Proposed Pedagogical Framework for Positioning Generative AI as a Thinking Companion in Recount Writing
Abstract
Generative artificial intelligence (GenAI) can provide feedback, questions for reflection, and language support in writing instruction. However, without clear guidance, students may delegate idea generation, drafting, and revision to the technology. This study identifies local needs in Grade IX recount-writing instruction and proposes a preliminary framework for positioning GenAI as a thinking companion. It draws on content analysis of the Grade IX Indonesian Language Student’s Book and Teacher’s Book, a semi-structured interview with one Indonesian language teacher, and descriptive analysis of six selected questionnaire items answered by 56 students. The materials examined provide model texts and initial writing activities but lack systematic revision guidance and recount-specific criteria in the final assessment rubric. Student responses indicate reported use of AI as a thinking companion, reported submission of assignments containing content partly or entirely copied from GenAI, and an expectation for appropriately integrated teaching materials. Considered alongside relevant literature, these findings inform six proposed principles: student ownership of ideas, independent work before AI use, limited AI assistance, guided prompts, critical evaluation of AI output, and transparency about AI use. The framework has not undergone expert validation or classroom testing. It should therefore be regarded as a context-specific design proposal, not an established guideline or evidence of instructional effectiveness.
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