EXPLORING THE EFFECT OF GOOGLE ASSISTANT INTERACTIVE STORY FEATURE ON STUDENTS’ PRONUNCIATION AT THE TENTH GRADE OF SMAN 01 MUNCAR IN 2022/2023 ACADEMIC YEAR

Riska, HK (2023) EXPLORING THE EFFECT OF GOOGLE ASSISTANT INTERACTIVE STORY FEATURE ON STUDENTS’ PRONUNCIATION AT THE TENTH GRADE OF SMAN 01 MUNCAR IN 2022/2023 ACADEMIC YEAR. Undergraduate thesis, State Islamic University of Kiai Haji Achmad Siddiq Jember.

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Abstract

Google Assistant functions as an Artificial Intelligence has been assisting the society to operate their phones or digging information. Not only functions as mentioned, Google Assistant has several features includes interactive story. It provides animations, audio and voice detector as interactive tools to practice speaking English especially in pronunciation.Previous research primarily relied on the usage of Artificial Intelligence which used voice detector and turned out to have a good impact for society in educational environment. However, those Artificial Intelligences were less interactive to make the students speak. This research came with a an Artificial Intelligence called Google Assistant and one of the features, “Twisted Hansel and Gretel” which is more interactive.
This research came with a question: do the students taught by using Google Assistant Interactive Story Feature have better pronunciation than the students taught by non-Google Assistant Interactive Story Feature. It was leading this research to an objective: to measure the effectiveness of teaching media using Google Assistant Interactive Story Feature in students’ pronunciation.
This research is a quasi-experimental research included two classes: control class who were taught by using non-Google Assistant Interactive Story Feature and experimental class who were taught by using Google Assistant Interactive Story Feature. This research was using pre-test and post-test as data collection method. The data analysis techniques were test of validity, test of reliability, test of normality, test of homogeneity and T-test.
This research came with result that both of the classes were in the same level of pronunciation skill (homogeneous) before treatment. After treatment, experimental class turned out to have better pronunciation than the control class. It would be way better if the treatment took longer time so it could carry out bigger scale. Emerging a new model in teaching and learning is necessary as to adjust the students’ interest which leads to make better improvement in English speaking skill includes pronunciation ability.

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