Vol. 5 No. 2 (2025): Journal of English Language Teaching, Linguistics and Literature (JETLEE)

Adiguzel, T., Kaya, M. H., & Cansu, F. K. (2023). Revolutionizing education with AI: Exploring the transformative potential of ChatGPT. Contemporary educational technology, 15(3). https://doi.org/10.30935/cedtech/13152

Anisah, L., Dewanti, R., & Rasyid, Y. (2025, July). Accuracy of Word Order in Phrases and Sentences Resulting From Machine Translation. In International Seminar on Humanity, Education, and Language (pp. 629-639). https://doi.org/10.21009/ishel.v1i1.57696

Baidoo-Anu, D., & Ansah, L. O. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52-62. http://dx.doi.org/10.2139/ssrn.4337484

Budi, W., Halimah, N., & Indarto, H. (2024). Language Acquisition of Declarative and Imperative Sentences in five-year-old Children. Journal Corner of Education, Linguistics, and Literature, 3(3), 309-321. https://doi.org/10.54012/jcell.v3i3.275

Cao, J., Li, M., Wen, M., & Cheung, S. C. (2025). A study on prompt design, advantages and limitations of chatgpt for deep learning program repair. Automated Software Engineering, 32(1), 1-29. https://doi.org/10.1007/s10515-025-00492-x

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Ellis, R., & Barkhuizen, G. (2025). Analysing learner language. Oxford university press.

Geroimenko, V. (2025). Key Principles of Good Prompt Design. In The Essential Guide to Prompt Engineering: Key Principles, Techniques, Challenges, and Security Risks (pp. 17-36). Cham: Springer Nature Switzerland.

Güner, H., & Er, E. (2025). AI in the classroom: Exploring students’ interaction with ChatGPT in programming learning. Education and Information Technologies, 1-27. https://doi.org/10.1007/s10639-025-13337-7

Gurl, T.J., Markinson, M.P. & Artzt, A.F. Using ChatGPT as a Lesson Planning Assistant with Preservice Secondary Mathematics Teachers. Digit Exp Math Educ 11, 114–139 (2025). https://doi.org/10.1007/s40751-024-00162-9

Hidayat, N., (2025). An Explanatory Study: Exploring EFL Students’ Attitudes Toward the Use of AI Tools in Academic Writing. English Language, Literature, and Teaching, 10(1), 59-70. https://doi.org/10.32528/ellite.v10i1.3389

Hidayati, N. N. (2024). Research Article Trends Globally on Translation: A Bibliometric Analysis with ScienceDirect Database. JETLEE: Journal of English Language Teaching, Linguistics, and Literature, 4(2), 169-189. https://doi.org/10.47766/jetlee.v4i2.2868

Irawan, I. N. (2025). A Comparative Analysis of Cognitive and AI Approaches in English-Indonesian Translation: Manual vs. Automated Methods. JETLEE: Journal of English Language Teaching, Linguistics, and Literature, 5(1), 35-46. https://doi.org/10.47766/jetlee.v5i1.4557

Khoirul Anam, R. (2025). Prompt Engineering and the Effectiveness of Large Language Models in Enhancing Human Productivity. arXiv e-prints, arXiv-2507. https://doi.org/10.48550/arXiv.2507.18638

Kostka, I., & Toncelli, R. (2023). Exploring applications of ChatGPT to English language teaching: Opportunities, challenges, and recommendations. Tesl-Ej, 27(3), n3. https://doi.org/10.55593/ej.27107int

Kristiawan, D., Bashar, K., & Pradana, D. A. (2024). Artificial intelligence in English language learning: A systematic review of AI tools, applications, and pedagogical outcomes. The Art of Teaching English as a Foreign Language (TATEFL), 5(2), 207-218. https://doi.org/10.36663/tatefl.v5i2.912

Lee, H. (2025). The Accuracy, Linguistic Appropriateness, and Prompting as Properties of Use in ChatGPT Relevant to Korean EFL Learners. 언어학 연구, (75), 109-141. https://doi.org/10.17002/sil..75.202504.109

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Mahapatra, S. (2024). The impact of ChatGPT on ESL students’ academic writing skills: A mixed-methods intervention study. Smart Learning Environments, 11, 9. https://doi.org/10.1186/s40561-024-00295-9

Melisa, R., Ashadi, A., Triastuti, A., Hidayati, S., Salido, A., Ero, P. E. L., ... & Al Fuad, Z. (2025). Critical Thinking in the Age of AI: A Systematic Review of AI's Effects on Higher Education. Educational Process: International Journal, 14, e2025031. https://doi.org/10.22521/edupij.2025.14.31

Michel-Villarreal, R., Vilalta-Perdomo, E., Salinas-Navarro, D. E., Thierry-Aguilera, R., & Gerardou, F. S. (2023). Challenges and opportunities of generative AI for higher education as explained by ChatGPT. Education sciences, 13(9), 856. https://doi.org/10.3390/educsci13090856

Muawanah, U., Marini, A., & Sarifah, I. (2024). The interconnection between digital literacy, artificial intelligence, and the use of E-learning applications in enhancing the sustainability of Regional Languages: Evidence from Indonesia. Social Sciences & Humanities Open, 10, 101169. https://doi.org/10.1016/j.ssaho.2024.101169

Ng, D. T. K., Xinyu, C., Leung, J. K. L., & Chu, S. K. W. (2024). Fostering students' AI literacy development through educational games: AI knowledge, affective and cognitive engagement. Journal of computer assisted learning, 40(5), 2049-2064. https://doi.org/10.1111/jcal.13009

Ningsih, N. S., & Rahman, F. (2023). Exploring the unique morphological and syntactic features of Singlish (Singapore English). Journal of English in Academic and Professional Communication, 9(2), 72-80. https://doi.org/10.25047/jeapco.v9i2.3933

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Steiss, J., Tate, T., Graham, S., Cruz, J., Hebert, M., Wang, J., Moon, Y., Tseng, W., Warschauer, M., & Olson, C. B. (2024). Comparing the quality of human and ChatGPT feedback of students’ writing. Learning and Instruction, 91, 101894. https://doi.org/10.1016/j.learninstruc.2024.101894

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Tiwari, H. P. (2024). Artificial intelligence in the classroom: Revolutionizing English language teaching. Journal of English Teaching and Linguistics Studies (JET Li), 6(1), 42-59. https://doi.org/10.55215/jetli.v6i1.9757

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Yankouskaya, A., Liebherr, M., & Ali, R. (2025). Can ChatGPT be addictive? A call to examine the shift from support to dependence in AI conversational large language models. Human-Centric Intelligent Systems, 1-13. https://doi.org/10.1007/s44230-025-00090-w

Zhang, Z. V. (2025). Digital literacy in the age of artificial intelligence: exploring student engagement with automated writing evaluation (awe) feedback. Práxis Educacional, 21(52), e17102-e17102.

Zhao, J. (2025). Advancing english language education: A mixed-methods analysis of AI-driven tools' impact on engagement, personalization, and learning outcomes. Education and Information Technologies, 1-41. https://doi.org/10.1007/s10639-025-13560-2

Tathahira Tathahira , IAIN Takengon

This study investigates the syntactic features of prompts formulated by English Education students at Syiah Kuala University when interacting with ChatGPT for academic purposes. Specifically, it examines sentence length, sentence form (imperative or interrogative), and grammatical accuracy in prompts related to the <em data-start="402" data-end="425">Morphology and Syntax</em> course. Using a qualitative descriptive approach, data were collected from three students in semester six or above, each submitting five naturally composed prompts. The findings reveal a dominance of imperative sentences, with varying degrees of sentence length and grammatical correctness. While most prompts were structurally sound, occasional errors—particularly in complex constructions—highlighted syntactic challenges. The study provides insight into students’ linguistic competence in AI-assisted learning environments and emphasizes the need for further syntactic awareness in prompt engineering. These results contribute to growing discussions on digital literacy and the pedagogical implications of using generative AI in higher education.