Abstrak
ABSTRACT FEBI GINA AULIA, Reg.Num. 22 301 040 13 entitled: "STUDENTS" REASONS FOR USING CHATGPT IN PREPARING LESSON PLANS IN MICROTEACHING CLASS", English Teaching Department, Faculty of Tarbiyah and Teacher Training. State Islamic University (UIN) Mahmud Yunus Batusangkar 2026. The phenomenon observed in the Microteaching class shows that almost all students (44 out of 45 students, or 97.8%) used ChatGPT when preparing their lesson plans, while only one student (2.2%) neither took the Microteaching course nor used ChatGPT. This situation raises questions about the underlying reasons for students' reliance on ChatGPT in instructional planning. Therefore, the purpose of this study is to describe students' reasons for using ChatGPT in preparing lesson plans in the Microteaching class. This study employed a qualitative descriptive research design. The participants were selected purposively from sixth-semester students who had taken the Microteaching course and used ChatGPT in lesson plan preparation. Data were collected through semi-structured interviews. The data were analyzed using the interactive model of Miles and Huberman (1994), as elaborated and updated in later editions by Miles, Huberman, and Saldana (2014), which includes data reduction, data display, and conclusion drawing and verification data. The findings reveal five main reasons for using ChatGPT: to be efficient, to save time, to generate teaching ideas, to be easy to use, and to be helpful in organizing lesson plan structure. Students perceive ChatGPT as a supportive tool that enhances lesson plan organization and teaching readiness rather than replacing their pedagogical reasoning. These findings highlight the emerging role of generative Al as a facilitative support system in teacher education contexts. Keyword: ChatGPT, Lesson Plan, Microteaching