AI in My English Class
Perceptions of Indonesian Junior High School Students on Artificial Intelligence for Language Acquisition
Abstract
The integration of Artificial Intelligence (AI) in English Language Teaching (ELT) has significantly transformed learning practices, particularly in developing countries such as Indonesia. This study aims to investigate the perceptions of Indonesian junior high school students toward the use of AI in language acquisition. Employing a descriptive quantitative design, data were collected from 35 students of SMP Tahfidz Mutiara Al-Akbar Makassar using total sampling, consisting of Grade 7 (10 students), Grade 8 (12 students), and Grade 9 (13 students). A structured questionnaire and semi-structured interviews were utilized to explore students’ attitudes, perceived benefits, and challenges of AI integration in English learning. The findings indicate that students generally hold positive perceptions toward AI tools, particularly in improving vocabulary, grammar, pronunciation, and writing skills. However, concerns regarding over-reliance and reduced critical thinking were also identified. The study concludes that while AI enhances language acquisition, its pedagogical implementation must be guided to ensure balanced and effective learning outcomes.
References
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Berrarbi, A., & Amrane, N. (2025). Enhancing EFL Learners' Critical Thinking through Human Communication and Human Discussion Activities in the Era of AI. Journal of Studies in Language, Culture and Society (JSLCS), 8(1), 266-281.
Butarbutar, R., Arafah, B., Marlina Raja Leba, S., Kaharuddin, K., F Sauhenda, A., & Monika, S. (2021). Using Mobile-Assisted Language to Encourage EFL Learning among Indonesian Learners of English. Linguistica Antverpiensia. 2, 766-779
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Granić, A., & Marangunić, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology, 50(5), 2572-2593.
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Hiver, P., Al-Hoorie, A. H., Vitta, J. P., & Wu, J. (2024). Engagement in language learning: A systematic review of 20 years of research methods and definitions. Language teaching research, 28(1), 201-230.
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Kaharuddin, Ahmad, D., Latif, I., Arafah, B., & Suryadi, R. (2024). Defining the role of artificial intelligence in improving English writing skills among Indonesian students. Journal of Language Teaching and Research, 15(2), 568-578.
Kaharuddin, B. A., Nurpahmi, S., Sukmawaty, I. F. R., & Juniardi, Y. (2023). Exploring How Reading Aloud and Vocabulary Enrichment Shape English Speaking Skills Among Indonesian Learners of English. World, 13(8).436-445
Kamalov, F., Santandreu Calonge, D., & Gurrib, I. (2023). New era of artificial intelligence in education: Towards a sustainable multifaceted revolution. Sustainability, 15(16), 12451.
Katsenou, R., Kotsidis, K., Papadopoulou, A., Anastasiadis, P., & Deliyannis, I. (2025). Beyond assistance: embracing AI as a collaborative co-agent in education. Education Sciences, 15(8), 1006.
Krashen, S. (1992). The input hypothesis: An update. Linguistics and language pedagogy: The state of the art, 12(3), 409-431.
Kristiawan, D., Bashar, K., & Pradana, D. A. (2024). Artificial intelligence in English language learning: A systematic review of AI tools, applications, and pedagogical outcomes. The Art of Teaching English as a Foreign Language (TATEFL), 5(2), 207-218.
Küçükuncular, A., & Ertugan, A. (2025). Teaching in the AI era: Sustainable digital education through ethical integration and teacher empowerment. Sustainability, 17(16), 7405.
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). Academic Press.
Navas Bonilla, C. D. R., Viñan Carrasco, L. M., Gaibor Pupiales, J. C., & Murillo Noriega, D. E. (2025). The future of education: A systematic literature review of self-directed learning with AI. Future Internet, 17(8), 366.
Nguyen, T. P. L. (2026). Vietnamese EFL lecturers’ perspectives on leveraging AI tools to enhance students’ autonomous learning. International Journal of Language Instruction, 5(1), 1-17.
Rombepajung, P. A., Lumy, A. P., Sedubun, S., Wardani, R. C., Wongkar, Y., & Lengkoan, F. (2026). A Multi-Dimensional Review of Academic Learning Strategies in Indonesia: Pedagogical, Technological, and Institutional Factors. Utamax: Journal of Ultimate Research and Trends in Education, 8(2), 110-126.
Strielkowski, W., Grebennikova, V., Lisovskiy, A., Rakhimova, G., & Vasileva, T. (2025). AI‐driven adaptive learning for sustainable educational transformation. Sustainable development, 33(2), 1921-1947.
Sukini, S., Budiyono, S., Aji, W. N., & Suseno, D. (2025). Digital media and artificial intelligence in teaching Bahasa Indonesia: Realities, potentials, and challenges. Journal of Educational Management and Instruction (JEMIN), 5(2), 371-387.
Swain, M. (2005). The output hypothesis: Theory and research. In Handbook of research in second language teaching and learning (pp. 471-483). Routledge.
Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision sciences, 39(2), 273-315.
Wang, S., & Zhang, H. (2026). Pedagogical partnerships with generative AI in higher education: how dual cognitive pathways paradoxically enable transformative learning. International Journal of Educational Technology in Higher Education, 23(1), 11.
Wiggins, G., & McTighe, J. (2008). Put understanding first. Educational Leadership, 65(8), 36.
Yadav, S. (2025). Leveraging AI to enhance teaching and learning in education: The role of artificial intelligence in modernizing classroom practices. In Optimizing research techniques and learning strategies with digital technologies (pp. 211-238). IGI Global Scientific Publishing.
Zhao, D. (2025). The impact of AI-enhanced natural language processing tools on writing proficiency: An analysis of language precision, content summarization, and creative writing facilitation. Education and Information Technologies, 30(6), 8055-8086.
Albasry, H., Chen, D., & Rauf, A. (2025). Revolutionizing Higher Education: A Literature-Driven Exploration of AI-Based Student-centered Learning System. Journal of Educational Technology Development and Exchange (JETDE), 18(4), 40-64.
Alwaqdani, M. (2025). Investigating teachers’ perceptions of artificial intelligence tools in education: potential and difficulties. Education and Information Technologies, 30(3), 2737-2755.
Arafah, H. B., & Bahar, A. K. (2015). The art of developing speaking as a performance (promoting formal uses of public speaking skills in English for making speeches and oral presentation). Yogyakarta: Trust Media.
Arafah, B., Kaharuddin, K., Mulyanto, M., Arifin, M. B., Rofikah, U., & B Ara-fah, A. (2021). The idol: An innovative model for designing literature-based ELT materials. Linguistica Antverpiensia. 1, 2075-2090.
Bahar, A. K. (2014). Transactional Speaking: A Guide to Improve Transactional Exchange Skills in English for Group Discussions (GD) and Interviews. Samata Gowa: Gunadarma Ilmu.
Berrarbi, A., & Amrane, N. (2025). Enhancing EFL Learners' Critical Thinking through Human Communication and Human Discussion Activities in the Era of AI. Journal of Studies in Language, Culture and Society (JSLCS), 8(1), 266-281.
Butarbutar, R., Arafah, B., Marlina Raja Leba, S., Kaharuddin, K., F Sauhenda, A., & Monika, S. (2021). Using Mobile-Assisted Language to Encourage EFL Learning among Indonesian Learners of English. Linguistica Antverpiensia. 2, 766-779
Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE access, 8, 75264-75278.
Chen, Y., Ma, Q., Jong, M. S. Y., Yang, Y., Cukurova, M., & Li, M. (2026). Engagement Dynamics in AI‐Mediated Informal Digital Learning of English: Effects on L2 Speaking Performance, Anxiety, and Sequential Behaviour Patterns. Journal of Computer Assisted Learning, 42(4), e70278.
Creely, E. (2024). Exploring the role of generative AI in enhancing language learning: Opportunities and challenges. International Journal of Changes in Education, 1(3), 158-167.
Creswell, J. W., & Creswell, J. D. (2009). Research designs: Qualitative, quantitative, and mixed methods approaches. Callifornia: Sage.
Davis, F. D. (1989). Technology acceptance model: TAM. Al-Suqri, MN, Al-Aufi, AS: Information seeking behavior and technology adoption, 205(219), 5.
Fraenkel, J. R., & Wallen, N. E. (1990). How to design and evaluate research in education. Order Department, McGraw Hill Publishing.
Gerlich, M. (2025). AI tools in society: Impacts on cognitive offloading and the future of critical thinking. Societies, 15(1), 6.
Ginting, D., Sabudu, D., Barella, Y., Madkur, A., Woods, R., & Sari, M. K. (2024). Student-centered learning in the digital age: In-class adaptive instruction and best practices. International Journal of Evaluation and Research in Education (IJERE), 13(3), 2006-2019.
Girma, A. H. (2025). The role of Artificial Intelligence in shaping human interaction and cognitive function. Kotebe Journal of Education, 3(1), 69-88.
Gouseti, A., James, F., Fallin, L., & Burden, K. (2025). The ethics of using AI in K-12 education: A systematic literature review. Technology, Pedagogy and Education, 34(2), 161-182.
Granić, A., & Marangunić, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology, 50(5), 2572-2593.
Haetami, H. (2025). AI-driven educational transformation in Indonesia: From learning personalization to institutional management. Al-Ishlah: Jurnal Pendidikan, 17(2), 1819-1832.
Hiver, P., Al-Hoorie, A. H., Vitta, J. P., & Wu, J. (2024). Engagement in language learning: A systematic review of 20 years of research methods and definitions. Language teaching research, 28(1), 201-230.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn?. Educational psychology review, 16(3), 235-266.
Ismail., Sunubi, A. H., Halidin, A., & Kaharuddin, A. (2020). Paraphrasing technique to develop skill for English writing among Indonesian college students of English. Systematic Reviews in Pharmacy, 11(11), 291-297.
Kaharuddin, A. (2013). The Communicative Grammar Translation Method: An Integrated Method of CLT and GT for Teaching English Communicatively and Accurately.Trust Media Publishing.
Kaharuddin, K. (2025). Improving speaking confidence through project-based learning in Indonesian junior high schools. Journal of Education Review Provision, 5(3), 115-133.
Kaharuddin, Ahmad, D., Latif, I., Arafah, B., & Suryadi, R. (2024). Defining the role of artificial intelligence in improving English writing skills among Indonesian students. Journal of Language Teaching and Research, 15(2), 568-578.
Kaharuddin, B. A., Nurpahmi, S., Sukmawaty, I. F. R., & Juniardi, Y. (2023). Exploring How Reading Aloud and Vocabulary Enrichment Shape English Speaking Skills Among Indonesian Learners of English. World, 13(8).436-445
Kamalov, F., Santandreu Calonge, D., & Gurrib, I. (2023). New era of artificial intelligence in education: Towards a sustainable multifaceted revolution. Sustainability, 15(16), 12451.
Katsenou, R., Kotsidis, K., Papadopoulou, A., Anastasiadis, P., & Deliyannis, I. (2025). Beyond assistance: embracing AI as a collaborative co-agent in education. Education Sciences, 15(8), 1006.
Krashen, S. (1992). The input hypothesis: An update. Linguistics and language pedagogy: The state of the art, 12(3), 409-431.
Kristiawan, D., Bashar, K., & Pradana, D. A. (2024). Artificial intelligence in English language learning: A systematic review of AI tools, applications, and pedagogical outcomes. The Art of Teaching English as a Foreign Language (TATEFL), 5(2), 207-218.
Küçükuncular, A., & Ertugan, A. (2025). Teaching in the AI era: Sustainable digital education through ethical integration and teacher empowerment. Sustainability, 17(16), 7405.
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). Academic Press.
Navas Bonilla, C. D. R., Viñan Carrasco, L. M., Gaibor Pupiales, J. C., & Murillo Noriega, D. E. (2025). The future of education: A systematic literature review of self-directed learning with AI. Future Internet, 17(8), 366.
Nguyen, T. P. L. (2026). Vietnamese EFL lecturers’ perspectives on leveraging AI tools to enhance students’ autonomous learning. International Journal of Language Instruction, 5(1), 1-17.
Rombepajung, P. A., Lumy, A. P., Sedubun, S., Wardani, R. C., Wongkar, Y., & Lengkoan, F. (2026). A Multi-Dimensional Review of Academic Learning Strategies in Indonesia: Pedagogical, Technological, and Institutional Factors. Utamax: Journal of Ultimate Research and Trends in Education, 8(2), 110-126.
Strielkowski, W., Grebennikova, V., Lisovskiy, A., Rakhimova, G., & Vasileva, T. (2025). AI‐driven adaptive learning for sustainable educational transformation. Sustainable development, 33(2), 1921-1947.
Sukini, S., Budiyono, S., Aji, W. N., & Suseno, D. (2025). Digital media and artificial intelligence in teaching Bahasa Indonesia: Realities, potentials, and challenges. Journal of Educational Management and Instruction (JEMIN), 5(2), 371-387.
Swain, M. (2005). The output hypothesis: Theory and research. In Handbook of research in second language teaching and learning (pp. 471-483). Routledge.
Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision sciences, 39(2), 273-315.
Wang, S., & Zhang, H. (2026). Pedagogical partnerships with generative AI in higher education: how dual cognitive pathways paradoxically enable transformative learning. International Journal of Educational Technology in Higher Education, 23(1), 11.
Wiggins, G., & McTighe, J. (2008). Put understanding first. Educational Leadership, 65(8), 36.
Yadav, S. (2025). Leveraging AI to enhance teaching and learning in education: The role of artificial intelligence in modernizing classroom practices. In Optimizing research techniques and learning strategies with digital technologies (pp. 211-238). IGI Global Scientific Publishing.
Zhao, D. (2025). The impact of AI-enhanced natural language processing tools on writing proficiency: An analysis of language precision, content summarization, and creative writing facilitation. Education and Information Technologies, 30(6), 8055-8086.
Published
2026-08-13
How to Cite
KAHARUDDIN, Kaharuddin.
AI in My English Class.
Journal of Language Education Studies and Applied Linguistics, [S.l.], v. 2, n. 2, p. 30-40, aug. 2026.
ISSN 3089-8641.
Available at: <https://jos.unsoed.ac.id/index.php/JoLESAL/article/view/21720>. Date accessed: 13 aug. 2026.
doi: https://doi.org/10.20884/1.jolesal.2026.2.2.21720.
Section
Articles
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