara, R., ElEbyary, K., & Boraie, D. (2024). Teachers or ChatGPT: The issue of accuracy and consistency in L2 assessment. Teaching English with Technology, 24(2), 71–92. https://doi.org/10.56297/vaca6841/LRDX3699/XSEZ5215
Songsiengchai, S. (2025). Implementation of Artificial Intelligence (AI): Chat GPT for effective English language learning among Thai students in higher education. International Journal of Education and Literacy Studies, 13(1), 302–312. https://doi.org/10.7575/aiac.ijels.v.13n.1p.302
Sumakul, D. T., Hamied, F. A., & Sukyadi, D. (2022). Artificial intelligence in efl classrooms: Friend or foe? LEARN Journal: Language Education and Acquisition Research Network , 15(1), 232–256. https://so04.tci-thaijo.org/index.php/LEARN/index
Uyar, A. C., & Büyükahıska, D. (2025). Artificial intelligence as an automated essay scoring tool: A focus on ChatGPT. International Journal of Assessment Tools in Education, 12(1), 20–32. https://doi.org/10.21449/ijate.1517994
Weng, Z., & Fu, Y. (2025). Generative AI in language education: Bridging divide and fostering inclusivity. International Journal of Technology in Education, 8(2), 395–420. https://doi.org/10.46328/ijte.1056
Xiaofan, W., & Annamalai, N. (2025). Investigating the use of AI tools in English language learning: A phenomenological approach. Contemporary Educational Technology, 17(2), 1–20. https://doi.org/10.30935/cedtech/16188
Zhao, Y. (2025). Artificial intelligence and education: End the grammar of schooling. ECNU Review of Education, 8(1), 3–20. https://doi.org/10.1177/20965311241265124
Zhou, Y., Wu, X., & Qu, K. (2024). The role of ChatGPT in English language learning: A hedonic motivation perspective on student adoption in Chinese universities. Language Teaching Research Quarterly, 43, 132–154. https://doi.org/10.32038/ltrq.2024.43.08
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
