THE EXPERIENCE OF ENGLISH EDUCATION UNDERGRADUATE STUDENTS IN WRITING A THESIS IN THE AGE OF AI

Riyana, Primatur (2026) THE EXPERIENCE OF ENGLISH EDUCATION UNDERGRADUATE STUDENTS IN WRITING A THESIS IN THE AGE OF AI. Other thesis, Universitas Nurul Jadid.

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Abstract

Artificial Intelligence (AI) has increasingly been integrated into higher
education, particularly in supporting students during the undergraduate thesis�writing process. However, limited studies have explored students' lived experiences
of using AI while completing their undergraduate theses. Therefore, this study
aimed to explore the experiences of English Education undergraduate students in
writing their undergraduate theses in the age of Artificial Intelligence. This study
employed a qualitative approach with a phenomenological design. The participants
were six alumni of the English Language Education Department at Universitas
Nurul Jadid who had experience using AI in writing their undergraduate theses.
Data were collected through semi-structured interviews using Google Forms and
follow-up interviews via Telegram and were analysed using Interpretative
Phenomenological Analysis (IPA).
The findings revealed three major themes: activities during the
undergraduate thesis-writing process, challenges encountered while using AI, and
strategies employed to overcome those challenges. Participants used AI to explore
research ideas, organize initial ideas, translate and paraphrase texts, improve
grammatical accuracy, proofread drafts, organize references, and check similarity
before submitting their theses. They also experienced challenges in constructing
effective prompts, verifying the credibility of AI-generated references, obtaining
reliable academic sources, and maintaining academic integrity. To address these
challenges, participants refined their prompts, verified information through credible
academic sources, consulted their thesis supervisors, and revised AI-generated
content using their own understanding. This study concludes that AI functioned as
a supporting tool throughout the undergraduate thesis-writing process. Its effective
use depended on students' ability to critically evaluate AI-generated information,
verify the credibility of academic sources, revise AI-generated content
independently, and maintain academic integrity

Item Type:	Thesis (Other)
Uncontrolled Keywords:	Artificial Intelligence, English Education, Phenomenology, Thesis Writing, Undergraduate Students
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education P Language and Literature > PE English
Divisions:	Fakultas Sosial dan Humaniora > S1 Pendidikan Bahasa Inggris
Depositing User:	Unnamed user with email primaturriyana223@gmail.com
Date Deposited:	19 Oct 2026 04:54
Last Modified:	19 Oct 2026 04:54
URI:	https://repository.unuja.ac.id/id/eprint/4975

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