| dc.description.abstract | This study investigated SMK Pariwisata Imeda Medan students’ attitudes towards using ChatGPT as an English learning tool. This study used a mixed design employing Seki's (2004) tripartite model. The data was collected via questionnaires from 20 eleventh-grade students of SMK Pariwisata Imelda Medan. Findings revealed complex attitudes that varied across cognitive, affective, and behavioral dimensions. Cognitively, students perceived ChatGPT as helpful for improving learning outcomes (65% positive impact) and appreciated its speed and accessibility. However, only 35% believed it significantly influenced their overall learning process. Opinions on its impact on writing skills were split (55% positive), and students demonstrated critical thinking by acknowledging both advantages and potential drawbacks of the tool. Affectively, most students (80%) were familiar with ChatGPT and expressed positive emotions such as "enjoyable" and "happy" when discussing their experiences. However, perceptions of its difficulty were evenly divided. Behaviorally, consistent use of ChatGPT was notably low (10%), with many students admitting they had never used it, often favoring more familiar tools like Duolingo. Usage was typically occasional and purpose-driven, often limited to obtaining quick answers. Follow-up clarification interviews were conducted with selected participants to address inconsistencies between their questionnaire responses and their actual experiences with ChatGPT. These interviews revealed that some students had never personally used the platform despite expressing familiarity with it, while others preferred alternative tools such as Duolingo or Google-based applications for their English learning needs. A limited understanding of how ChatGPT works emerged as a key barrier to broader adoption. | en_US |
