THE EFFECTIVENESS OF AI ASSESTED READING TEXT FOR READING ALOUD TECHNIQUE FOR STUDENTS' READING SKILLS

Regita Laely Nur Fitria

Abstract


ABSTRACT
Reading is an important skill for students, but many students still need to gain basic reading skills such as pronouncing the English language, fluency, and comprehension. The artificial intelligence reading-aloud technique is one of the techniques that can provide an interactive reading experience and help students improve their reading skills. This study aims to know the effectiveness of artificial intelligence reading-aloud techniques on students’ reading skills at SMP Negeri 1 Tutur. The researcher selected 34 participants from the first-grade students, with 16 males and 18 females, ages 13-14. The researcher used a quasi-experimental design to conduct this study. The research design used was a one-group pretest and posttest design. One group pretest and posttest design is a type of quasi-experimental design where there is only one research group measured before and after treatment, which is not chosen randomly and is not carried out to test the stability and clarity of the group's condition before being given treatment. The one-group pretest and posttest research design was measured using a pretest before treatment and a posttest after being given treatment for each learning series. Furthermore, the researcher used a one-group pretest-posttest design, which collected quantitative data from the pretest and post-test in one group without a control class.
The research procedure involved taking students’ scores from the pretest and posttest. To analyze the data, the researcher used SPSS version 22. The findings showed a substantial difference in students’ reading pronunciation and fluency achievement. Using a pair sample t-test, the researcher found that the significant 2-tailed score was .000, which is < 0.05, so it can be concluded that there is a significant difference between the pretest and post-test results. It improves the students’ reading skills after AI reading aloud
was given; it was supported by significantly different results of the pretest and posttest. Students actively pronounce words loudly; this improves their ability.


Keywords: Effectiveness, Artificial intelligence, Reading aloud, Reading skill


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