Prompt writing and linguistic-syntax collaboration in power-writing AI utilization to assist introduction writing

Rohani Ganie; T. Silvana Sinar; Fikry Prastya Syahputra; Afryna Veronica

doi:10.31893/multiscience.2025341

Keywords:

artificial intelligence

Abstract

The literacy level in Indonesia is relatively low. Therefore, there is a need for research aimed at increasing literacy in Indonesia. This research aims to explore the application of prompt writing techniques in the context of artificial intelligence (AI) to improve literacy. The writing prompt technique involves composing a short statement or question that stimulates critical thinking, analysis, and reflection on a topic. In the context of AI, this technique can be applied to develop interactive tools that help improve reading and writing comprehension in students and teachers. Students who make use of this theory development are involved in the study. The student tried out AI writing. Two groups were created out of them. Five students made up Group 1, which was given instructions on how to use prompt writing techniques. Five students made up group 2 (control), which did not get any lessons on how to use prompt writing techniques. The results showed that group 2 did not make any variations on the tasks given. The five students only copied the prompts provided in the assignment without editing them first. This caused the five students to produce the same output. This is what should not happen because it increases the plagiarism value of the writing. Group 1, on the other hand, made changes to the assignment's prompt. Despite the initial prompt being the same for all five pupils, the changes made by the students led to varied output from each. The conclusion that can be derived from this experiment is that training in using artificial intelligence is necessary, as shown in group 2, in which this technological advancement is not being utilized to its full potential.
References
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Ganie, R., Sinar, T. S., Syahputra, F. P., & Veronica, A. (2025). Prompt writing and linguistic-syntax collaboration in power-writing AI utilization to assist introduction writing. Multidisciplinary Science Journal, 7(10), 2025341. https://doi.org/10.31893/multiscience.2025341

[1] Ahmad, S. F., Han, H., Alam, M. M., Rehmat, M. K., Irshad, M., Arraño-Muñoz, M., & Ariza-Montes, A. (2023). Impact of artificial intelligence on human loss in decision making, laziness and safety in education. Humanities and Social Sciences Communications, 2023, 1–14. https://doi.org/10.1057/s41599-023-01787-8

[2] Alavi, S. (2024). Challenges of lecturers in material selection to foster EFL university students’ self-regulation. LEARN Journal: Language Education and Acquisition Research Network, 17(1), 514–537. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/270425

[3] Bell, G., Burgess, J., Thomas, J., & Sadiq, S. (2023). Rapid response information report: Generative AI—language models (LLMs) and multimodal foundation models (MFMs). Australian Council of Learned Academies.

[4] Borong, N. L., & Yamson, S. M. (2023). Digital storytelling as a method for teaching writing skills. Multidisciplinary Science Journal, 5, Article 2023063. https://doi.org/10.31893/multiscience.2023063

[5] Buriak, J. M., Akinwande, D., Artzi, N., Brinker, C. J., Burrows, C., Chan, W. C. W., Chen, C., Chen, X., Chhowalla, M., Chi, L., Chueh, W., Crudden, C. M., Carlo, D. D., Glotzer, S. C., Hersam, M. C., Ho, D., Hu, T. Y., Huang, J., Javey, A., … Ye, J. (2023). Best practices for using AI when writing scientific manuscripts: Caution, care, and consideration—Creative science depends on it. ACS Nano, 17(5), 4091–4093. https://doi.org/10.1021/acsnano.3c01544

[6] Cassandra, N. W., Fithriani, R., Febriyanti, R. H., & Mukminin, A. (2024). Becoming scholarly writers through professional learning community: A phenomenological case study of Indonesian teacher-educators. LEARN Journal: Language Education and Acquisition Research Network, 17(1), 8–29. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/270370

[7] Cheong, W., & Hong, H. (2023). The impact of ChatGPT on foreign language teaching and learning: Opportunities in education and research. Journal of Educational Technology and Innovation, 37–45.

[8] Fan, N., & Ma, Y. (2022). The effects of automated writing evaluation (AWE) feedback on students’ English writing quality: A systematic literature review. Language Teaching Research Quarterly, 28, 53–73. https://doi.org/10.32038/ltrq.2022.28.03

[9] Fauzi, F., Tuhuteru, L., Sampe, F., Ausat, A. M. A., & Hatta, H. R. (2023). Analysing the role of ChatGPT in improving student productivity in higher education. Journal on Education, 5(4), 14886–14891. https://doi.org/10.31004/joe.v5i4.2563

[10] Figoli, F. A., Mattioli, F., & Rampino, L. (2022). AI in the design process: Training the human-AI collaboration. In Proceedings of the 24th International Conference on Engineering and Product Design Education: Disrupt, Innovate, Regenerate and Transform (pp. 8–13). https://doi.org/10.35199/epde.2022.61

[11] Ganie, R. D., & Rangkuti, R. (2019). Reading comprehension problems on English texts faced by high school students in Medan. KnE Social Sciences, 2019, 684–694. https://doi.org/10.18502/kss.v3i19.4896

[12] Hersh, D. (2022). Special issue: Qualitative research and innovation in speech-language pathology. International Journal of Speech-Language Pathology, 24(5), 447–448. https://doi.org/10.1080/17549507.2022.2125074

[13] Imran, M., & Almusharraf, N. (2023). Analyzing the role of ChatGPT as a writing assistant at higher education level: A systematic review of the literature. Contemporary Educational Technology, 15(4), Article ep464. https://doi.org/10.30935/cedtech/13605

[14] Krause, D. S. (n.d.). Proper generative AI prompting for financial analysis. 1–28.

[15] Krippendorff, K. (2004). Content analysis: An introduction to its methodology. Sage Publications.

[16] Mohammed, A. A. Q., Al-Ghazali, A., & Khalid, A. S. A. (2023). Exploring ChatGPT uses in higher studies. Journal of English Studies in Arabia Felix, 2(2), 9–17. https://doi.org/10.56540/jesaf.v2i2.55

[17] Omorogiuwa, O., Ohiagu, K., & Lawal, K. H. (2023). Towards the review of artificial intelligence programme curriculum and effective collaborations among academia for AI programme development in Africa. Advances in Multidisciplinary and Scientific Research Journal Publication, 11(1), 1–16. https://doi.org/10.22624/aims/digital/v11n1p1x

[18] Rahman, A., Irfan, H., & Butt, M. (2022). Impact of creative writing techniques as the pedagogical intervention on English language writing skills of undergraduate students in Pakistani universities. Global Language Review, VII(1), 71–79. https://doi.org/10.31703/glr.2022(VII-I).07

[19] Rahman, M. M., & Watanobe, Y. (2023). ChatGPT for education and research: Opportunities, threats, and strategies. Applied Sciences (Switzerland, 13(9). https://doi.org/10.3390/app13095783

[20] Sabarun, Widiastuty, H., Ajahari, Asmawati, & Azhari Azman, M. N. (2024). The relationship between instrumental and integrative motivation on the students’ writing ability. Multidisciplinary Science Journal, 6(10), Article 2024166. https://doi.org/10.31893/multiscience.2024166

[21] Santi, P. T. U., Andayani, & Sumarwati. (2023). Utilization of artificial intelligence technology in an academic writing class: How do Indonesian students perceive? Contemporary Educational Technology, 15(4), Article 13419. https://doi.org/10.30935/cedtech/13419

[22] Seo, K., Tang, J., Roll, I., Fels, S., & Yoon, D. (2021). The impact of artificial intelligence on learner–instructor interaction in online learning. International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-021-00292-9

[23] von Struensee, S. (2021). The role of social movements, coalitions, and workers in resisting harmful artificial intelligence and contributing to the development of responsible AI (Vol. 431, Issue 2019).

[24] Syahputra, F., Nurlela, N., Nasution, V. A., & Nasution, E. H. (2024). Implementasi penggunaan media Canva dalam pembelajaran kurikulum Merdeka di SMA Pendidikan Keluarga Pematangsiantar. Linguistik Terjemahan Sastra (LINGTERSA, 5(2), 109–113. https://doi.org/10.32734/lingtersa.v5i2.15472

[25] Yusuf, M., Syahputra, F. P., Lubis, A. A., Aswani, A., & Tambunan, R. W. (2023). Developing genre-based English worksheet for vocational students by using 4-D development model to improve writing skill. World Journal of English Language, 14(1), 34. https://doi.org/10.5430/wjel.v14n1p34

Abstract

References

How to cite