STUDENTS' PERCEPTION ON USING GOOGLE TRANSLATE TEXT TO SPEECH IN LEARNING PRONUNCIATION SKILL FOR ELEVENTH-GRADE STUDENTS AT SMKN 3 JEMBER

Rizqi, Andini (2025) STUDENTS' PERCEPTION ON USING GOOGLE TRANSLATE TEXT TO SPEECH IN LEARNING PRONUNCIATION SKILL FOR ELEVENTH-GRADE STUDENTS AT SMKN 3 JEMBER. Undergraduate thesis, UIN Kiai Haji Achmad Siddiq Jember.

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Abstract

Keyword: Students’ Perception, Google Translate Text to Speech, Strategy on
Using Google Translate Text to Speech.
Learning English presents several challenges, one of them is mastering
pronunciation skill. For overcoming the challenges, the technology such as
Google Translate Text to Speech used as a learning tools. This research focused on
how the students’ perception on using Text to Speech feature from Google
Translate for learning English pronunciation skill at eleventh grade students of
SMKN 3 Jember.
The research focuses of this research are: 1) How is the students’
perception on using Google Translate Text to Speech in learning pronunciation
skill? 2) What are the strategies that students apply in using Google Translate Text
to Speech in learning pronunciation?
The research objectives of this research are: 1) To explore students’
perception on using Google Translate Text to Speech in learning pronunciation 2)
To analyze the students' strategies on using Google Translate Text to Speech in
learning pronunciation.
This research applied a mixed-method approach with an explanatory
sequential design. The data were collected through close ended questionnaire and
semi structure interview to get the detail information. The data were analyzed
using a Likert scale for quantitative data and thematic analysis for qualitative data.
This research revealed that students generally had positive perceptions
toward the use of Google Translate Text to Speech because it is accessible,
practical, and helps improve their confidence in pronouncing English words.
However, some students reported obstacles such as internet dependency and
occasional inaccuracies in pronunciation. The strategies used by students included
listening, imitating, and repeating the audio multiple times. With consistent use,
students felt more confident in speaking English.

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