Abstrak
Rosana, 2321071, “The Study of Students’ Attitudes of Using Generative Artificial Intelligence Tools In Education Among English Department Students at UIN SMDD Bukittinggi”. 2025 The development of Artificial Intelligence (AI), particularly Generative Artificial Intelligence (GenAI), has significantly transformed education, including English language learning. Tools such as ChatGPT, Gemini, and Grammarly and other generative AI tools have made it easier for students to write, translate, and understand learning materials. However, issues such as overreliance and academic integrity have raised concerns. The previous studies did not specifically integrate the three attitudinal components cognitive, affective, and behavioral nor examined the internal and external factors influencing students‘ acceptance of GenAI. Therefore, this study examines students‘ attitudes toward the use of GenAI tools in educational contexts. This research aims to describe English Education students‘ attitudes toward the use of Generative Artificial Intelligence tools in English learning at UIN Sjech M. Djamil Djambek Bukittinggi and identify the factors influencing these attitudes. The study employed a quantitative with survey design. Data were collected using a closed-ended questionnaire distributed to fifth-, seventh-, and ninth-semester students who had experience using GenAI tools. A total of 91 participants were involved in this study. The data were analyzed by calculating the mean scores of three attitude components: cognitive, affective, and behavioral. The findings reveal that students demonstrate an overall positive attitude toward the use of Generative AI tools. The cognitive component shows a strong positive tendency with a mean score 3.5, indicating that students believe GenAI is useful, effective, and supportive in improving English learning outcomes. The affective component also reflects positive emotional responses with a mean score 3.4, where most students report enjoyment, interest, and comfort, although a small number express concerns about overreliance and reduced critical thinking. The behavioral component, with a mean score of approximately 3.5, shows that students actively use GenAI tools for academic tasks, find them practical, and intend to continue using them in the future. Furthermore, the study identifies several factors influencing students‘ attitudes include personal experience, social influence, cultural values, institutional support, and emotional factors. Overall, English Education students perceive the use of GenAI tools as beneficial, engaging, and supportive of learning improvement. It is recommended that students should use GenAI ethically and critically, lecturers provide guidance on its proper use, and future research examine the long-term impacts of AI integration on language learning.