Exploring The Use Of Chat Gpt To Support English Pre-Service Teachers In Designing Lesson Plans

Nasution, Ahmad Badri (2026) Exploring The Use Of Chat Gpt To Support English Pre-Service Teachers In Designing Lesson Plans. Undergraduate Thesis thesis, UIN. K. H. Abdurrahman Wahid Pekalongan.

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Abstract

The increasing use of artificial intelligence in education has created new opportunities for English pre-service teachers to support lesson planning, yet little is known about how ChatGPT is utilized during this process and the challenges encountered by its users. This study aimed to explore how English pre-service teachers use ChatGPT in designing lesson plans and to identify the challenges they experience during the lesson-planning process. This study employed a qualitative research design involving four English pre-service teachers from the English Education Department of UIN K.H. Abdurrahman Wahid Pekalongan who had completed their teaching practicum and had experience using ChatGPT in lesson planning; data were collected through semi-structured interviews and documentation and analyzed using thematic analysis. The findings revealed that ChatGPT was utilized to support several stages of lesson planning, including setting lesson aims, identifying students' needs, selecting instructional procedures and materials, anticipating classroom problems, and determining success indicators. The participants primarily used ChatGPT as a source of ideas and initial references while continuing to evaluate, revise, and adapt the generated outputs according to curriculum requirements, students' needs, and classroom contexts. The study also identified three major challenges: the need to revise and adapt AI-generated outputs, the contextual and pedagogical limitations of ChatGPT, and the potential risk of overreliance on AI during lesson planning. These findings suggest that ChatGPT can effectively support lesson planning when it is used critically as a complementary pedagogical tool rather than a substitute for teachers' professional judgement. Therefore, teacher education programs should encourage the responsible and reflective integration of artificial intelligence to strengthen pre-service teachers' lesson-planning practices.

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