Peningkatan Keterampilan Wawancara Kontekstual Melalui Interaksi Siswa Dan Google Gemini Di SMP Negeri 1 Tlanakan

Habiburrahman Habiburrahman; Rofi’ati Nur Diana  Islam; Nadia Fitri; Halilatur Rohemah

doi:10.69693/ijim.v4i2.876

Authors

Habiburrahman Habiburrahman Universitas Madura
Rofi’ati Nur Diana Islam Universitas Madura
Nadia Fitri Universitas Madura
Halilatur Rohemah Universitas Madura

DOI:

https://doi.org/10.69693/ijim.v4i2.876

Keywords:

Artificial Intelligence, Google Gemini,, Wawancara,, Pembelajran Kontekstual,, SMP Negeri 1 Tlanakan

Abstract

Penelitian ini bertujuan untuk mendeskripsikan secara komprehensif dan mendalam mengenai pemanfaatan Artificial Intelligence (AI), secara spesifik menggunakan platform Google Gemini, sebagai instrumen pewawancara simulatif guna melatih dan meningkatkan keterampilan berbicara pada siswa SMP kelas 9. Mengadopsi pendekatan kualitatif deskriptif, studi ini melibatkan 30 siswa dan satu guru mata pelajaran Bahasa Indonesia di SMP Negeri 1 Tlanakan. Pengumpulan data dilakukan melalui instrumen yang holistik, mencakup pre-test kognitif, observasi terstruktur terhadap delapan indikator kinerja berbicara, angket persepsi siswa (terbuka dan tertutup), serta wawancara mendalam dengan pendidik untuk memetakan realitas sosiologis kelas. Hasil analisis data menunjukkan integrasi Google Gemini secara signifikan mampu mereduksi speaking anxiety atau rasa gugup siswa, sekaligus mengakselerasi minat dan motivasi belajar melalui interaksi mesin dengan manusia yang tidak menghakimi. Penggunaan tema kontekstual lokal, yakni isu kebersihan Pantai Desa Branta Pesisir, terbukti relevan dalam mendekatkan materi pembelajaran dengan realitas kehidupan siswa yang didominasi oleh latar belakang keluarga nelayan dan pekerja pasar. Simpulan dari riset ini menegaskan bahwa penggunaan AI berdampak krusial terhadap dinamika kelas. AI tidak sekadar berfungsi sebagai alat bantu teknis, melainkan bertindak sebagai katalisator yang berhasil "membangunkan" siswa dari demotivasi, memfasilitasi tutor sebaya dalam kelompok heterogen, dan memberikan solusi taktis atas keterbatasan fasilitas fisik sekolah akibat isu keamanan. Inovasi ini meredefinisi paradigma pembelajaran Bahasa Indonesia menjadi lebih partisipatif, interaktif, dan berpusat pada siswa.

Downloads

Download data is not yet available.

References

Aleksius, M. (2021). Repair Practice in the Classroom Conversations of Indonesian EFL Students. Journal of Language and Education, 7(2), 10–24. https://doi.org/10.17323/jle.2021.11486

Aliyyah, R. R., Rasmitadila, Gunadi, G., Sutisnawati, A., & Febriantina, S. (2023). Perceptions of elementary school teachers towards the implementation of the independent curriculum during the COVID-19 pandemic. Journal of Education and E-Learning Research, 10(2), 154–164. https://doi.org/10.20448/jeelr.v10i2.4490

Al-Sofi, B. (2026). The effectiveness of AI-generated feedback in enhancing students’ writing proficiency: A study of Google Gemini. Technology in Language Teaching & Learning, 8, 103403. https://doi.org/10.29140/tltl.2026.103403

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

Bashori, M., van Hout, R., Strik, H., & Cucchiarini, C. (2021). Effects of ASR-based websites on EFL learners’ vocabulary, speaking anxiety, and language enjoyment. System, 99, 102496. https://doi.org/10.1016/j.system.2021.102496

Baskara, F. R. (2025). ChatGPT and Google Gemini in EFL Education: A Qualitative Exploration of Pedagogical Efficacy among Indonesian Sophomores. Journal of Languages and Language Teaching, 13(1), 436. https://doi.org/10.33394/jollt.v13i1.9926

Behforouz, B., Poorghorban, A., & Al Ghaithi, A. (2026). Enhancing Oral Language Skills with Pi AI: A Study on Speaking and Pronunciation Gains. Online Learning, 30(1). https://doi.org/10.24059/olj.v30i1.4928

Creely, E. (2024). Exploring the Role of Generative AI in Enhancing Language Learning: Opportunities and Challenges. International Journal of Changes in Education, 1(3), 158–167. https://doi.org/10.47852/bonviewIJCE42022495

Curelaru, M., & Curelaru, V. (2024). Psychological Distress and Online Academic Difficulties: Development and Validation of Scale to Measure Students’ Mental Health Problems in Online Learning. Behavioral Sciences, 15(1), 26. https://doi.org/10.3390/bs15010026

Đorđević, J. (2025). Rubrics in the Assessment of EAP Speaking Skills Supported by Mobile Assisted Language Learning. ESP Today, 13(1), 91–112. https://doi.org/10.18485/esptoday.2025.13.1.5

Google Gemini. (n.d.). International Journal of Computer and Information System (IJCIS), 6(2), 77–91. https://doi.org/10.29040/ijcis.v6i2.219

Hartati, D., Utami, N. C. M., & Imaningtyas. (2025). Studi literatur: Pengaruh penggunaan artificial intelligence terhadap speaking skill peserta didik SD pada mata pelajaran Bahasa Inggris. Pendas : Jurnal Ilmiah Pendidikan Dasar, 10(2), 212–223.

Huang, X., Han, X., & Dou, A. (2024).. Journal of Hainan Vocational University of Science and Technology. https://doi.org/10.62517/jhve.202416503

Karmina, S., Dyson, B., Watson, P., & Philpot, R. (2021). Teacher Implementation of Cooperative Learning in Indonesia: A Multiple Case Study. Education Sciences, 11(5), 218. https://doi.org/10.3390/educsci11050218

Kawinkoonlasate, P. (2025). A comparative study of Google Gemini and ChatGPT in enhancing English language learning for EFL learners: A case study of the English research writing course. Pedagogical Research, 10(4), em0251. https://doi.org/10.29333/pr/17670

Latifa, S., & Maruf, N. (n.d.). Openai Whisper, Automatic Speech Recognition (ASR) System Speaking Skills, AI-Driven Assessment, Digital Literacy. Journal of English Educators Society.

Masrum bidhiana, F., & Fradana, A. N. (2026). Communicative Language Teaching for Elementary Students Speaking Skill Development. Academia Open, 10(1). https://doi.org/10.21070/acopen.10.2025.12419

Menggo, S., Jem, Y. H., Guna, S., & Beda, R. (2023). Watch and Practice: Effectiveness of Using WhatsApp as a Multimedia Tool in Boosting Speaking Competence during the COVID-19 Pandemic in Indonesia. International Journal of Information and Education Technology, 13(1), 143–150. https://doi.org/10.18178/ijiet.2023.13.1.1789

Mohammed, B. (2025). Parental Supervision and Its Impact on Children’s Screen Time, Behavior, and Health Outcomes in Duhok City, Iraq: A Cross-Sectional Study. Cureus. https://doi.org/10.7759/cureus.79113

Mulyono, H., & Saskia, R. (2021). Affective variables contributing to Indonesian EFL students’ willingness to communicate within face-to-face and digital environments. Cogent Education, 8(1). https://doi.org/10.1080/2331186X.2021.1911282

Noori, A. Q., Samadi, K., Orfan, S. N., & Li, M. (2025). Social and economic factors affecting students’ motivation towards learning English: a case study. Cogent Social Sciences, 11(1). https://doi.org/10.1080/23311886.2025.2491703

Nyimbili, F., & Nyimbili, L. (2024). Types of Purposive Sampling Techniques with Their Examples and Application in Qualitative Research Studies. British Journal of Multidisciplinary and Advanced Studies, 5(1), 90–99. https://doi.org/10.37745/bjmas.2022.0419

Otaniyazova, M. (2025). Integrating ICT And Innovation inForeign Language Teaching: A Methodological Review. American Journal Of Social Sciences And Humanity Research, 5(5), 10–13. https://doi.org/10.37547/ajsshr/Volume05Issue05-03

Penggunaan artificial intelligence dalam pembelajaran bahasa Indonesia. (n.d.). DIKBASTRA: Jurnal Pendidikan Bahasa dan Sastra, 7(1). https://doi.org/10.22437/dikbastra.v7i1.33262

Pebriani, Y., Riswanto, & Reko. (n.d.). AI (Artificial Intelligence), Speaking Performance, EFL. Jurnal Pendidikan Dasar. https://doi.org/10.23969/jp.v9i3.18365

Qudah, M. A., & Suleiman, R. (2021). The Effect of Using ELSA Speak Application on EFL Learners’ Pronunciation Skills. International Journal of Language and Linguistics, 9(2), 45–52. https://doi.org/10.11648/j.ijll.20210902.12

Rachman, A., Putro, H. Y. S., Rusandi, M. A., & Situmorang, D. D. B. (2024). The development and validation of the “Kuesioner Tema Proyek Penguatan Profil Pelajar Pancasila” (KT P5): A new tool for strengthening the Pancasila Student Profile in Indonesian pioneer schools. Heliyon, 10(16), e35912. https://doi.org/10.1016/j.heliyon.2024.e35912

Rias, Y. A., Akasyah, W., Mulyati, T. A., Astuti, H. W., Noronha, H., Sani, F. N., & Tsai, H.-T. (2026). Feasibility and Preliminary Impacts of a Diabetes Education Chatbot Simulation on Glycemic Targets, Loneliness, and Health Beliefs in Indonesia: An Explanatory Mixed-methods Study. Journal of Preventive Medicine and Public Health, 59(1), 56–65. https://doi.org/10.3961/jpmph.25.334

Subandiyah, H., Fahri, F., Abida, F. I. N., Jia, N. C., Rosyid, A., & Minarti, E. (2025). Implementation of Differentiated Instruction for BIPA Students in Learning the Indonesian Language. Journal Evaluation in Education (JEE), 7(1), 01–10. https://doi.org/10.37251/jee.v7i1.1580

Suhendi, A., Purwarno, P., & Chairani, S. (2021). Constructivism-Based Teaching and Learning in Indonesian Education. KnE Social Sciences, 76–89. https://doi.org/10.18502/kss.v5i4.8668

Suparman, N. (2021). Kebijakan Penanggulangan Bencana: Model Kesiapsiagaan Bencana Berbasis Sekolah/ Madrasah di Provinsi Jawa Barat. Jurnal Public Policy, 7(1), 29. https://doi.org/10.35308/jpp.v7i1.3393

Wang, X., Hamat, A. Bin, & Shi, N. L. (2024). Designing a pedagogical framework for mobile-assisted language learning. Heliyon, 10(7), e28102. https://doi.org/10.1016/j.heliyon.2024.e28102

Zainuddin, Z. (2024). Integrating ease of use and affordable gamification-based instruction into a remote learning environment. Asia Pacific Education Review, 25(5), 1261–1272. https://doi.org/10.1007/s12564-023-09832-6

Zhai, J., Sudiarta, I. G. P., Santosa, M. H., & Astawa, I. W. P. (2025). Research on intelligent regulation mechanisms of learner cognitive load in digital learning environments. Future Technology, 4(4), 205–215. https://doi.org/10.55670/ Sm