Teacher’s And Students’ Challenges In Teaching And Learning Analytical Exposition Text Using ChatGPT

Hidayat, M Anggi Nur Shafrei (2026) Teacher’s And Students’ Challenges In Teaching And Learning Analytical Exposition Text Using ChatGPT. Undergraduate (S1) thesis, UIN Syekh Wasil Kediri.

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Abstract

This study examines the challenges and strategies of teachers and students in teaching and learning analytical exposition texts using ChatGPT in the writing classroom. While ChatGPT is increasingly used as an instructional tool, teachers face difficulties in integrating AI effectively, and students often struggle to understand and apply AI-generated content appropriately. This highlights the need to explore ChatGPT’s role in supporting analytical writing skills that require critical thinking and structured arguments. This research used a qualitative descriptive design to explore participants’ experiences. Data were collected through interviews with one English teacher and focus group discussions with thirty-six twelfth-grade students at SMAN 6 Kediri. Additional data from teaching modules and students’ writing tasks were analyzed to support data validity. Data analysis followed Miles and Huberman’s interactive model, including data reduction, data display, and conclusion drawing, with validity ensured through triangulation and document analysis. The findings show that teachers faced challenges related to technical issues, teaching methods, and classroom management. Students experienced difficulties in understanding AI-generated content, misinterpretation, inconsistent content quality, and varied learning outcomes. However, both teachers and students developed strategies to maximize ChatGPT use, such as adjusting instruction to students’ needs, managing content complexity, and utilizing available learning resources.

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