Students’ Perceived Benefits and Difficulties of Using Character.AI for Narrative Writing at MAN 2 Bojonegoro
DOI:
https://doi.org/10.1234/prosiding.v2i1.4942Kata Kunci:
Character.AI, Narrative writing, Students’ perception, Creativity, AI in educationAbstrak
Abstract – This research seeks to explore the benefits and difficulties that students perceive in utilizing Character.AI for narrative composition at MAN 2 Bojonegoro. The study utilized a qualitative descriptive approach, involving 25 students from the twelfth grade as subjects. Data acquisition was carried out through interviews, questionnaire, and documentation. The results indicated that students viewed Character.AI positively in aiding their narrative writing efforts. The tool assisted learners in brainstorming story concepts, crafting characters, structuring plots, and boosting their creativity in storytelling.
Additionally, many students found Character.AI beneficial for delving into different story genres, making the writing experience more captivating and pleasurable. Furthermore, this tool bolstered students’ confidence in articulating their thoughts and crafting narratives. However, various challenges were recognized as well, such as technical issues, varying responses produced by the AI, and the risk of students becoming excessively reliant on the tool. Thus, even though Character. AI can be a helpful resource for teaching narrative writing, its application needs to be moderated with the support of educators to guarantee that students maintain their development in writing independently.
Keywords— Character.AI, narrative writing, students’ perception, creativity, AI in education
Abstrak – Penelitian ini bertujuan untuk mengkaji manfaat dan kendala yang dirasakan siswa dalam memanfaatkan Character.AI untuk penulisan naratif di MAN 2 Bojonegoro. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan melibatkan 25 siswa kelas XII sebagai subjek. Pengumpulan data dilakukan melalui wawancara, kuesioner, dan dokumentasi. Hasil penelitian menunjukkan bahwa siswa memandang Character.AI secara positif dalam membantu upaya penulisan naratif mereka. Alat ini membantu siswa dalam melakukan brainstorming konsep cerita, mengembangkan karakter, menyusun alur cerita, serta meningkatkan kreativitas mereka dalam bercerita.
Selain itu, banyak siswa yang merasa Character.AI bermanfaat untuk menjelajahi berbagai genre cerita, sehingga pengalaman menulis menjadi lebih menarik dan menyenangkan. Lebih lanjut, alat ini meningkatkan kepercayaan diri siswa dalam mengartikulasikan pemikiran dan menyusun narasi. Namun, berbagai tantangan juga teridentifikasi, seperti masalah teknis, variasi respons yang dihasilkan oleh AI, dan risiko siswa menjadi terlalu bergantung pada alat ini. Oleh karena itu, meskipun Character.AI dapat menjadi sumber daya yang bermanfaat untuk pengajaran penulisan naratif, penggunaannya perlu dimoderasi dengan dukungan pendidik untuk memastikan bahwa siswa tetap mengembangkan kemampuan menulis secara mandiri.
Kata kunci— Character.AI, penulisan naratif, persepsi siswa, kreativitas, AI dalam pendidikan
Referensi
Boyd, R. L., Blackburn, K. G., & Pennebaker, J. W. (2020). The narrative arc: Revealing core narrative structures through text analysis. Science Advances, 6(32), eaba2196. https://doi.org/10.1126/sciadv.aba2196.
Cahyani, Y. D., Sulastri, S., & Bouakel, T. (2024). Differences in the Ability to Write Narrative Texts Using the Wattpad Application Media and Without Using the Wattpad Application Media in Grade VIII Junior High School Students. Journal of Language, Literature, and Educational Research, 1(2), 70–92. https://doi.org/10.37251/jolle.v1i2.1163.
Chen, L., Chen, P., & Lin, Z. (2020). Artificial Intelligence in Education: A Review. IEEE Access, 8, 75264–75278. https://doi.org/10.1109/ACCESS.2020.2988510.
Creswell, W. J. (2014). Research Design (4th Edition). Sage Publications.
Hoque, M. N., Ghai, B., Kraus, K., & Elmqvist, N. (2023). Portrayal: Leveraging NLP and Visualization for Analyzing Fictional Characters. Proceedings of the 2023 ACM Designing Interactive Systems Conference, 74–94. https://doi.org/10.1145/3563657.3596000.
Miles, M. B., Huberman, A. M., & Saldana, J. (2013). Qualitative Data Analysis: A Methods Sourcebook. SAGE Publications.
Nurdianingsih, F., Fitriati, S. W., Astuti, P., & Rozi, F. (2024). Writing difficulties faced by EFL writing learners of English education study program. Proceedings of Fine Arts, Literature, Language, and Education, 461–476. https://proceeding.unnes.ac.id/icoella/article/view/3710.
Nurdianingsih, F., Ghufron, M. A., Rohmah, I. I. T., & Izzatisselim, Z. N. (2025). More Than Just Words: Media Literacy and The Development of EFL Writing Class. PROJECT (Professional Journal of English Education), 8(3), 653–661. https://journal.ikipsiliwangi.ac.id/project/article/view/26834.
Sternberg, R. J., & Lubart, T. I. (1998). The Concept of Creativity: Prospects and Paradigms. In R. J. Sternberg (Ed.), Handbook of Creativity (pp. 3–15). Cambridge University Press. https://doi.org/10.1017/CBO9780511807916.003.
Težak, K. (2015). Creative Thinking and Decision-Making Processes in EFL Creative Writing. ELOPE: English Language Overseas Perspectives and Enquiries, 12(2), 161–174. https://doi.org/10.4312/elope.12.2.161-174.
Tsatsou-Nikolouli, S. (2023). CREATIVE INTELLIGENCE AND CREATIVE WRITING. 10.24250/jpe/2/2023/STN/. Journal Plus Education, 34(2), 26–42. https://uav.ro/jour/index.php/jpe/article/view/1925.
Tsiriotakis, I. K., Grünke, M., Spantidakis, I., Vassilaki, E., & Stavrou, N. A. M. (2020). The Impact of an Explicit Writing Intervention on EFL Students’ Short Story Writing. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.565213.
Umah, K., Nurdianingsih, F., & Rozak, R. R. (2025). The Perceptions of EFL students on using Grammarly and QuillBot in Academic Writing Enhancement. Seminar Nasional Inovasi Pendidikan Dan Pembelajaran, 1(1), 261–268. https://prosiding.ikippgribojonegoro.ac.id/index.php/Smpipp/article/view/3140.
