The Implementation of AI Text-to-Speech to Improve Beginning Reading Skills among Grade 2B Students at SD Al Qur’an Roudlotut Tholibin
Abstract
This study aims to examine the implementation and effects of Artificial Intelligence Text-to-Speech (AI TTS) technology on the beginning reading abilities of Grade 2B students at SD Al Qur’an Roudlotut Tholibin. This technology can support beginning readers in establishing the relationship between letters, words, and sounds while enhancing interactive and independent learning. The study was conducted at SD Al Qur’an Roudlotut Tholibin over approximately 15 days and involved 15 Grade 2B students (6 boys and 9 girls), the classroom teacher, and the school principal. Data were collected through observation, interviews, beginning-reading tests, and documentation. The data were analyzed qualitatively through data reduction, data presentation, and conclusion verification, supported by source and technique triangulation. The findings indicate that the implementation of AI TTS was effective and systematically organized, progressing from letters and syllables to words and simple sentences. Teacher guidance was provided throughout the learning process to ensure accurate pronunciation, appropriate intonation, and reading comprehension. The assessment results showed that 2 students were categorized as less fluent, 4 as moderately fluent, 7 as fluent, and 2 as highly fluent readers. Most students demonstrated good reading abilities, while those who initially experienced difficulties showed gradual improvement throughout the learning process. The use of AI TTS contributed to improvements in reading fluency, pronunciation accuracy, reading comprehension, and students’ learning interest.
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