STUDENTS’ PERSPECTIVE OF USING ARTIFICIAL INTELLIGENCE (AI) IN LEARNING ENGLISH AT STATE SENIOR HIGH SCHOOLS IN BENGKULU CITY

AI is being integrated into educational practices, so understanding its perceived value and
impact from students' perspectives is important. This study investigated senior high
school students' perspectives on the integration of artificial intelligence (AI) in learning
English in Bengkulu City. The research was conducted on 1,734 students to show that
they have interacted with artificial intelligence oriented to learning English, and the
instruments used have gone through the usual validity and reliability tests in descriptive-
quantitative research. As a result, respondents selected DeepL, Grammarly, Duolingo, and
ELSA Speak as must-have resources and reported that each of these resources can
increase motivation, ultimately pushing students towards greater autonomy in English
language learning. Nonetheless, students spoke candidly about two concerning issues: the
lack of face-to-face conversational practice and the tendency to lean on technology for
answers instead of grappling with language. In conclusion, the evidence suggests that
software is an indispensable companion, not a stand-alone tutor; teachers still need to
adjust, guide and engage if digital excellence is to enrich rather than eliminate the human
element at the heart of language learning.
Keywords: Artificial Intelligence (AI), Learning English, Perspective, Students’ Senior
High School.