The Correlation Between Students’ Attitude on Using AI Writing Tools and Their Academic Writing Performance at UIN Imam Bonjol Padang

Rahmania, Rahmania (2026) The Correlation Between Students’ Attitude on Using AI Writing Tools and Their Academic Writing Performance at UIN Imam Bonjol Padang. Skripsi thesis, Universits Islam Negeri Imam Bonjol Padang.

	Text (cover dll) COVER -DAFTAR TABEL.pdf - Published Version Download (705kB)
	Text (bab I) BAB 1.pdf - Published Version Download (177kB)
	Text (BAB III) BAB 3.pdf - Published Version Download (373kB)
	Text (BAB V DAN DAFTAR PUSTAKA) BAB 5-DAPUS.pdf - Published Version Download (253kB)
	Text (FULLTEXT) FIXXX SKRIPSI 0098_RAHMANIA.pdf - Published Version Restricted to Repository staff only Download (1MB)

Abstract

This study aims to investigate the correlation between students' attitudes toward AI writing tools and their academic writing performance among English Tadris students at UIN Imam Bonjol Padang. This research employed a quantitative correlational design involving 47 respondents selected through purposive sampling. Data on students' attitudes were collected using a 20-item Likert-scale questionnaire developed based on Zimmerman's Self-Regulated Learning (SRL) theory, encompassing the Forethought, Performance, and Self-Reflection phases, with 18 items proven valid and a reliability coefficient of 0.883 (Cronbach's Alpha), indicating high reliability. Students' writing performance scores were obtained as secondary data from lecturer-assigned writing tasks. Since the data were not normally distributed, both Pearson Product Moment and Spearman Rank correlation analyses were applied to ensure methodological transparency. The results revealed a weak positive and statistically significant correlation between students' attitudes toward AI writing tools and their writing performance (Pearson r = 0.323, p = 0.027; Spearman ρ = 0.314, p = 0.031). Among the SRL indicators, the Forethought Phase recorded the highest mean score, suggesting that students' planning and goal-setting behaviors play the most prominent role in shaping positive attitudes toward AI-assisted writing. These findings imply that although AI writing tools have the potential to support students' academic writing performance, their effectiveness is closely tied to how well students self-regulate their learning process. This study recommends that AI writing tools be integrated thoughtfully into English writing instruction, accompanied by explicit training in self-regulated learning strategies to optimize their pedagogical benefits.

Actions (login required)

View Item