Eka Yulianti Fajlin 

Mahasiswa Magister Pendidikan Bahasa Inggris Universitas Negeri Semarang 

Artificial Intelligence (AI) is no longer a novelty in education. Its use in the classroom is inevitable, and ignoring it is no longer an option. However, as educators, our responsibility is not only to use AI but also to teach students how to use it effectively, meaningfully, and ethically.

AI should function as a tool that supports learning, not as a shortcut that weakens students’ thinking processes. In language education, especially in English learning, AI holds potential to enhance students’ writing skills when it is used with clear pedagogical intentions.

One common fear among teachers is that AI will do students’ assignments or tasks. This fear is understandable if AI is used merely to generate finished texts. However, AI does not have to function as an answer machine.

When positioned as a mediator, AI becomes part of the learning process.
In AI-Mediated Learning, students interact with AI to test ideas, visualize concepts, receive feedback, and revise their tasks. The teacher remains central as a designer of learning tasks, a facilitator in discussion, and an ethical guide. So, AI supports learning, but it does not replace human judgment or teacher authority.

It aligns with connectivism theory, where knowledge is constructed through interaction with tools, peers, and information networks. Writing, in this sense, is not a solitary activity but an iterative process involving drafting, feedback, and revision.

In English learning, AI can be applied to teach various materials, including procedures text. Procedure texts are a fundamental genre in secondary English classrooms. Students are expected to explain how something is done, for instance, how to cook a dish, operate a device, or complete a task, using clear goals, materials, and logically ordered steps. Despite their apparent simplicity, procedure texts require precise language, logical sequencing, and audience awareness.

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One particularly powerful aspect of AI integration in procedure text writing is in prompt construction for visual generation. Writing prompts for AI-generated images requires students to translate written instructions into highly explicit and structured language. Unlike conventional drafting, prompt writing forces students to consider how each word shapes interpretation. Ambiguous verbs, missing details, or unclear sequencing often result in inaccurate visuals, prompting immediate revision. It can be implemented through Project-Based Learning (PjBL).  

Students can be asked to write a procedure text about making a healthy food, using certain tools, or on other topics. After drafting the text manually, students are asked to use a generative AI tool, such as Gemini or ChatGPT, to create visual representations for each step of their procedure.

For example, students write a procedure text on how to make a fruit salad. Then, the students write prompts describing each step and ask the AI to generate corresponding images. If the visuals do not match the intended steps, the students revise the prompt.

In this process, AI-generated visuals act as formative feedback, not final products. When students notice that a generated image does not reflect the intended procedural step, they are encouraged to revise their prompts or their original procedure text. This iterative cycle, writing, prompting, visualizing, and revising, strengthens procedural logic, linguistic precision, and audience awareness.

Through this activity, writing becomes meaningful because students directly see how language influences interpretation. AI does not provide procedure text but helps students create visual steps. Therefore, this activity can improve students' writing skills by prompting. 

When used through this activity, AI supports learning goals. First, students can develop a clearer procedural logic for the text through visualization. Second, students engage in iterative revision as they construct the prompt. Writing is no longer a one-time task, but a cycle of drafting, revising, and proofreading. Third, students develop multimodal literacy. In today's digital learning, communication often combines text and visuals. AI-powered visualizations help students understand how meaning is constructed across different modes. Finally, students practice critical evaluation. They learn that AI output is not always accurate and must be critically assessed. It reduces blind trust in technology and fosters independent thinking.

It's important to remember that AI-mediated learning does not reduce the role of the teacher. Teachers guide students in writing effectively and evaluating AI-generated visuals. Teachers also provide feedback to the students, including giving guidance in using AI such as comments on appropriateness, audience awareness, and ethical considerations. Students must understand that AI is a learning tool, not a substitute for effort. Clear classroom guidelines for the responsible use of AI help maintain academic integrity and prevent overreliance.

Despite its pedagogical potential, AI also has limitations. If used without clear instructional guidance, AI can easily shift from a learning mediator to a cognitive shortcut. Students may rely too heavily on AI-generated feedback or visuals without engaging in meaningful reflection on their own writing.

Another challenge lies in accuracy and representation. AI-generated visuals or explanations may contain inaccuracies or simplifications that can mislead students, especially when they lack sufficient background knowledge to evaluate them critically. Furthermore, differences in students' digital literacy and access to technology can create uneven learning experiences in the classroom. In some regions where access to digital devices and reliable internet remains limited, AI cannot yet fully support classroom learning.

These limitations do not mean that AI should be avoided. It emphasized a more important point that AI cannot self-manage learning. Without teacher mediation, AI risks reinforcing surface-level engagement rather than deep learning. Therefore, the effectiveness of AI in teaching writing depends on how teachers design assignments, structure reflections, and frame the use of AI within clear pedagogical goals.