Abstrak
DASRIL ROMADHANI, No. Reg 2030104013, title of thesis STUDENTS’ PERCEPTION ON USING CHATGPT TO MAKE LESSON PLAN IN MICRO TEACHING COURSE. English Teaching Deparment, Faculty Of Tarbiyah And Teacher Training Stage Islamic University (UIN) Mahmud Yunus Batusangkar. This research originated from the phenomenon of diverse perceptions of students majoring English Teaching Department on the use of ChatGPT which was used to assist in making lesson plans or teaching modules in micro teaching classes. Seeing this phenomenon, a problem was found in this study, namely that the various perceptions of students who have used ChatGPT to make lesson plan in micro teaching classes of English Teaching Deparment semester VI UIN Mahmud Yunus Batusangkar Academic Year 2022/2023 have not been revealed. The purpose of this study is to describe the perceptions of students who have used ChatGPT in helping to make lesson plans. This research uses a descriptive qualitative approach with a case study type of research. The informants of this research are students majoring in English Teaching Deparment who have completed the micro teaching course in the 2022/2023 academic year, totaling 6 people who have been determined by the research serves as the main instrument in data collection and is assisted by supporting instruments in the form of interview guidlines. Meanwhile, to test the validity of the data, researcher conducted time triangulation of data by comparing the first interview with the second interview. Futhermore, to analyze the data, researcher used Sugiyono (2013) theory by reducing data, presenting data, and verifying data and making conclusion. The result of this research showed that there are several students perception on using ChatGPT to make lesson plan in micro teaching course. These perceptions are: Positive Perceptions, namely: a) Very helpful in creating lesson plans. b) Easy to use. c) More efective than Google. d) Saving time. e) Creative and innovative. Negative Perception, namely: a) Addiction to using ChatGPT. b) No existance of sources. c) The answers are not always correct. d) ChatGPT cannot generate images, audio, and video. e) If there are network contraints, the answers provided by ChatGPT may not be appropriate. f) ChatGPT does not fully understand the national curriculum.