Students’ Perceptions of Using ChatGPT for Learning English in Economic Education
DOI:
https://doi.org/10.1234/prosiding.v2i1.5374Kata Kunci:
ChatGPT, Pembelajaran Bahasa Inggris, Kosakata Ekonomi, Pembelajaran Mandiri, Persepsi MahasiswaAbstrak
abstrak—Kecerdasan buatan (AI) semakin memengaruhi praktik pendidikan dengan menawarkan cara-cara inovatif untuk mendukung proses belajar-mengajar, khususnya di perguruan tinggi. Di antara berbagai aplikasi AI, ChatGPT telah banyak diadopsi oleh mahasiswa sebagai asisten pembelajaran interaktif yang memfasilitasi penguasaan kosakata, pemahaman materi pembelajaran, dan studi mandiri. Penelitian ini mengeksplorasi persepsi mahasiswa Pendidikan Ekonomi mengenai penggunaan ChatGPT untuk mendukung pembelajaran bahasa Inggris dalam konteks ekonomi. Pendekatan deskriptif kualitatif digunakan dalam penelitian ini. Partisipan penelitian adalah mahasiswa tahun pertama Program Studi Pendidikan Ekonomi di IKIP PGRI Bojonegoro. Data dikumpulkan melalui kuesioner yang diberikan kepada sepuluh mahasiswa, diikuti dengan wawancara semi-terstruktur terhadap dua partisipan yang dipilih berdasarkan pengalaman mereka menggunakan ChatGPT. Temuan penelitian menunjukkan bahwa mahasiswa umumnya memandang ChatGPT secara positif karena alat ini memungkinkan mereka memahami materi pembelajaran yang kompleks, memperluas kosakata bahasa Inggris terkait ekonomi, menerjemahkan teks akademik, meringkas informasi secara efisien, dan belajar secara lebih fleksibel di luar lingkungan kelas. Terlepas dari manfaat tersebut, partisipan juga menyadari beberapa keterbatasan, termasuk kemungkinan menerima respons yang terlalu umum serta perlunya memverifikasi informasi melalui sumber akademik terpercaya seperti buku teks, jurnal ilmiah, dan dosen. Secara keseluruhan, temuan ini mengindikasikan bahwa ChatGPT berfungsi sebagai sumber belajar tambahan yang berharga dalam mendukung pembelajaran bahasa Inggris serta mendorong kemandirian belajar yang lebih besar di kalangan mahasiswa Pendidikan Ekonomi. Penelitian selanjutnya disarankan untuk melibatkan jumlah partisipan yang lebih banyak dari berbagai disiplin ilmu guna memperoleh perspektif yang lebih luas mengenai pemanfaatan teknologi AI dalam dunia pendidikan.
Kata kunci— ChatGPT, Pembelajaran Bahasa Inggris, Kosakata Ekonomi, Pembelajaran Mandiri, Persepsi Mahasiswa
Abstract—Artificial intelligence (AI) has increasingly influenced educational practices by offering innovative ways to support teaching and learning processes, particularly in higher education. Among various AI applications, Chat GPT has become widely adopted by university students as an interactive learning assistant that facilitates vocabulary acquisition, comprehension of learning materials, and independent study. This study explored Economics Education students' perceptions of using Chat GPT to support English learning in an economic context. A qualitative descriptive approach was employed in this research. The participants were first-year students of the Economics Education Study Program at IKIP PGRI Bojonegoro. Data were gathered through questionnaires administered to ten students and followed by semi-structured interviews with two participants who were selected based on their experience using Chat GPT. The findings indicate that students generally viewed Chat GPT positively because it enabled them to comprehend complex learning materials, expand their English vocabulary related to economics, translate academic texts, summarize information efficiently, and learn more flexibly beyond classroom settings. Despite these benefits, participants also recognized several limitations, including the possibility of receiving overly general responses and the necessity of verifying information through reliable academic resources such as textbooks, scholarly journals, and lecturers. Overall, the findings suggest that Chat GPT serves as a valuable supplementary learning resource that supports English learning and encourages greater learner autonomy among Economics Education students. Future research is recommended to involve a larger number of participants from different academic disciplines to obtain broader perspectives on the educational use of AI technologies.
Keywoard— Chat GPT, English Learning, English for Economy, Artificial Intelligence, Learner Autonomy, Students' Perceptions
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