Improving the Speaking Skills of Second Semester Students at UNUGHA Cilacap Using AI Integrated Group Work in Short Dialogues Video

Abstract

This study explores the effectiveness of integrating Artificial Intelligence (AI) into group work activities to enhance the speaking skills of second-semester students at UNUGHA Cilacap. The primary purpose is to examine how AI-supported collaborative tasks, particularly through the production of short dialogue videos, can improve learners’ oral communication in English. Employing a qualitative research design with an Interpretative Phenomenological Analysis (IPA) approach, this study delves into students' lived experiences and perceptions of using AI tools during group projects. Data were gathered through participatory classroom observations, semi-structured interviews with students, and content analysis of student-produced video dialogues. The findings reveal that group-based video production fosters higher levels of student engagement, peer collaboration, and motivation. Furthermore, AI tools such as speech recognition, pronunciation analyzers, and language feedback systems significantly contribute to improvements in pronunciation accuracy, fluency, and real-time corrective feedback. These technological supports were found to reduce speaking anxiety and increase learners’ self-confidence. Overall, the integration of AI in cooperative learning tasks demonstrates strong pedagogical value for enhancing speaking proficiency, offering insights into innovative approaches for English language instruction in higher education.