CHAPTER I

INTRODUCTION

A. Background of the Study

In the university setting, academic writing holds a central and multifaceted

role, serving as a cornerstone for scholarly communication, critical thinking, and
knowledge dissemination. According to Fang (2021), academic writing refers to
the process of creating, organizing, disseminating, assessing, updating,
instructing, and acquiring knowledge and ideologies. Certain academic fields
require their students to complete assessment papers or proposals, such as theses,
work experience papers, or project work papers (Puspita, 2019). Furthermore,
academic writing serves as a conduit for the exchange of ideas between students
and their instructors, and fostering a dynamic and intellectually stimulating
learning environment.

EFL students in indonesia often face the difficulties and challenges when
they write for academic purpose such as undergraduate thesis. Some Students find
it difficult to write in English even though they can speak it well (Uru, Sudirman,
& Nugroho, 2021). Bulqiyah, Mahbub, & Nugraheni (2021) said the majority of
the time, students' writing problems are related to their proficiency in language
and related to vocabulary and grammar. Agdia and Syafei (2020) found that Every
facet of writing was found to present challenges, with the most common challenge
being idea generation. Other challenges included content, organization, language
use, vocabulary, and mechanics. According to Aldabbus and Almansouri (2022),
these difficulties were caused by a lack of resources, a weak understanding of the
English language, and insufficient opportunity for writing practice.Furthermore,
Linguistic considerations are the primary cause of difficulty in academic writing.
It was challenging for the students to paraphrase sentences from the source for
their thesis writing (Puspita, 2019). In conclusion, When writing for academic
purposes, paraphrasing is a crucial ability that EFL students need to learn in order
to properly cite their sources.
 It was become important because students who paraphrase will stay away
from plagiarism practices, while those who don't will engage in plagiarism
(Hasanah & Fatimah, 2019). The Ministry of National Education Regulation
(Permendiknas) No. 17 of 2010 about Prevention and Prevention of Plagiarism in
Universities is one of the rules against plagiarism that the Indonesian government
has published. Under Permendiknas Number 17 of 2010 Article 12, students who
are found to have plagiarized are subject to a range of punishments, from the least
severe to the most severe. When did paraphrasing the writer show gratitude to
other writers for using his work, and it also helps to avoid plagiarism by
demonstrating that the writer has completed the reading process and examined the
reading source (Sari & amry, 2020). When writing their thesis, undergraduate
students in Indonesia are increasingly concerned about avoiding plagiarism, which
may be avoided with strong paraphrasing abilities.

In recent years, the integration of artificial intelligence (AI) technologies

has become increasingly prevalent in various educational domains, reshaping
traditional approaches to teaching and learning. According to Chen et.al (2020),
the combination of computers, machine learning, information and communication
technology advancements has resulted in artificial intelligence, which enables
computers to do tasks that are almost identical to those of humans. AI may be the
reason for the difficulties in education, including improper use of AI methods,
shifting teacher and student roles, and ethical and societal concerns (Zhai et. Al,
2021). When doing tasks, humans could become overly reliant on artificial
intelligence, making it harder for them to exercise critical thought and solve
problems on their own (Trisnawati, Putra, & Balti, 2023). One area where AI has
shown significant promise is in the development and application of paraphrasing
tools.

The utilization of AI-powered paraphrasing tools presents a unique

intersection of technology and academia, offering students a potential resource to
refine their writing skills and navigate the complexities of thesis composition.
With the use of complex natural language processing algorithms, these tools help
students rewrite sentences while preserving the essential idea of the original text
(Fitria, 2022). Students may find it easier to overcome their challenges with
syntax, structure, vocabulary, and paraphrasing technique if they have access to
paraphrasing tool ( Inayah & Sulistyaningrum, 2021). Rafiqa et.al (2023) stated
that EFL students use paraphrasing tools because they feel that paraphrasing is
harder for them as a second or foreign language learners than in their native
language. Artificial intelligence (AI)-driven systems for paraphrasing have
attracted attention as possible tools to help with the difficult work of writing
undergraduate thesis, especially for students studying English as a foreign
language (EFL).

The use of artificial intelligence (AI) technologies in language learning

processes is becoming more and more popular in the quickly changing field of
educational technology. To find out how EFL students see and use AI
paraphrasing tools in their thesis writing projects, researchers should look at the
connection of language learning, academic writing, and technology. EFL students
frequently have particular difficulties while learning the specifics of academic
writing, particularly when paraphrasing texts (Mustafa, Arbab, & Sayed, 2022).
An inventive solution to these problems is the application of AI-powered
paraphrase tools, which provide automatic support for rephrasing information
while maintaining the original meaning ( Fitria, 2023). Nevertheless, little is
known about the factors and ways in which EFL students' use of paraphrasing
tools affects the academic writing process. There is a rising interest in learning
more about the effects of AI-powered paraphrasing tools in the context of thesis
writing as educational institutions work to improve the quality of academic
writing and encourage creativity among undergraduate students.

This study aims to explore the variety of perspectives that EFL students
have on using AI-powered tools for paraphrasing when writing undergraduate
theses. In order to create environments that are beneficial to learning a language,
educators, researchers, and policymakers must have a thorough understanding of
how students perceive and use these tools.
B. Problems of The Study

Based on the research background above the researcher formulated

some research problems as follows:

1. What are EFL students' perceptions of using AI paraphrasing tools in

undergraduate thesis writing?
2. What factors influence EFL Students' decision to use AI paraphrasing
tools in their undergraduate thesis writing?
3. How do AI-powered paraphrasing tools influence the writing process
and originality of undergraduate thesis according to the students?

C. Objectives of The Study

Based on the research problems above the researcher formulated some

research objectives as follows:

1. To investigate and analyze the perceptions of EFL students regarding

the utilization of AI paraphrasing tools in the context of undergraduate
thesis writing.
2. To identify and analyze the factors that influence EFL students'
decisions to use AI paraphrasing tools in their undergraduate thesis
writing.
3. To investigate the impact of AI-powered paraphrasing tools on the
writing process and originality of undergraduate theses as perceived by
students.

D. The Significant of The Study

The significance of the study on extends to various stakeholders within

the academic community, including educators, researchers, policymakers, and
the researcher herself.
1. Educators

Educators are essential in helping students navigate the process of

writing academically. Educators will have a more nuanced grasp of how
EFL students see and use AI-powered paraphrase tools when writing their
undergraduate theses according to the insights gathered from this study.
This information may help educators better meet the requirements of their
students by informing curriculum creation, instructional tactics, and
language course design. It also allows educators to customize their
methods for incorporating technology into the classroom. The study's
conclusions can also help educators create a welcoming climate that
promotes the ethical and efficient use of AI technologies in academic
writing.

2. Researchers

Scholars studying education, technology-enhanced learning, and

languages will benefit from the study's additions to the corpus of current
information. This study contributes to our knowledge of the relationship
between language learning, technology, and academic writing by
exploring the attitudes and determinants surrounding the usage of AI
paraphrasing tools among EFL students. The results can act as a basis for
the next studies, promoting more investigation into the changing dynamics
of AI-assisted language instruction.

3. Policymakers

The study's conclusions will be helpful to educators and

technology integration policymakers when they decide whether or not to
use AI-powered paraphrase tools in language learning curriculum. Policies
supporting safe and successful technology integration in educational
settings may be formulated with the help of an understanding of the
variables influencing the decisions made by EFL students as well as the
possible effects of these tools on language competence and academic
writing abilities.

4. Researcher Herself

The study presents the researcher with a chance to further their

career and make a contribution to the academic community. The
researcher obtains a clearer comprehension of the various dynamics
surrounding the employment of AI paraphrasing tools in EFL
undergraduate thesis writing by carrying out this investigation. The results
can also be personally fulfilling since they add to the larger conversation
on how cutting-edge technological solutions might improve language
learning experiences.