Ayudya, Alinda Tiara (2025) ..(TAMBAHKAN LEMBAR PERSETUJUAN PUBLIKASI ETHESIS DENGAN TTD ASLI BUKAN SCAN, UPLOAD ULANG).. The Utilization of Gemini AI in Language Learning for English Department Students at IAIN Ponorogo. Undergraduate (S1) thesis, IAIN Ponorogo.
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Abstract
English language learning in higher education requires mastery of both general and academic skills, yet students often struggle with limited interaction, low confidence, and diverse learning experiences. To address this, AI tools like Gemini AI, which recommended by the Ministry of Education, offer opportunities for active, personalized, and reflective learning. At IAIN Ponorogo, English department students increasingly use Gemini AI for writing, grammar checks, reading comprehension, and academic assignments.
This study aims to explore (1) how students use Gemini AI in English language learning, (2) how they perceive its use, as well as (3) the problems they encounter and how they overcome them. The research is grounded in constructivist theory, including Piaget’s cognitive constructivism, Dewey’s experiential constructivism and theory of perception.
This research employed a descriptive qualitative method, and the data were collected through observation, questionnaire, in-depth interview, and documentation. Participants were sixth semester English department students at IAIN Ponorogo. The data were analysed using Miles and Huberman’s interactive model, involving data reduction, data display, also conclusion drawing and verification.
The findings show that students primarily use Gemini AI for writing, reading comprehension, vocabulary enrichment, and grammar support. They perceive it positively as helpful and engaging, though they also recognize limitations such as lack of oral interaction, limitation of AI understanding, and technical issues. Students address these problems through classroom integration, prompt adaptation, cross-checking, and troubleshooting. Overall, Gemini AI effectively supports constructivist-based language learning by fostering active engagement, critical reflection, and learner autonomy.
| Item Type: | Thesis (Undergraduate (S1)) |
|---|---|
| Thesis Supervisor: | Desi Puspitasari |
| Location: | Ponorogo, Jawa Timur |
| Subjects: | 13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified |
| Divisions: | Fakultas Ilmu Tarbiyah dan Keguruan > Jurusan Tadris Bahasa Inggris |
| Depositing User: | Perpustakaan Pusat |
| Date Deposited: | 03 Jul 2025 04:17 |
| Last Modified: | 03 Jul 2025 04:17 |
| URI: | http://etheses.uinponorogo.ac.id/id/eprint/34838 |
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