Abstrak
The use of Artificial Intelligence (AI) has become increasingly common in students' academic writing, including thesis writing. Students use Al tools to assist them in developing ideas, organizing their writing, constructing sentences, and improving vocabulary. However, students' experiences in using Al do not necessarily show the characteristics of the actual writing produced with Al assistance. Therefore, this study aimed to analyze the characteristics of students' thesis writing assisted by Al at UIN Bukittinggi, particularly in the Background of the Study. This study employed a qualitative approach using qualitative content analysis. The data consisted of the Background of the Study sections of five students who used Al in writing their theses. The data were analyzed based on two writing aspects, namely Organization and Vocabulary, using a research guideline based on Brown (2001). The analysis involved researcher coding and second-rater coding. The results of the two raters were compared to identify agreements and disagreements before determining the final coding. The findings showed that the Al-assisted Background of the Study sections demonstrated characteristics related to Organization and Vocabulary. In terms of Organization, the students' writing showed differences in the way ideas were arranged and developed throughout the Background of the Study. In terms of Vocabulary, the texts showed the use of academic and context-related vocabulary, although differences were found in word choice and vocabulary use across the students' writing. These findings indicate that Al-assisted writing does not produce identical characteristics across students, as the resulting texts still reflect differences in the organization of ideas and vocabulary use. Based on these findings, it can be concluded that the results of students' thesis writing assisted by Al at UIN Bukittinggi varied in terms of Organization and Vocabulary. The analysis of the actual written products provides a clearer description of Al-assisted thesis writing than information obtained only from students' experiences of using AI.