Wayan Sugianti. (2026). The Use of Gemini AI in Improving Students’ Writing Descriptive Texts in Grade 11 Students at SMAN 6 Palopo. Thesis. English Language Education Study Program, Faculty of Teacher Training and Education, Cokroaminoto Palopo University. (Supervised by Rahmawati Upa’ and Andi Mangnguntungi S).
This study examines the integration of Gemini AI as a digital writing partner in improving students' writing descriptive text and explores their perceptions of its implementation. An explanatory sequential mixed-methods design was applied in this study to eleventh-grade students at SMAN 6 Palopo. In the quantitative phase, data were collected through a quasi-experiment using writing tests (pre-test and post-test), Wilcoxon Signed-Rank Test was used. This non-parametric analysis revealed a highly significant increase from pre-test to post-test scores (Z = -2.850b, p = .004), with 12 students showing score improvements and zero students declining. This proves that Gemini AI acts as an effective digital partner, as well as a Likert-scale perception questionnaire to measure students' responses to Gemini AI feedback, and qualitative data were obtained through interviews. In the qualitative phase, semi-structured interviews were conducted to deepen the data from the questionnaire results. Qualitative findings indicated very positive student perceptions regarding the usability, linguistic functions, and affective benefits of Gemini AI. Students highly appreciated the real-time corrections, bold marking, and clear grammar explanations, which successfully reduced writing anxiety and increased confidence. However, the high concentration of moderate responses also highlighted challenges related to the risk of student dependency and passive copy pasting. Based on the explanation above, the researcher concludes that quantitatively, Gemini AI integration significantly improves SMAN 6 Palopo students’ descriptive writing. Qualitatively, successfully boosts confidence and reduces writing anxiety, but also poses an over-reliance risk (copy-pasting), thus requiring structured teacher supervision.