EFFECTS OF STRUCTURED DEEPSEEK-ASSISTED LEARNING ON HIGH SCHOOL STUDENTS’ READING COMPREHENSION

Abstract

This study investigates the effectiveness of Structured AI-Assisted Learning using DeepSeek in enhancing high school students’ English reading comprehension. It specifically examines whether integrating artificial intelligence within a systematically guided learning framework can produce meaningful improvements in students’ ability to comprehend English narrative texts. A quantitative approach with a quasi-experimental design was employed. The participants were tenth-grade students from a senior high school in Cirebon, West Java. The experimental group consisted of 31 students, while the control group included 35 students. Students in the experimental group received reading instruction through Structured AI-Assisted Learning using DeepSeek, whereas those in the control group were taught using conventional reading instruction. Data were collected using a reading comprehension test comprising 20 multiple-choice items based on narrative texts. Both groups completed pre-tests and post-tests, and the resulting data were statistically analyzed using SPSS version 29 to determine differences in students’ reading comprehension performance. The results revealed a statistically significant improvement in reading comprehension among students exposed to Structured AI-Assisted Learning using DeepSeek. Among the assessed reading indicators, the most substantial improvement occurred in students’ comprehension of text content. These findings demonstrate that AI integration can contribute positively to reading comprehension when incorporated through structured instructional procedures. The study further emphasizes the importance of teacher-guided and pedagogically structured AI use to promote active student engagement while minimizing passive reliance on AI-generated responses during English reading activities.