STUDENTS PERSPECTIVE ON THE USE OF ARTIFICIAL INTELLIGENCE IN THE STATE AND PRIVATE JUNIOR HIGH SCHOOL IN REJANG LEBONG REGENCY

This study examines Artificial Intelligence tool usage and student
perspectives on AI in English language learning at state and private junior high
schools in Rejang Lebong Regency. A quantitative survey design was used,
collecting data from 112 students using a four-point Likert scale questionnaire.
Statistical analyses included the Kolmogorov-Smirnov (KS) test, Levene’s test,
One-way ANOVA, mean interval scale, and Mann-Whitney U test. The findings
revealed a significant difference in AI usage between state and private school
students (p = 0.031 < 0.05), leading to the rejection of the null hypothesis. This
suggests that access to and engagement with AI tools vary based on school type,
potentially influenced by factors such as resource availability and curriculum
integration. However, no significant difference was found in students’ perceptions
of AI role in language learning (p = 0.930 > 0.05), indicating generally positive
views across both groups. These findings emphasize the need for equitable AI
integration in education, particularly in state schools, to bridge resource gaps.
Policymakers and educators should enhance AI accessibility and teacher support.
Future research should explore factors influencing AI adoption to optimize its
effectiveness in language learning.
Keywords : Artificial Intelligence, ANOVA, English Language Learning,
State and Private Junior High School