AN ANALYSIS OF CHAT GPT’S PROBLEMATIC ON STUDENTS WRITING ABILITY

This research explores the disruptive of ChatGPT on students' writing ability by analyzing cognitive, technical, and social dimensions. Utilizing a qualitative method with document analysis and semi-structured questionnaires, the study involved 20 undergraduate English students at a private university in Acch. The findings reveal that ChatGPT significantly altered students' writing practices. Cognitively, students often rely on ChatGPT to generate ideas and structure thoughts, resulting in reduced critical thinking engagement. Technically, ChatGPT increased writing efficiency but created overdependence, limiting students' mastery of grammar and mechanics. Socially, the technology exacerbated digital inequality and diminished collaborative writing activities. GPTZero analysis showed various levels of AI involvement from completely manual to fully generated texts demonstrating the spectrum of dependency. The highest-quality texts were often AI-produced, raising concerns about originality and authenticity. While ChatGPT supports the writing process, excessive use leads to cognitive disengagement and a decline in students' independent writing skills. This study contributes to a better understanding of Al's double-edged influence in education and urges the development of pedagogical frameworks that integrate technology responsibly without undermining core academic competencies.