A Study on the Use of Google Translation: Text-to-Speech Application Used by the Students of English Study Program of Nusa Cendana University in Practicing English Pronunciation

Mersi Serliani Nomeni

doi:10.20961/c5sj9a45

Authors

Mersi Serliani Nomeni University of Nusa Cendana Author

DOI:

https://doi.org/10.20961/c5sj9a45

Keywords:

Perception, Google Translation, Text-to-Speech, Speaking, and Pronunciation

Abstract

This study analyzed second-semester English students’ perceptions at Nusa Cendana University’s English Study Program toward using Google Translation Text-to-Speech (TTS) feature for practicing English pronunciation, along with associated challenges. Employing a descriptive qualitative design, it involved 20 randomly selected participants using questionnaires with Likert scales and open-ended questions, plus semi-structured interviews with five respondents. Findings reveal predominantly positive perceptions: 85% agreed Text-to-Speech improves pronunciation skills and accents, 85% noted boosted confidence, and 85% recommended it as a flexible, anytime-accessible tool. However, 45% were neutral and 20% disagreed on its superiority over other methods, citing preferences for human interaction due to Text-to-Speech less natural sound. Key challenges included unnatural intonation (monotonous/robotic), limited accent options (mainly American English), and occasional inaccuracies in pronunciation, especially for complex words or long texts. Students addressed these by using supplementary resources like YouTube, native speaker videos, Grammarly, or apps such as ELSA Speak. The study concludes Text-to-Speech serves as an effective self-directed aid for pronunciation practice when combined with interactive human methods for optimal naturalness and accuracy. The study also highlights technology’s role in English for Languange (EFL) learning.

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