The Use of ChatGPT to Assist Students in Writing CreativeEnglish Argumentative Paragraphs

Abstract

This study aims to describe how ChatGPT, an artificial intelligencebased writing assistant, can assist students in writing English
argumentative paragraphs creatively. The research employed a
descriptive qualitative design involving 20 third-semester students
of the English Education Department at STIT Misbahudin Ahmad
Blitar during the 2024/2025 academic year. The study was conducted
in three meetings in October 2025, during which students used
ChatGPT to help generate ideas, organize arguments, and refine
sentences. Data were collected through a perception questionnaire
and classroom observations. The findings revealed that most
students had positive perceptions of ChatGPT, with 90% reporting
that it helped them generate ideas, 85% noting improvements in
vocabulary use, and 80% stating better grammatical accuracy.
Furthermore, 75% of the participants felt that ChatGPT encouraged
their creativity in writing, although 25% expressed concern about
reduced originality when overused. The study concludes that
ChatGPT can serve as an effective supplementary tool in teaching
writing, particularly in developing creativity and linguistic
competence. However, its use must be guided by teachers to ensure
reflective learning, authenticity, and critical engagement.