ENGLISH :
This study was aimed at investigating the implementation of the Diya feature in the Read Along by Google application and whether there was a significant difference in vocabulary achievement between students who were taught using the Diya feature and those who were taught without using the feature at SMPN 5 Mendo Barat. This study employed a quantitative method with a quasi-experimental design involving an experimental group and a control group, with 27 seventh-grade students in each group. The data were collected through pre-tests, post-tests, and observation sheets. The results showed that the implementation of the Diya feature gradually increased students’ participation and understanding during the learning process. The students became more active in reading activities, listening to pronunciation, repeating vocabulary, responding to instructions, and practicing new words. In addition, the experimental group’s mean score increased from 33.90 in the pre-test to 79.91 in the post-test, while the control group’s mean score increased from 39.46 to 67.66. The independent samples t-test showed a t-value of 6.567 with a significance value of 0.000, which was lower than 0.05. Therefore, there was a significant difference in vocabulary achievement between the experimental and control groups. The alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. It was concluded that the implementation of the Diya feature positively supported the learning process and improved the vocabulary achievement of seventh-grade students at SMPN 5 Mendo Barat.