IJIET 2025 Vol.15(5): 1003-1013
doi: 10.18178/ijiet.2025.15.5.2306
doi: 10.18178/ijiet.2025.15.5.2306
Exploring Long-Term Impact of AI Writing Tools on Independent Writing Skills: A Case Study of Indonesian Language Education Students
Herman Budiyono1,*, Marzuki2, Wiwik Pudjaningsih3, Bambang Prastio4,
and Ahsani Maulidina5
1. Indonesian Language and Literature Education, Faculty of Language and Arts, Universitas Negeri Semarang, Indonesia
2. English Language Education Study Program, Universitas Madako Tolitoli, Indonesia
3. Early Childhood Education Teacher Training, Universitas Ngudi Waluyo, Indonesia
4. Indonesian Language Education, Faculty of Letters, Universitas Negeri Malang, Indonesia
5. Departmen of Mechanical Engineering, Politeknik Negeri Malang, Indonesia
Email: hermanbudiyono61@mail.unnes.ac.id (H.); marzukimaros@gmail.com (M.); wiwikpudjaningsih@unw.ac.id (W.P.); bambang.prastio.fs@um.ac.id (B.P.); ahsani@polinema.ac.id (A.M.)
*Corresponding author
2. English Language Education Study Program, Universitas Madako Tolitoli, Indonesia
3. Early Childhood Education Teacher Training, Universitas Ngudi Waluyo, Indonesia
4. Indonesian Language Education, Faculty of Letters, Universitas Negeri Malang, Indonesia
5. Departmen of Mechanical Engineering, Politeknik Negeri Malang, Indonesia
Email: hermanbudiyono61@mail.unnes.ac.id (H.); marzukimaros@gmail.com (M.); wiwikpudjaningsih@unw.ac.id (W.P.); bambang.prastio.fs@um.ac.id (B.P.); ahsani@polinema.ac.id (A.M.)
*Corresponding author
Manuscript received September 14, 2024; revised October 21, 2024; accepted December 9, 2024; published May 16, 2025
Abstract—This study explores the long-term effects of sustained use of Artificial Intelligence (AI) writing tools on the writing skills of Masters students majoring in Indonesian Language Education. A qualitative case study approach was employed, involving 15 participants selected through convenience sampling. Semi-structured interviews served as the primary data collection instrument, allowing for an in-depth examination of students’ experiences with AI tools. The findings revealed that reliance on AI writing tools significantly reduced cognitive effort and creativity, overshadowed personal writing styles, and led to a decline in confidence and skill retention. These results suggest that, while AI tools enhance efficiency and technical accuracy, over-reliance on them may hinder the development of critical thinking, creativity, and independent writing skills. Implications highlight the need for educators to strike a balance between leveraging AI for productivity and fostering students’ active learning. Limitations of the study include the small sample size, potential self-reporting biases, and a lack of consideration for individual differences in writing proficiency. Future research should expand the sample and utilize objective measures of writing ability to further explore AI’s impact on writing development.
Keywords—Artificial Intelligence (AI)-assisted writing, independent writing skills, Indonesian language education, cognitive engagement, creativity and personal style
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—Artificial Intelligence (AI)-assisted writing, independent writing skills, Indonesian language education, cognitive engagement, creativity and personal style
Cite: Herman Budiyono, Marzuki, Wiwik Pudjaningsih, Bambang Prastio, and Ahsani Maulidina, "Exploring Long-Term Impact of AI Writing Tools on Independent Writing Skills: A Case Study of Indonesian Language Education Students," International Journal of Information and Education Technology, vol. 15, no. 5, pp. 1003-1013, 2025.
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
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