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Analisis Persepsi Masyarakat Mengenai Fungsi Uang Perspektif Ekonomi Islam
<p> Mengungkap perspektif masyarakat Bukittinggi tentang fungsi uang dan menganalisisnya dari sudut pandanag ekonomi syariah</p>
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STUDENTS’ PERCEPTION ON THE USING OF GOOGLE TRANSLATE IN TRANSLATION CLASS AT THE 4TH SEMESTER OF ENGLISH DEPARTEMET OF UIN SJECH M. DJAMIL DJAMBEK BUKITTINGGI
<div> The purpose of this research was to find out students’ perception on the using of Google Translate in translation class based on cognitive, affective, and connative aspect.</div>
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STUDENTS’ PERCEPTION ON USING STORYTELLING IN DEVELOPING SOCIO-CULTURAL COMPETENCE
<div style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: rgb(255, 255, 255); text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; left: 94.488px; top: 600.987px; font-size: 18.3333px; font-family: serif; transform: scaleX(0.97796);"> <p> <em>tttThe research aimed at finding out students’ perception on using storytelling as one of the techniques used in English class in order to develop students’ socio-cultural competence. The research was conducted under mixed method research. The sample of the research was English students at IAIN Bukittinggi who have taken storytelling class and English students at UIN Imam Bonjol Padang who have joined English activity (storytelling) that is held by English students association of English study program. The instruments of the research were questionnaire and the interview. The data were analyzed by using quantitative analysis for the data from questionnaire and qualitative analysis for the data from interview. The finding of the research showed that the students argue that they have improved their ability in socio-cultural competence at least in five aspects. They argue that they were categorized good in these five elements; they were students’ attitude of socio-cultural competence, students’ knowledge of socio-cultural competence, students’ ability in interpreting and relating cultural issues, students’ ability in discovery and interaction and students’ ability of critical cultural awareness. Thus, it can be stated that storytelling is a good technique that can be used to develop students’ socio-cultural competence based on students’ perception. </em></p> The research aimed at finding out students’perception of using storytelling as one of the techniques used in English</div> <div style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: rgb(255, 255, 255); text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; left: 94.488px; top: 620.988px; font-size: 18.3333px; font-family: serif; transform: scaleX(1.02086);"> class in order to develop students’sociocultural competence. The research was conducted under mixed-method</div> <div style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: rgb(255, 255, 255); text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; left: 94.488px; top: 640.99px; font-size: 18.3333px; font-family: serif; transform: scaleX(0.99586);"> research. The sample of the research was English students at IAIN Bukittinggi who had taken storytelling classes</div> <div style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: rgb(255, 255, 255); text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; left: 94.488px; top: 660.992px; font-size: 18.3333px; font-family: serif; transform: scaleX(1.01684);"> and English students at UIN Imam Bonjol Padang who had joined an English activity (storytelling) held by the</div> <div style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: rgb(255, 255, 255); text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; left: 94.488px; top: 680.993px; font-size: 18.3333px; font-family: serif; transform: scaleX(1.04024);"> English students association of English study program. The instruments of the research were a questionnaire</div> <div style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: rgb(255, 255, 255); text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; left: 94.488px; top: 700.995px; font-size: 18.3333px; font-family: serif; transform: scaleX(1.04325);"> and an interview. The data were analyzed using quantitative analysis for the data from the questionnaire and</div> <div style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: rgb(255, 255, 255); text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; left: 94.488px; top: 720.997px; font-size: 18.3333px; font-family: serif; transform: scaleX(1.05851);"> qualitative analysis for the data from the interview. The research finding shows that the students argue that</div> <div style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: rgb(255, 255, 255); text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; left: 94.488px; top: 740.998px; font-size: 18.3333px; font-family: serif; transform: scaleX(1.03905);"> they have improved their ability in sociocultural competence, at least in five aspects. They state that they are</div> <div style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: rgb(255, 255, 255); text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; left: 94.488px; top: 761px; font-size: 18.3333px; font-family: serif; transform: scaleX(1.03963);"> good in these five elements; (1) students’ attitude toward sociocultural competence, (2) students’ knowledge</div> <div style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: rgb(255, 255, 255); text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; left: 94.488px; top: 781.002px; font-size: 18.3333px; font-family: serif; transform: scaleX(1.03111);"> of sociocultural competence, (3) students’ ability to interpret and relate cultural issues, (4) students’ ability in</div> <div style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: rgb(255, 255, 255); text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; left: 94.488px; top: 801.003px; font-size: 18.3333px; font-family: serif; transform: scaleX(1.05786);"> discovery and interaction, and (5) students’ ability of critical cultural awareness. Thus, it can be stated that</div> <div style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: rgb(255, 255, 255); text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; left: 94.488px; top: 821.005px; font-size: 18.3333px; font-family: serif; transform: scaleX(0.998276);"> storytelling is a good technique that can be used to develop students’sociocultural competence based on students’</div> <div style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: rgb(255, 255, 255); text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; left: 94.488px; top: 841.007px; font-size: 18.3333px; font-family: serif; transform: scaleX(1.0042);"> perceptions</div> <p> </p>
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Students’ Perception Toward The Use of E-Learning Media In English Language Teaching During Covid 19 Pandemic In SMK N 2 Pariaman
<p> This study aims to determine students' perceptions of learning English during the COVID-19 pandemic at SMK N 2 Pariaman.</p>
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STUDENTS’ PERCEPTION ON THE USE OF PODCAST IN TEACHING LISTENING
<p> Penelitiannini bertujuan untuk mengetahui persepsi siswa tentang penggunaan POdcast dalam pembelajaran Listening</p>
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Persepsi Siswa terhadap Pembelajaran Bahasa Inggris dengan Guru Bahasa Inggris Bukan Penutur Asli di English Academy By Ruang Guru Bukittinggi
This study was conducted because many students perceived that Non-Native English-Speaking Teachers (NNESTs) were not as competent as Native English-Speaking Teachers (NESTs), particularly in terms of pronunciation. In addition, some students experienced difficulty understanding their teachers’ explanations due to their limited vocabulary. Therefore, this study aimed to analyze students’ perceptions of the strengths and weaknesses of learning English with Non-Native English-Speaking Teachers (NNESTs) at English Academy by Ruang Guru Bukittinggi. This study employed a descriptive quantitative research design. The participants were 20 students of English Academy by Ruang Guru Bukittinggi who were selected using a total sampling technique. The data were collected through a questionnaire and analyzed using percentage calculations to determine students’ perceptions of the strengths and weaknesses of NNESTs. The findings revealed that students generally had positive perceptions toward NNESTs. The strengths indicator obtained a percentage score of 93%, which was categorized as very high. Furthermore, statements number 2 and 7 obtained the highest percentage score, reaching 100%, indicating that students highly valued NNESTs’ ability to understand learners’ difficulties and their commitment to supporting the learning process. Meanwhile, the weaknesses indicator obtained a percentage score of 75%, which was categorized as high. Statement number 1 obtained the highest percentage score among all weakness indicators, reaching 95%, indicating that this aspect was perceived as the most prominent weakness of NNESTs. However, these weaknesses did not significantly affect students’ overall perceptions because they continued to value NNESTs’ teaching competence and supportive teaching approach. Therefore, it can be concluded that the strengths of NNESTs were perceived more dominantly than their weaknesses in supporting students’ English learning.
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PENGGUNAAN PENGENALAN UCAPAN OTOMATIS (ASR) DALAM PEMBELAJARAN KETERAMPILAN PENGUCAPAN PADA SISWA KELAS SEBELAS SMK PEMBANGUNAN BUKITTINGGI
Revi Yolla Herman (2319.159): The Use of Automatic Speech Recognition (ASR) in Learning Pronunciation Skill at the Eleventh Grade Students of SMK Pembangunan Bukittinggi. A Thesis, English Education Study Program, Faculty of Tarbiyah and Teacher Training, State Islamic University of Sjech M. Djamil Djambek Bukittinggi, 2026. Pronunciation is one of the essential components of English communication because it affects the clarity and accuracy of spoken language. However, many students still experience difficulties in learning English pronunciation due to limited opportunities for practice, lack of confidence, and the use of conventional teaching methods that provide limited immediate feedback. Automatic Speech Recognition (ASR), particularly Google Gemini and ChatGPT, offers opportunities for students to practice pronunciation independently while receiving instant feedback on their pronunciation performance. Therefore, this research aimed to identify the kinds of Automatic Speech Recognition (ASR) applications used by the students and to analyze students’ perceptions toward learning pronunciation skills by using Automatic Speech Recognition (ASR) at the eleventh-grade students of SMK Pembangunan Bukittinggi. This research employed a quantitative research approach with a descriptive survey design. The research was conducted at SMK Pembangunan Bukittinggi during the 2025/2026 academic year. The population consisted of all eleventh-grade students, while the sample was 24 students from class XI Teknik Alat Berat (TAB), selected using a random sampling technique. The data were collected through a questionnaire questionnaire instrument. The collected data were analyzed using descriptive statistical analysis by used Likert Scale to identify the kinds of Automatic Speech Recognition (ASR) applications used by the students and to describe students’ perceptions toward the use of ASR in learning pronunciation skills. The findings revealed that 91% of the students had positive perceptions toward the use of Google Gemini, while 80% had positive perceptions toward ChatGPT in learning pronunciation. In addition, 89% of the students showed positive perceptions in the cognitive aspect, 90% in the affective aspect, and 89% in the conative aspect. Overall, the questionnaire results showed an average percentage score of 88%, which was categorized as "Positive." These findings indicate that Automatic Speech Recognition (ASR), particularly Google Gemini and ChatGPT, effectively supports students' pronunciation learning by improving pronunciation awareness, motivation, confidence, and independent learning.
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Economics Students' Perception of the English for Economics Course
This study aimed to investigate students’ perceptions of the English for Economics course at the Faculty of Economics. The study was conducted in response to the issue of whether the course has effectively met students’ academic and professional needs as expected in an English for Specific Purposes (ESP) context. Therefore, this research addressed the problem of how students perceive the academic relevance, career relevance, and the development of their language skills after completing the course. This study employed a quantitative descriptive design. The population consisted of Islamic Economic students who had taken the English for Economics course, and total sampling technique was applied. Data were collected through a questionnaire. The validity of the instrument was tested using Aiken’s V based on expert judgment. The data were analyzed using descriptive statistics in the form of percentages. The findings revealed that the course was perceived as academically relevant, with 79.8% of students selecting Agree and Strongly Agree, indicating that the course supports their academic learning needs. In terms of career preparation, 77.5% of students selected Agree and Strongly Agree, showing that the course is perceived as beneficial for their future professional development. Regarding language skills, speaking showed the highest perceived improvement 67.4%, followed by listening 65.1% and reading 64.0%, while writing showed the lowest perceived improvement 61.1%. These findings indicate that although improvement occurred across all skills, the development was not equally distributed. In conclusion, the English for Economics course is perceived as both academically and professionally relevant and contributes positively to students’ language development, particularly in speaking. However, greater attention is needed to enhance writing skills in order to achieve more balanced language skill improvement.
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STUDENTS’ PERCEPTION OF EXTENSIVE READING AMONG THE THIRD SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM AT UIN SJECH M. DJAMIL DJAMBEK BUKITTINGGI
Anisa Rezkita: 2321053, “Students’ Perception of Extensive Reading among The Third Semester Students of English Education Study Program at UIN Sjech M. Djamil Djambek Bukittinggi” This study aimed to investigate how third-semester students of the English Education Study Program at UIN Sjech M. Djamil Djambek Bukittinggi perceived the learning of Extensive Reading. The research employed a descriptive quantitative method, and the data were collected through a Likert-scale questionnaire consisting of 22 statements covering three components of perception: cognitive, affective, and conative. The population consisted of 74 third-semester students in the 2025/2026 academic year, and all of them were taken as the sample using the total sampling technique. The data were analyzed using descriptive statistical analysis to obtain the mean, standard deviation, frequency, and percentage for each component. The findings showed that students had an overall positive perception of Extensive Reading. Among the 74 respondents, 12 students (16.2%) had a very positive perception, 53 students (71.6%) had a positive perception, and 9 students (12.2%) had a negative perception. These results indicated that most students realized the benefits of Extensive Reading in improving their reading skills and vocabulary (cognitive), felt comfortable and motivated during reading activities (affective), and showed willingness to participate actively (conative). In conclusion, the study found that students’ positive perception contributed to the success of Extensive Reading. This learning activity helped improve students’ English proficiency while fostering independence and continuous reading motivation.
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PERCEPTION OF EIGHTH SEMESTER ENGLISH EDUCATION STUDENT TOWARD MICRO TEACHING COURSES AS PREPARATION FOR TEACHING SKILLS AT UIN SJECH M.DJAMIL DJAMBEK BUKITTINGGI
ABSTRACT Indah Mutia Rahim Ry, 2321038, “Perception of Eighth Semester English Education Student Toward Micro Teaching Courses As Preparation For Teaching Skills At UIN Sjech M.Djamil Djambek Bukittinggi, 2025 This research was motivated by several key issues in the implementation of microteaching: (1) students' perceived limited practice time, making it difficult to deliver structured lessons; (2) difficulties in classroom management and nervousness during microteaching practice; and (3) challenges in mastering comprehensive teaching skills. This study aims to describe eighth-semester English Language Education students' perceptions of microteaching as preparation for teaching skills and to describe the extent to which microteaching helps them develop their teaching skills. This study employed a mixed methods approach, divided into two stages. The first stage employed a quantitative approach using a closed-ended questionnaire via Google Form containing 15 statements to 83 eighth-semester English Language Education students from the 2021 intake from classes PBI-A, PBI-B, and PBI-C. The second stage employed a qualitative approach with semi-structured interviews through convenience sampling with 10 respondents and 10 questions to deepen the findings from the quantitative data. The results showed that microteaching successfully equipped prospective teachers with mastery of basic teaching skills. Quantitative data revealed strong mastery of explanation skills (90.3%), reinforcement skills (91.6%), and small group and individual teaching (81.9%). Qualitative findings revealed strong mastery in applying basic teaching skills such as classroom management, providing reinforcement, and engaging with students in a personalized manner. However, a major challenge was identified in the aspect of creative teaching variations that adapt to real-life classroom dynamics. Respondents also demonstrated the ability to combine various skills to create an interactive learning environment. Keywords: Perception, Microteaching, Teaching Skills. ABSTRAK Indah Mutia Rahim Ry, 2321038, “Persepsi Siswa Semester Delapan Pendidikan Bahasa Inggris Dalam Pembelajaran Micro Teaching Sebagai Persiapan Keterampilan Mengajar di UIN Sjech M.Djamil Djambek Bukittinggi, 2025. Penelitian ini dilatarbelakangi oleh beberapa masalah utama dalam pelaksanaan microteaching, yaitu: (1) keterbatasan waktu praktik yang dirasakan mahasiswa sehingga menyulitkan penyampaian pembelajaran secara terstruktur, (2) kesulitan dalam pengelolaan kelas dan rasa gugup selama praktik microteaching, dan (3) tantangan dalam penguasaan keterampilan mengajar secara komprehensif. Penelitian ini bertujuan untuk mendeskripsikan persepsi mahasiswa semester delapan Pendidikan Bahasa Inggris terhadap pembelajaran microteaching sebagai persiapan keterampilan mengajar serta mendeskripsikan sejauh mana microteaching membantu mempersiapkan keterampilan mengajar mereka. Penelitian ini menggunakan pendekatan mixed methods yang terbagi dalam dua tahap. Tahap pertama menggunakan pendekatan kuantitatif dengan kuesioner tertutup melalui Google Form yang berisi 15 pernyataan kepada 83 mahasiswa semester delapan Pendidikan Bahasa Inggris angkatan 2021 dari kelas PBI-A, PBI-B, dan PBI-C. Tahap kedua menggunakan pendekatan kualitatif dengan wawancara semi-terstruktur melalui convenience sampling terhadap 10 responden dengan 10 pertanyaan untuk memperdalam temuan dari data kuantitatif. Hasil penelitian menunjukkan microteaching berhasil membekali calon guru dengan penguasaan keterampilan dasar mengajar. Data kuantitatif mengungkap penguasaan kuat dalam explaining skill (90.3%), reinforcement skill (91.6%), dan small group teaching and individual (81.9%). Temuan kualitatif mengungkap penguasaan kuat dalam penerapan keterampilan dasar mengajar seperti pengelolaan kelas, pemberian reinforcement, dan pendekatan personal terhadap siswa. Namun, tantangan utama teridentifikasi pada aspek variasi mengajar kreatif yang adaptif terhadap dinamika kelas nyata. Responden juga menunjukkan kemampuan menggabungkan berbagai keterampilan, untuk menciptakan lingkungan belajar yang interaktif. Kata Kunci: Persepsi, Microteaching, Keterampilan Mengajar.
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Persepsi Siswa terhadap Penggunaan Platform Berbasis Web Interacty untuk Mempelajari Kosakata pada Siswa Kelas VIII SMP Negeri 4 Bukittinggi.
Vocabulary is essential in language learning as it affects students’ comprehension and ability to express ideas. Technology-based tools can enhance engagement and understanding, and Interacty, an interactive web-based platform, offers gamified vocabulary activities such as matching games, quizzes, and memory cards, etc. However, students’ perceptions of Interacty, particularly regarding psychological factors, remain underexplored, motivating this study. This study employed a quantitative descriptive design. The participants were 40 eighth-grade students from SMP Negeri 4 Bukittinggi who had used Interacty in their English vocabulary learning. The data were collected through a 25-item Likert-scale questionnaire developed based on the Technology Acceptance Model 3 (TAM 3) framework. The questionnaire measured students’ perceptions across the four psychological indicators. The collected data were analyzed using descriptive statistics to determine the level of students’ perceptions toward the use of Interacty in vocabulary learning. The findings showed that students generally responded positively to using Interacty in learning English vocabulary. Computer self-efficacy was high, indicating confidence in using the platform, while computer anxiety was moderate to high, mainly due to fear of mistakes and time pressure. Perceived enjoyment and computer playfulness were both high, with students showing motivation, satisfaction, curiosity, and engagement through gamified activities. Overall, Interacty provided an interactive and motivating environment that enhanced students’ digital confidence and vocabulary acquisition.
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Peceptions Of English Department Students At UIN Bukittinggi On The Use Of Artificial Intelligence In Doing The English Task
ABSTRACT Annisa Nofita , 2321022. Perceptions of English Department Students At UIN Bukittinggi On The Use Of Artificial Intelligence In Doing The English Task Thesis, English Education Study Program. FTIK UIN Sjech M. Djamil Djambek Bukittinggi. This research aims to investigate the perceptions of English Department students at UIN Bukittinggi toward the use of Artificial Intelligence (AI) in completing English tasks and to identify the challenges they encounter while utilizing it. The study applied a mixed-method approach, combining both quantitative and qualitative data collection techniques. The participants consisted of 59 fifth-semester students, and the data were obtained through a questionnaire developed based on the Technology Acceptance Model (TAM) and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing. The findings indicate that most students hold positive perceptions of AI use, considering it a beneficial tool that enhances efficiency, accuracy, and confidence in completing both real-world and pedagogical English tasks. However, several challenges were identified, such as overreliance on AI, a decline in critical thinking skills, and ethical concerns regarding academic integrity. Some students admitted to depending heavily on AI-generated responses without critically evaluating them. Despite these concerns, students acknowledged that AI tools such as ChatGPT, Grammarly, and QuillBot are highly useful for writing assistance, paraphrasing, and language improvement. In conclusion, AI contributes positively to students’ learning outcomes, yet it also requires responsible and ethical use to prevent misuse and dependency. Therefore, it is recommended that educators and institutions provide clear ethical guidelines and AI literacy training to promote the responsible integration of AI in English language learning. Keywords: Perception, Artificial Intelligence, English Task, Technology Acceptance Model (TAM), Mixed MethodABSTAK Annisa Nofita, (2321022). Persepsi Mahasiswa Jurusan Bahasa Inggris UIN Bukittinggi terhadap Penggunaan Kecerdasan Buatan (Artificial Intelligence) dalam Mengerjakan Tugas Bahasa Inggris. Skripsi, Program Studi Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, UIN Sjech M. Djamil Djambek Bukittinggi, 2025. Penelitian ini bertujuan untuk menganalisis persepsi mahasiswa Jurusan Bahasa Inggris UIN Bukittinggi terhadap penggunaan Kecerdasan Buatan (Artificial Intelligence/AI) dalam menyelesaikan tugas Bahasa Inggris serta mengidentifikasi tantangan yang mereka hadapi dalam proses penggunaannya. Penelitian ini menggunakan pendekatan metode campuran (mixed method) dengan menggabungkan data kuantitatif dan kualitatif. Partisipan penelitian berjumlah 59 mahasiswa semester lima, dan data dikumpulkan melalui angket berbasis Technology Acceptance Model (TAM) serta wawancara semi-terstruktur. Data kuantitatif dianalisis menggunakan statistik deskriptif, sedangkan data kualitatif dianalisis melalui model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa sebagian besar mahasiswa memiliki persepsi positif terhadap penggunaan AI. Mereka menilai bahwa AI memberikan manfaat dalam meningkatkan efisiensi, ketepatan, dan kepercayaan diri ketika menyelesaikan tugas Bahasa Inggris, baik tugas dunia nyata (real-world tasks) maupun tugas pedagogis (pedagogical tasks). Meskipun demikian, penelitian ini juga menemukan beberapa hambatan, seperti ketergantungan berlebihan terhadap AI, penurunan kemampuan berpikir kritis, serta isu etika terkait integritas akademik. Beberapa mahasiswa mengaku sering menggunakan hasil dari AI tanpa melakukan evaluasi kritis terhadap isi atau konteksnya. Walau demikian, mereka tetap mengakui bahwa aplikasi seperti ChatGPT, Grammarly, dan QuillBot sangat membantu dalam penulisan, parafrasa, serta peningkatan kemampuan berbahasa. Sebagai kesimpulan, penggunaan AI memberikan kontribusi positif terhadap proses pembelajaran mahasiswa, namun tetap membutuhkan kesadaran etis dan tanggung jawab akademik agar penggunaannya tidak menimbulkan penyalahgunaan atau ketergantungan. Oleh karena itu, dosen dan lembaga pendidikan diharapkan dapat menyediakan pedoman etika dan pelatihan literasi AI guna mendukung integrasi teknologi ini secara bijak dalam pembelajaran Bahasa Inggris. Kata Kunci: Persepsi, Kecerdasan Buatan, Tugas Bahasa Inggris, Technology Acceptance Model (TAM), Metode Campuran
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Students' Perceptions of Using ChatGPT to Enhance Academic Writing Skills Among English Department Students at UIN SMDD Bukittinggi
Tekas Hudaya, 2321036, “Students’ Perceptions of Using ChatGPT to Enhance Writing Skills in English Language Learning among English Department Students at UIN Sjech M. Djamil Djambek Bukittinggi”. A Thesis, English Education Department, Islamic State University of Sjech M. Djamil Djambek Bukittinggi, 2025. The development of technology made ChatGPT as one of the tools students used to support English learning, especially in writing. Although ChatGPT was increasingly used by students, there had been little research exploring how English Education students actually perceived its role in helping them write, especially in the context of Indonesian universities. Many students found ChatGPT helpful for generating ideas, improving grammar, and organizing sentences. However, there were also concerns about over-reliance and the possibility of plagiarism. This study aimed to find out how students perceived the use of ChatGPT to improve their writing skills. This research used a quantitative approach with a descriptive method. The participants were 133 students from the 2021 and 2022 classes of the English Education Department at UIN SMDD Bukittinggi. Data were collected using a Likert-scale questionnaire consisting of 20 closed-ended statements based on four indicators of perception: attention, interpretation, evaluation, and response. The results showed that most students considered ChatGPT a useful tool to support their writing assignments. They considered this tool helpful in the writing process, with 64.61% of students expressing a positive view of ChatGPT as an effective writing assistant, while the rest gave neutral or negative responses. In terms of ethical awareness, 43% of students demonstrated ethical behavior, 35% were uncertain, and 16% had low ethical awareness. Regarding academic integrity, 42% of students maintained responsible behavior, 33% were not neutral, and 20% were at risk of committing violations. Thus, it can be concluded that although ChatGPT plays a positive role in supporting writing skills, its use must still be guided through a clear academic integrity policy so that students can benefit from it without reducing their critical thinking and independent writing skills.
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STUDENTS’ PERCEPTION OF THE USE OF CODE SWITCHING IN ENGLISH CLASSROOMS IN THE ELEVENTH GRADE IN MAS TI PASIA IN THE ACADEMIC YEAR 2023/2024
Abstract: This study aimed to determine students’ Perception of the Use of Code Switching in English Classrooms in the Eleventh Grade in MAS TI Pasia in the Academic Year 2023/20224. The problem of this research is different Perception among students about Code Switching in English Classrooms in the Eleventh Grade in MAS TI Pasia. The purpose of this research was to find out students' Perceptions on the use of Code Switching in English Classroom in the Eleventh Grade of Mas Ti Pasia. To find out dominant aspects of students' Perceptions of the use of Code Switching in English Classrooms in Eleventh Grade of Mas Ti Pasia. The kind of this research was a survey through a quantitative method. The population was the Eleventh Grade in MAS TI Pasia. The researcher used the total sampling technique because the population was less than 100 students. The instrument of this research was a questionnaire that consisted of 27 items. The researcher did the validity instrument through three experts. In analyzing the data, the researcher used quantitative descriptive analysis. The total percentage of data analysis was the highest category that is chosen is aspect affective (Enough Perception), aspect cognitive (Enough Perception) and the lowest chosen category is aspect conative (Enough Perception). The percentage is gotten by finding the average of each process chosen by the students. The highest average of aspect is affective with an interpretation percentage in the range of enough Perception. It can concluded that students students' perception of code switching in the English Classroom in the Eleventh Grade of Mas Ti Pasia is enough Perception and dominant aspects of students’ Perceptions of the use of Code Switching in English Classrooms in the Eleventh Grade of Mas Ti Pasia is aspect affective. The researcher concluded that students’ perception is enough perception by finding the average of each process chosen by the students.
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Persepsi siswa terhadap kompetensi menulis mereka melalui diary kelas 9 MTSN 8 Agam
The research is conducted based on the facts on the use of diary in the process of teaching writing skill in MTSN 8 Agam. Firstly, students’ responsibility to do writing task through diary is still low. Secondly, some students has difficulty to generate the writing ideas through diary. Thirdly, some students has difficulty in making sentences through diary. This research aims to determining students’ perception on their writing competency through diary at the ninth grade of MtsN 8 Agam. The descriptive quantitative research was applied as the research method. The sample of this research was 56 students. The data were collected by using a questionnaire distributed to students by using Google Forms. The data were analyzed using statistical steps of the quantitative method. The result of this research showed that students’ perception on their writing competency through diary was 78%, which means it was positive. In detail, it was found that students perception based on cognitive perception was 75,5% (positive category). The students’ perception in terms of affective perception was 74,8% (positive category). And students’ perception in terms of connative perception was 74,5% (positive category). It is concluded that students’ perception on their writing competency through diary generally was categoriced as positive perception.
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STUDENTS’ PERCEPTIONS OF USING SMARTPHONE IN LEARNING ENGLISH AT THE TWELFTH GRADE OF SMKS PEMBINA BANGSA
Jeffry Lathief Pratama, 2319076, Students’ Perceptions of Using Smartphone in Learning English at the Twelfth Grade of SMKS Pembina Bangsa. A Thesis, English Education Program Study State Islamic University of Sjech M. Djamil Djambek Bukittinggi 2022/2023. This research was purposed to know the Students' Perceptions of Using Smartphone on English Learning at the Twelfth Grade of SMKS Pembina Bangsa". This research was done becausethe researcher found some problems that influence the Students' Perceptions of Using Smartphone on English Learning at the Twelfth Grade of SMKS Pembina Bangsa in Academic Year 2022/2023. This research was a quantitative research. The population of this research was the twelfth grade students of SMKS Pembina Bangsa which consisted of 116 students. The sample is taken 47 students. The samples are taken by using purposive sampling. This is because the teacher used Smartphone in Learning English only on two classes. The technique of data collection in this research is the questionnaire. This research used close questionnaire. To answer the questionnaire the researcher provides five options. The researcher analyzed the data used percentage for each item. The result of the research showed some categories of Students' Perceptions of Using Smartphone on English Learning consist of absorption, understanding, and evaluation. Students perception on absorption is positive with mean percentage 76.16%. Students' perception on understanding is positive with mean percentage 73,53%. Students perception on evaluation is positive with mean percentage 76,73%. So, the highest perception was given by students on evaluation by option of the positive perception.
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Persepsi Mahasiswa EFL tentang Penggunaan Grammarly dalam Penulisan Skripsi pada Mahasiswa Jurusan Pendidikan Bahasa Inggris Angkatan 2023 di UIN Bukittinggi
This research aims to investigate EFL students’ perceptions on using Grammarly in thesis writing. Several problems have been found in this research. Firstly, some EFL students thought that it was not important to use Grammarly in thesis writing. Secondly, some EFL students found that Grammarly is not reliable. Thirdly, some EFL students found that Grammarly gives inappropriate feedback. This was descriptive-qualitative research. The participants were 7 English education department students who had used Grammarly for their thesis writing. Interviews and documentation were used as the method of data collection. Results indicated that students are highly interested and enthusiastic about using Grammarly in their thesis writing. They consider Grammarly a valuable tool for checking grammar errors and validating the words in their writing.
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STUDENTS’ PERCEPTION ON USING LRD (LISTEN-READ-DISCUSS) STRATEGY IN STUDENTS READING COMPREHENSION AT 8th GRADE OF SMPN 2 KINALI
Nadya Putri J, 2318045, “Students’ Perception on Use LRD (Listen-Read-Discuss) Strategy in Students Reading Comprehension at 8th Grade of SMPN 2 Kinali.” A thesis, English Education Department, State Islamic University Sjech M. Djambek Bukittinggi, 2023. This research was done due to several problems found in eighth grade students at SMPN 2 Kinali related to students’ reading comprehension. The problems of this research were, There were different perceptions of students about the used LRD (Listen-Read-Discuss) strategy of in students reading comprehension, some of the students had difficult to remember what they read, some students had difficult to understand the text given by the teacher, due to lack of vocabulary. The used of the LRD (Listen-Read-Discuss) strategy in students' reading comprehension has become a part of learning English, where this strategy helps students more easily understand the content of a text that students study in class. The purpose of this research was to find out how students perceive the use of the LRD (Listen-Read-Discuss) strategy in reading knowledge of eighth grade students of SMPN 2 Kinali. This research used descriptive quantitative method. The population is eighth grade students of SMPN 2 Kinali with a total of 177 students. The sample used one class, namely class VIII.1 consisted of 30 students. The researcher used a purposive sampling technique because it was a decision between the researcher and the English teacher where she did the research. The research instrument used a questionnaire consisting of 20 items. Researchers validated the instrument through three experts. In analyzing the data, researchers used quantitative descriptive analysis. Based on the research results, the total percentage of data analysis is 59.8% for the Listen-Read-Discuss indicator and 61.5% for the students reading comprehension indicator. The average of these two percentages is 59.8% enough and 61.5% positive. Thus, the results of the study show that overall students support the use of the LRD (Listen-Read-Discuss) strategy in students' reading comprehension.
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STUDENTS' PERCEPTION OF CODE SWITCHING USED BY ENGLISH TEACHER IN GRADE VIII AT MTS ASHHABUL YAMIN
This research conducted to the students were often confused if they were given some materials or instructions which stated in English. The teacher should repeat or switch the materials or instruction to Indonesian in teaching and learning process, She assumes it will give more understanding for students about what are the teacher trying to convey. Based on that interview at a junior high school is difficult to teach English and challenging. Even though they have learn English since Elementary School, but some students still have low understanding of it. To overcome this problem the teacher initiated to use code switching as a strategy. This research was a survey research. The population of this study were the students in grade VIII of Ashhabul Yamin Lasi, VII.7, and VIII 8. The total of sample are 60 respondents. The researcher used total sampling because the population are less than 100 students. Instrument of this research was questionnaire which consisted of 33 items. The researcher did the validity instrument through three experts. In analyzing the data, the researcher used quantitative descriptive analysis. Total percentage of data analysis was code switching used by English teacher based on the percentages that show on the Lectures code switching practices 86,11 %, students perception towards teachers code switching 84,28 %, students' comprehension due to teachers code switching 79,15 %, students opinion about teachers code switching rationales 87,17 % of Google Translate in translation class.
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Persepsi Mahasiswa terhadap Penggunaan Grammarly Checker untuk Keakurasian Penulisan di Jurusan Pendidikan Bahasa Inggris UIN Sjech M. Djamil Djambek Bukittinggi
ABSTRACT Febby Aprilla, 2316.042. The title Students’ Perception Towards The Use of Grammarly Checker for The Writing Accuracy at English Education Department of UIN Sjech M. Djamil Djambek Bukittinggi Academic Year 2019/2020. A Thesis, English Education Department, State Islamic University of Bukittinggi, 2022/2023. Writing skills cannot be mastered easily. This skill must go through a series of continuous practice and habituation. In fact, writing skills are not only limited to the ability to arrange words into a sentence, but also have to pay attention to grammar, context, preposition, and other aspects. This research was conducted to discover students’ perception towards the use of Grammarly checker for the writing accuracy at English Study Program. This research is due to some problems relate to writing accuracy. The first problem is the students’ possess limited vocabulary. Second, the student has a poor understanding of grammar. Third, the students also lack of ideas and lack writing exercises. A few students looked humiliated, weird, and not sure about writing in English. The research is aimed to describe students’ perception towards the function and practicality of Grammarly Checker for the writing accuracy. This research used survey method. The researcher were collected the data by using questionnaire. The population of this research was the sixth semester at English Education Department students. The researcher used random sampling technique to determine the sample. The sample was 33 students in academic year 2019/2020. To analyze the data, the researcher calculated the percentage of each statement given by the students, found out the mean of each sub variable and made conclusion with level rating quality. The results of the research showed that the mean score on correcting word usage was 82,25% which was on the level very good quality.The mean score on correcting sentence structure was 76,36% which was on the level good quality. The mean score on correcting punctuation and spelling usage was 78,82% which was on good quality. The mean score on procedure of using the tool was 80% which was on the level good quality. The mean score on the time usage was 83,63% which was on the level very good quality. So, the average mean of students’ perception towards the use of Grammarly checker for the writing accuracy at sixth semester of English Education Department UIN Sjech M. Djamil Djambek Bukittinggi was 80,81 % which was on the level very good quality based on the interpretation table 80% - 100%. It can be concluded that students at sixth semester of English Education Department UIN Sjech M. Djamil Djambek Bukittinggi felt good with the use of Grammarly checker for the writing accuracy at sixth semester of English Study Program. Keywords: Students’ Perception, Grammarly Checker, Writing Accuracy