ANALYSIS OF CHATGPT FEEDBACK IN SUPPORTING NARRATIVE WRITING DEVELOPMENT IN VOCATIONAL HIGH SCHOOLS IN GRESIK: STUDENTS' PERCEPTIONS

This study investigates vocational high school (SMK) students’ perceptions in Gresik regarding ChatGPT feedback in supporting the development of narrative writing skills in the context of English as a Foreign Language (EFL) learning. The research employed a quantitative approach using the Extended Technology Acceptance Model (TAM), which includes Intrinsic Motivation (IM), Perceived Ease of Use (PEOU), Perceived Usefulness (PU), and Behavioral Intention (BI). The sample consisted of 408 students from various vocational high schools in Gresik who met the research criteria. Data were collected using a five-point Likert scale questionnaire and analyzed both descriptively and inferentially (Pearson Correlation) using SPSS. The results indicate that students’ overall perceptions were highly positive, with a mean score of 4.12 (high category). Among the dimensions, Behavioral Intention (BI) (4.16) obtained the highest mean score, followed by Perceived Usefulness (PU) (4.13), Intrinsic Motivation (IM) (4.08), and Perceived Ease of Use (PEOU) (4.03). The relatively low standard deviations indicate consistent responses. Pearson correlation analysis revealed significant relationships among all dimensions (p< 0.01), with the strongest correlation found between PU and BI (r = 0.478, moderate), confirming that perceived usefulness most strongly influences students’ intention to continue using ChatGPT. The integration of ChatGPT as a feedback tool creates an interactive, motivating, and effective learning experience for narrative writing, addressing challenges related to creativity, coherence, and language accuracy among vocational high school students. This study concludes that ChatGPT is highly accepted by EFL vocational high school students and is recommended as an innovative pedagogical support tool for teachers, curriculum developers, and future researchers. Keywords :ChatGPT, AI feedback, narrative writing, students’ perception