THE RELATIONSHIP BETWEEN THE USE OF GEMINI AI AND ENGLISH SPEAKING SKILLS AMONG TENTH GRADERS AT WAHAS MADURAN HIGH SCHOOL

Authors

  • Devy Thufaelatul Azmiyah

    Universitas Islam Darul 'Ulum Lamongan
    Author

  • Daniar Sofeny

    Universitas Islam Darul 'Ulum Lamongan
    Author

  • Buyun Khulel

    Universitas Islam Darul 'Ulum Lamongan
    Author
DOI:
https://doi.org/10.2238/w8025e52
Keywords:
The Use of Gemini AI, English Speaking Skills, Correlation, English Language Learning, EFL
Abstract
This study was aimed to examine the relationship between the use of Gemini AI and English speaking skills among tenth graders at Wahas Maduran High School, Lamongan, and to describe how Gemini AI was used in English learning activities. This study was motivated by the limited opportunities for students to practice English speaking outside the classroom, while some students had independently used Gemini AI for speaking practice, although its use had not yet been systematically integrated into instruction. This study employed a quantitative correlational design involving 30 students of class X-3 as both the population and sample. Data were collected through a Gemini AI usage questionnaire consisting of 15 statements across four indicators (frequency of use, duration of use, interaction, and feedback utilization) and a speaking test assessing pronunciation, fluency, and grammar. Data were analyzed using Jamovi 2.6.44 through validity, reliability, normality, and Pearson Product-Moment correlation tests. The results showed that all questionnaire items were valid (item-rest correlation coefficients ranging from 0.339 to 0.743) and reliable (Cronbach's Alpha = 0.823). The normality test indicated that both variables were normally distributed (p > 0.05). The Pearson correlation analysis revealed a statistically significant positive relationship between the use of Gemini AI and English speaking skills (r = 0.409, p = 0.025), leading to the rejection of H₀ and the acceptance of H₁. Descriptive findings further showed that students reported a relatively high level of the use of Gemini AI (M = 59.07, SD = 7.808) and a satisfactory level of English speaking skills (M = 77.67, SD = 3.099). This study concluded that the use of Gemini AI was significantly related to students' English speaking skills, although this relationship did not indicate causation. These findings are expected to serve as a reference for teachers, students, and schools in wisely integrating AI technology into English language learning, without replacing the teacher's role as the primary facilitator.
Downloads
Download data is not yet available.
References

Alenezi, A., & Alenezi, A. (2025). the Use of Artificial Intelligence in English Learning: Teachers’ and Students’ Perceptions. Information Technologies and Learning Tools, 108(4), 37j–52. https://doi.org/10.33407/itlt.v108i4.6127

Alnasib, B. N. M., & Alharbi, N. S. (2024). Challenges and Motivation: Assessing Gemini‘s Impact on Undergraduate EFL Students in Classroom Settings. World Journal of English Language, 14(5), 501–514. https://doi.org/10.5430/wjel.v14n5p501

Arif Rachman, L. (2025). The Use of Gemini AI in Teaching Speaking “Gemini AI as a Speaking Coach: Transforming EFL Speaking Practice.” Eltlt, 14, 277–289. https://proceeding.unnes.ac.id/eltlt

Crompton, H., Edmett, A., Ichaporia, N., & Burke, D. (2024). AI and English language teaching: Affordances and challenges. British Journal of Educational Technology,55(6), 2503–2529. https://doi.org/10.1111/bjet.13460

Hardacre, B., & Güvendir, E. (2018). Cognitive Perspectives in Teaching Speaking. The TESOL Encyclopedia of English Language Teaching , 1983, 1 –7. https://doi.org/10.1002/9781118784235.eelt0232

Imran, M., & Almusharraf, N. (2024). Google Gemini as a next generation AI educational tool: a review of emerging educational technology. Smart Learning Environments, 11. https://doi.org/10.1186/s40561-024-00310-z

Kamalov, F., Santandreu Calonge, D., & Gurrib, I. (2023). New Era of Artificial Intelligence in Education: Towards a Sustainable Multifaceted Revolution. Sustainability (Switzerland), 15(16), 1–27. https://doi.org/10.3390/su151612451

Karim, S. A., & Polim, H. (2026). TASK-BASED LEARNING REIMAGINED : HOW GEMINI AI ENHANCES EFL STUDENTS ’ SPEAKING FLUENCY IN SELF - DIRECTED LEARNING. 14(2), 595–611.

Lo, C. K., Yu, P. L. H., Xu, S., Ng, D. T. K., & Jong, M. S. yung. (2024). Exploring the application of ChatGPT in ESL/EFL education and related research issues: a systematic review of empirical studies. Smart Learning Environments, 11(1). https://doi.org/10.1186/s40561-024-00342-5

Marpaung, S. (2024). Boosting High School Students’ Speaking Proficiency with Gemini AI. English Journal Antartika, 2(1), 8–15. https://doi.org/10.70052/eja.v2i1.543

Nguyen, P. D. A. (2024). Gemini Google: a Potential Tool for English Learning. Thu Dau Mot University Journal of Science , 6(3), 386 –396. https://doi.org/10.37550/tdmu.ejs/2024.03.586

Pellas, N. (2025). AI Chatbots in Philology: A User Experience Case Study of Conversational Interfaces for Content Creation and Instruction. Multimodal Technologies and Interaction, 9(7). https://doi.org/10.3390/mti9070065

Permatasari, I., & Andriyanti, E. (2021). DEVELOPING STUDENTS’ INTERCULTURAL COMMUNICATIVE COMPETENCE THROUGH CULTURAL TEXT-BASED TEACHING. Indonesian Journal of Applied Linguistics. https://doi.org/10.17509/ijal.v11i1.34611

Rahmawati, E., Herlina, H., & Lustyantie, N. (2025). Unleashing English-speaking proficiency: The role of academic environment, technology, and linguistic adaptability evidence from Indonesia. Social Sciences and Humanities Open , 12(February). https://doi.org/10.1016/j.ssaho.2025.101821

Ramadhan, M. F., Siroj, R. A., & Afgani, M. W. (2024). Validitas and Reliabilitas. Journal on Education, 6(2), 10967–10975. https://doi.org/10.31004/joe.v6i2.4885

Sianturi, R. (2025). Test Normality As a Condition of Hypothesis Testing. Jurnal Pembelajaran Dan Matematika Sigma (Jpms), 11(1), 1–14.

Supriyadi, E., Pahmi, S., & Bandung, U. T. (2024). Exploring the Potential of AI Tools in Education : A Thematic Analysis of Exploring the Potential of AI Tools in Education : A Thematic Analysis of Gemini . ai Introduction Artificial intelligence ( AI ) platforms such as Gemini . ai are utilized in highe. 15, 915–923.

Taye, T., Teshome, G., & Author, C. (2025). The Practices and Challenges Associated With Speaking Skills Among Undergraduate Students. JOURNAL OF SOCIAL AND Journal of Social and Educational Research, 2025(1), 43. http://creativecommons.org/licenses/by-nc-sa/4.0/%0Ahttps://www.journalser.com

Wei, L. (2023). Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology, 14(November), 1–14. https://doi.org/10.3389/fpsyg.2023.1261955

Wu, D., Zhang, S., Ma, Z., Yue, X. G., & Dong, R. K. (2024). Unlocking Potential: Key Factors Shaping Undergraduate Self-Directed Learning in AI-Enhanced Educational Environments. Systems, 12(9). https://doi.org/10.3390/systems12090332

Cover Image
Downloads
Published
2026-08-22
Issue
Vol. 18 No. 9 (2026): Sindoro: Cendikia Pendidikan, ISSN 3025-6488
Section
Articles

How to Cite

THE RELATIONSHIP BETWEEN THE USE OF GEMINI AI AND ENGLISH SPEAKING SKILLS AMONG TENTH GRADERS AT WAHAS MADURAN HIGH SCHOOL. (2026). Sindoro: Cendikia Pendidikan, 18(9). https://doi.org/10.2238/w8025e52

Similar Articles

41-50 of 260

You may also start an advanced similarity search for this article.