The Asia-Pacific Education Researcher

ELT IN LITERATURE: USING TEXT ANALYZER AI WRITING TOOL APP

AS STUDENTS AID IN ANALYZING POEMS
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Manuscript Number:
Full Title: ELT IN LITERATURE: USING TEXT ANALYZER AI WRITING TOOL APP AS
STUDENTS AID IN ANALYZING POEMS
Article Type: Regular Article
Keywords: Autonomous Learning; Artificial Intelligence AI; English Teaching-Learning; Poem
Funding Information:
Abstract: This paper uses Artificial Intelligence (AI) technology to encourage autonomous English
learning among college students in order to improve their English proficiency. According to
the needs, interests, and motivations of the students, learner autonomy has been deemed an
essential component of learning. It has been demonstrated that using poem as a material or
medium for language learning benefits students. Some of the benefits of learning poems
include introducing or practicing new vocabulary, language structure, and fostering critical
thinking. Furthermore, dissecting sonnets likewise allow the understudies an opportunity to
expand their more streamlined independence. The result of this research is showing the
evidence that Artificial Intelligence (AI) must be applied in the English teaching model to
increase students’ interest in learning Poems.

Corresponding Author: Edi Pujo Pujo Basuki, M.Pd

Universitas Negeri Surabaya
Surabaya, East Java INDONESIA
Corresponding Author Secondary
Information:
Corresponding Author's Institution: Universitas Negeri Surabaya
Corresponding Author's Secondary
Institution:
First Author: Edi Pujo Pujo Basuki, M.Pd
First Author Secondary Information:
Order of Authors: Edi Pujo Pujo Basuki, M.Pd
Edi Pujo Basuki
Order of Authors Secondary Information:
Author Comments: Please check and correct my article sir. Thank you so much for being my reviewer.
Suggested Reviewers: Ahmad Munir
University of Surabaya: Universitas Surabaya ahmadmunir@unesa.ac.id
lecturer

Mochlis Eko
UNUJA: Universitas Nurul Jadid
mochliseko@unuja.ac.id
Peers
Chair Udin
University of Nahdlatul Ulama Surabaya: Universitas Nahdlatul Ulama Surabaya
chairuddin.22008@mhs.unesa.ac.id
Peer

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Highlights

ABSTRACT
This paper uses Artificial Intelligence (AI) technology to encourage autonomous English learning among college students
in order to improve their English proficiency. According to the needs, interests, and motivations of the students,
learner autonomy has been deemed an essential component of learning. It has been demonstrated that using poem as a
material or medium for language learning benefits students. Some of the benefits of learning poems include introducing or
practicing new vocabulary, language structure, and fostering critical thinking. Furthermore, dissecting sonnets likewise
allow the understudies an opportunity to expand their more streamlined independence. The result of this research is showing
the evidence that Artificial Intelligence (AI) must be applied in the English teaching model to increasing students’ interest in
learning Poems.

Keywords: Autonomous Learning, Artificial Intelligence (AI), English Teaching-Learning, Poem.

Cover page (with authors' details)

ELT IN LITERATURE: USING TEXT ANALYZER AI WRITING

TOOL APP AS STUDENTS AID IN ANALYZING POEMS
Edi Pujo Basuki
Universitas Negeri Surabaya
edi.22304@mhs.unesa.ac.id
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A. INTRODUCTION
Poem could develop language learners’ critical thinking since it forces the readers to think in
some ways (Matus, 2015). When a poem is only viewed from one perspective without taking into
other aspects that are connected to it, its interpretation cannot be justified. The readers do not
only need to determine the meaning of a poem from its language, but they also need to determined
how the poem is influenced by the background of the author, such as the sociocultural beliefs and
even political values that the author supports. Basically, reading a poem is not just reading; rather,
it is more about reading beyond the lines. This means that the process can take place if there
is interaction between the readers, the poem’s text, the author, and the setting in which the
poems were written.
There is possibility that teaching poems in EFL classrooms can also assist in promoting
students’ autonomy. This is because teaching poems can improve students’ critical thinking
and creativity. Learner autonomy refer to the capability of conscious planning, maintenance,
and reflection on one’s own learning process (Chan, 2001; Hardeland, 2013; Little, 1998; Murray,
2014). The following outlines their connection to one another. The term “autonomous
learners” refers to students who do not rely heavily on anyone but themselves to solve
classroom problems. They tell their teacher and peers about their problems, but they do not ask for
the “raw” solution because they will find what they want to find and are expected to be
involved in that process (Jones, 2007). Learner autonomy is a fundamental notion underlying
constructivist approaches to learning (Wolf, 1996). Unconsciously, students are initially
encouraged to be critical and imaginative in order to improve the process. To put it another
way, we could say that the learner’s independence is probably the result of being critical and
creative.
With the rapid development of neutral network and brain science, artificial
intelligence (AI) has become the focus of people’s attention in recent years (Zhu, 2021).
Artificial intelligent is a new discipline, the main objective of which is to make the computer
performance more comprehensive and implant human’s intelligent associative thinking model in
the computer to make it more intelligent (Han, 2019). Artificial intelligence technology must
be integrated into traditional English teaching model in order to increase students’ interest in
learning and relieve teachers of teaching pressure. The study of how to make it possible for a
computer to carry out the intelligent tasks that were previously the sole domain of human is known
as artificial intelligence (AI) technology. Considering this, the application of artificial
intelligence (AI) to the autonomous learning of poem is the primary focus of this paper. It
shows the interfaces of the English autonomous learning system based on Artificial Intelligence
(AI), demonstrating that the system offers students self-diagnosis, online learning, and
historical exercise.

B. REVIEW OF LITERATURE
Previous Related Research Findings
Concepts of autonomy and its aspects the concept of control, underlie in- depth
inquiry in second language acquisition. Distinct, yet interdependent categories of control,
which may be exercised to maintain autonomous learning behavior, provide the conceptual basis
for Benson’s (2001/2011). Its importance is also evidenced by studies that focus on
autonomous learning behavior in adulthood (Confessore & Park, 2004; Ding & Stapleton,
2016) and on understanding its complex nature (Dickinson, 1987, Little, 1995, 2007; Wenden,
1998). The most influential factors of autonomous learning concern desire, resourcefulness,
initiative, and persistence, which denote a determined, goal-directed, and volitional learning
behavior (Confessore, 1992; Derrick & Carr, 2003).

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 Learner autonomy is defined as the ability to take control over “learning management,
cognitive process and learning content” (p,87) Control over learning management is understood

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as the ability to consciously organize one’s learning program. On the other hand, control over
cognitive processes refers to the psychology of autonomous learning, which entails sustained
attention, conscious observation, and the building of (metacognitive) knowledge about
learning (p,87). While these two aspects refer to different ways of learning, control over content
suggests the ability to define what is to be learned. These are particularly relevant for autonomous
language learning and can be translated into actual development approaches to content,
students, and situational levels of autonomy, such as the independent use of paper and/or
computer-based learning resources, evolving effectual learning strategy-use, and independent
learning within and beyond the classroom (Benson,2001/2011).
Autonomy and self-regulation originate in educational psychology and refers to the
controlling of one’s own learning behavior related to the cognitive and affective perspective of
gaining new knowledge (Lewis & Vialleton, 2011). The instructor’s role is nevertheless also
highlighted in promoting language learner autonomy (Benson, 2011). Pintrich (2000) argues that
during independent learning, mastery is gained in regulating cognition, motivation, behaviors,
and context. These components are outlined based on the major cyclical phases of SRL,
including the processes of planning and goal setting, strategy implementation, monitoring of
strategic outcomes and self-evaluation (Zimmerman, 1998).
Self-regulatory skills in language learning encompass behavioral control over pursuing
learning goals, maintaining concentration, and certain distracting emotional states that may arise
while conducting self-study practice (Tseng, at al. 2006).
Artificial intelligence techniques can be very helpful, as they can develop and imitate the
process of human reasoning and decision-making in designing the learning-teaching framework
(Khalid, et al., 2017).
Artificial Intelligence technology is a technology that studies human intelligence, behavior
patterns and behavior laws (Guo, 2020).
Artificial Intelligence (AI) is sometimes called machine, which is the intelligence displayed by
machines, in contrast to the natural intelligence displayed by humans and animals (Si & Fei,
2021).
Previous Study
In this research, the researcher compares two sources of teaching and learning poem by using
traditional method and the Artificial Intelligence (AI) as the autonomy learning. The first
source is the research conducted by Akbar Joseph A. Syed in December 2020 with the tittle
“Challenges and Solution in Teaching English Through Poetry to EFL Students at Hajjah
University: A Case Study of William Wordsworth’s Lucy and John Donne’s Death Poems”. The
research was done by students of Haijah University and consist of 40-50 students per class.
The researcher got the result, increasing the sense of value and enjoyment among students
who are not interested in poetry is the challenging task that teachers face when teaching English
language through poetry. Teaching poetry helps teacher engage students in the learning
process by teaching them fundamental cognitive and physical skills. “Poetry is the most
challenging kind of literary writing.” Stated by Philip Mallett (2001). Poetry often appears to be
difficult to teach because its figurative language, difficult grammar, and intricate structures.
There were three ways to look at the difficulties of teaching poetry at Hajjah University: i) the
low proficiency of students; ii) teachers who apply conventional or traditional teaching strategies;
and iii) the poetry texts that are chosen. Students who enroll in the English Department at
Hajjah University frequently graduated from secondary school with low English proficiency and
no prior experience reading poetry. Additionally, some of them come from rural areas with low
educational standards. As a result, at the university level, the material differs significantly more
and students are confronted with a more complex language that involves literary theories and
various cultures. Students may become frustrated as a result of this sudden shift, making it
difficult for them to handle poetry-related text with figurative language and intricate grammar
and sentence structure.
The second source is the research conducted by Bing Han (2019) with the title
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“Application of Artificial Intelligence in Autonomous English Learning Among College
Students”. The research was done by some 2016 grade students. The research used artificial
Intelligent (AI) technology to encourage autonomous English learning among college
students with the goal of increasing their English proficiency. In particular, the standard,
highlights and application fields of computerized reasoning were presented in subtleties, and the
prerequisites, construction, data set and cycles of independent English learning frameworks
were examined finally. The findings demonstrate that the proposed system provides college
students with effective learning feedback and intelligent and open self-evaluation tests. The result
of the study shed new light on how college students can learn English better and how college
English teacher are put under pressure.

C. METHOD
Respondents
The respondents in this research were participants from the two previous papers; students
of Haijah University and consist of 40-50 students per class, and some 2016 grade students in the Bing
Han’s paper.
Instrument
The instrument of this research are two papers of teaching and learning poem by using
traditional method and the Artificial Intelligence (AI) as the autonomy learning conducted by
Akbar Joseph A. Syed in December 2020 with the tittle “Challenges and Solution in Teaching
English Through Poetry to EFL Students at Hajjah University: A Case Study of William
Wordsworth’s Lucy and John Donne’s Death Poems” and the second was conducted by Bing Han
(2019) with the title “Application of Artificial Intelligence in Autonomous English Learning Among
College Students”.
Data Analysis
This research is qualitative research using the library research method. According to George
(2008), Library research is carried out by identifying and utilizing various sources that include the
latest information as well as personal/expert opinion regarding certain research. The following is
an example of procedure that is carried out using a technique: (1) obtaining the topic, (2) obtaining
the mass), (3) conducting a brainstorming session about the topic, (4) developing a strategy or plan
for the project, (5) collecting and analyzing the database, (6) identifying and utilizing the sum, (7)
evaluating the sum in relation to the project, (8) obtaining the highest level reflection, and (9)
providing the highest level of satisfaction regarding the project.
According to Mary W. George, there are three main things in this research literature. (1)
finding, (2) sources, (3) devices. Finding in this case is about finding the facts, identify the
existence, place, acquire, or several actions at once. Source is evidence research answer that
come from observation or opinion. Device is all sources of knowledge. This includes
dictionary, book catalogues, and other materials both print and electronic. In this article,
current information regarding the content of document can be identified using a source that is
found in the book and scientific written by a scholar. Source that discusses the conceptual
framework come from 10 scientific articles and journals.
The researcher compares the two sources to find out whether the AI writing tool app is useful
for student autonomous learning in analyzing poems in this research.

D. FINDINGS AND DISCUSSION

The researcher found some challenges in the first source while learning poem without
using Artificial Intelligence (AI). On of the aspect is the teacher’s teaching method. The teaching
method of teacher has a significant impact on the quality of education, making them an
essential part of the educational process. Poetry is a challenging method for teaching English, and
teachers are at the forefront of this effort. It has been reported that most of Hajjah University
teachers employ out of date teaching strategies. They provide a prepare made explanation for
the poem and occasionally reject the students’ various points of view. As a result, students
may respond passively when traditional teaching methods are used. In conclusion, traditional
approaches treat the text as an anatomy course; while students are merely passive listeners, the
teacher frequently performs the interpretation and analysis.
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“Using a traditional approach while teaching poetry will not help students improve their
language and literary skills”, stated by Al-Refa’ae (2007). In the past, teachers taught difficult poems
with a focus on the teacher and tested students with questions that encouraged memorization.
This might block the scholarly capacities and innovativeness of the students. Al-Aghbary (2008)
stated that the job for poetry teacher in a non-native context is to exploit poetry in order to
bring out all its educational benefits. In order to assist students in acquiring and enhancing their
literary and language skills, teachers must adopt novel classroom strategies and methods. To
develop a variety of language activities, teachers need to make an investment in the texts.
In the second source, the researcher found the implementation of the English autonomous
learning system for college students based on computer Artificial Intelligence (AI). After
providing a comprehensive system design, function requirement analysis, system database
analysis, and data processing flow, the paper puts English autonomous learning system for
college students into action by programming it and testing it. The system login interface,
which is primarily used for user system login, password recovery and new user registration, is
designed first by the author. The student’s login interface of the B/S-based English
autonomous learning system is depicted. Students can use the interfaces of the following
three sections after logging in to the system; Personal diagnosis, Web based learning, and
Historical investigation.
Students can select the appropriate knowledge points for exercises in online learning based on
their circumstances. The system will provide feedback on the exercises and store it in the
database following its completion. It will provide the students with data to help them improve their
exercise results while also returning the exercise’s analysis results to them. Students can view their
exercise records and detailed exercise result on the historical exercise interface. The system’s
learning feedback can help students improve their learning strategies and outcomes. Testing also
demonstrates that the system administrators and teacher’s roles fulfil the system requirement
analysis’s requirements. Here, the interfaces are not there. In conclusion, this paper completes the
design and functional implementation of the English autonomous learning system for college
students by combining computer technology and Artificial Intelligence (AI) technology.

E. CONCLUSION
According to the research findings and discussion presented before, it can be concluded
that the dissemination of knowledge, teaching strategies and classroom environments are
undergoing unprecedented transformations in this era. In the field of English teaching traditional
teaching methods are no longer unable to meet the requirements of contemporary society for the
cultivation of composite talents. As a result of traditional examination-oriented education model’s
ineffectiveness in English language instruction, reforms to the field of English language teaching
have been ongoing for several years. Currently, college English instruction has very little
impact on students’ English proficiency. English Proficiency among many college students is still
at or below the senior high school level.
Therefore, computer technology and Artificial Intelligence (AI) technology must be integrated
into the traditional college English teaching model in order to increase students’ interest in
learning and relieve teachers of teaching pressure. This paper develops and implements an
English autonomous learning system for college students based on AI. the following
conclusions and applications significance are presented in this paper; 1) The design of the system
makes it possible for educators to comprehend the fundamental test results of their students
and have a comprehensive picture if students’ English level in particular class, college, or
school, 2) The English autonomous learning system, which was developed using an AI
network is able to independently evaluate the exercise and test result of students., 3) Improving
students’ efforts to learn English and easing teacher workloads are two major benefits of
incorporating AI into English education.

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