THE INTEGRATION OF GOOGLE TRANSLATE AS A MACHINE TRANSLATION AID IN EFL STUDENTS’ THESIS COMPOSITION

Made Hery Santosa(1*), Gusti Ayu Made Trisna Yanti(2), Luh Diah Surya Adnyani(3),

(1) Ganesha University of Education, Indonesia
(2) Ganesha University of Education, Indonesia
(3) Ganesha University of Education, Indonesia
(*) Corresponding Author

Abstract


This study aims to examine the integration of Google Translate as a machine translation tool in the EFL students’ thesis writing process. Framed within the explanatory sequential mixed methods, the study utilized a survey and an open-ended interview. Using a purposive sampling technique, this study included fifty EFL students in North Bali, Indonesia, in the survey and five students voluntarily in the interview session. Measured using the Gregory Formula, content validity results from the two raters showed that the survey and interview guide were valid (.1) and reliable (α=.809). The survey data were analyzed using Ideal Mean Score analysis and the interview transcripts data were analyzed using Interactive Model analysis. Results reveal that Google Translate benefited the students in the thesis writing process. The interactive model analysis resulted in main themes of the strengths, comprising sub-themes of functions and features of Google Translate and weaknesses, involving sub-themes of contextuality, grammar accuracy, and academic integrity issues. It can be concluded that the use of Google Translate can be helpful in assisting students’ thesis writing with several considerations.


Keywords


EFL students, Google Translate, machine translation, thesis writing

Full Text:

PDF

References


Aitchison, C., & Lee, A. (2006). Research writing: Problems and pedagogies. Teaching in Higher Education, 11(3), 265–278. https://doi.org/10.1080/13562510600680574.

Alhaisoni, E., & Alhaysony, M. (2017). An investigation of Saudi EFL university students’ attitudes towards the use of Google Translate. Internatuonal Journal of English Language Eduction, 5(1), 72–82. https://doi.org/10.5296/ijele.v5i1.10696.

Alharbi, W. (2023). The use and abuse of artificial intelligence-enabled machine translation in the EFL classroom: An exploratory study. Journal of Education and E-Learning Research, 10(4), 689–701. https://doi.org/10.20448/jeelr.v10i4.5091.

Ariyanto, T. S., & Setiamunadi, A. A. (2023). Google Translate in academic writing class: How EFL learners use and perceive it. JEES (Journal of English Educators Society), 8(2), 227–234. https://doi.org/10.21070/jees.v8i2.1778.

Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to educational research (8th ed.). Wadsworth: Cengage Learning.

Brotowidjoyo, M. D. (1997). Penulisan karangan ilmiah. Jakarta: Grewal Galeri.

Chandra, S. O., & Yuyun, I. (2018). The use of Google Translate in EFL essay writing. LLT Journal: A Journal on Language and Language Learning, 21(2), 228–238. https://doi.org/10.24071/llt.2018.210212.

Chompurach, W. (2021). “Please let me use Google Translate”: Thai EFL students’ behavior and attitudes toward Google Translate use in English writing. English Language Teaching, 14(12), 23–35. https://doi.org/10.5539/elt.v14n12p23.

Creswell, J. W. (2014). Research design qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: SAGE Publications, Inc,.

Dwihandini, L. A., Marhaeni, A. A. I. N., & Suarnajaya, I. W. (2013). The analysis of the factors affecting undergraduate students’ difficulties in writing thesis in the English department of Mahasaraswati. Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia, 2, 1-12.

Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL learners’ writing skills: Problems, factors and suggestions. Journal of Education & Social Sciences, 4(2), 83–94. https://doi.org/10.20547/jess0421604201

Garcia, I., & Pena, M. I. (2011). Machine translation-assisted language learning: Writing for beginners. Computer Assisted Language Learning, 24(5), 471–487. https://doi.org/10.1080/09588221.2011.582687.

Husin, M. S., & Nurbayani, E. (2017). The ability of Indonesian EFL learners in writing academic papers. Dinamika Ilmu, 17(2), 237–250. https://doi.org/10.21093/di.v17i2.725.

Iwai, Y. (2011). The effects of metacognitive reading strategies: Pedagogical implications for EFL/ESL teachers. The Reading Matrix, 11(2), 150–159.

Jeanjaroonsri, R. (2023). Thai EFL learners’ use and perceptions of mobile technologies for writing. LEARN Journal: Language Education and Acquisition Research Network, 16(1), 169–193. https://so04.tci-thaijo.org/index.php/learn/article/view/263438.

Komba, S. C. (2015). Challenges of writing theses and dissertations among postgraduate students in Tanzanian higher learning institutions. International Journal of Research Studies in Education, 5(3), 71–80. https://doi.org/10.5861/ijrse.2015.1280.

Krisnawati, N. L. P. (2017). The role of Google Translate for Indonesian EFL learners. Challenges and Opportunities in Multi-Dimensional English Language Teaching in Changing EFL Contexts, 138–143.

Lestari, D. M. (2020). An analysis of the students’ difficulties in writing undergraduate thesis at English Education Study Program of Muhammadiyah University of Bengkulu. Premise: Journal of English Education, 9(1), 17-29. https://doi.org/10.24127/pj.v9i1.2588.

Maharani, A. A. P., & Santosa, M. H. (2021). Exploring the implementation of process approach combined with Screencast-o-Matic and Bookcreator toward the learners’ argumentative writing. LLT Journal: A Journal on Language and Language Learning, 24(1), 12–22. https://doi.org/10.24071/llt.v24i1.2516.

Marito, S., & Ashari, E. (2017). EFL students’ perception about machine translation. Jurnal Dimensi, 6(2), 256–269. https://doi.org/10.33373/dms.v6i2.1050.

Maznun, M. D. B., Monsefi, R., & Nimehchisalem, V. (2017). Undergraduate ESL students’ difficulties in writing the introduction for research reports. Advances in Language and Literary Studies, 8(1), 9-16. https://doi.org/10.7575/aiac.alls.v.8n.1p.9.

Medvedev, G. (2016). Google Translate in teaching English. The Journal of Teaching English for Specific and Academic Purposes, 4(1), 181–193.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Thousand Oaks, CA: SAGE Publications.

Murtisari, E. T., Widiningrum, R., Branata, J., & Susanto, R. D. (2019). Google Translate in language learning: Indonesian EFL students’ attitudes. The Journal of Asia TEFL, 16(3), 978–986. https://doi.org/10.18823/asiatefl.2019.16.3.14.978.

Nguyen, M. V. (2023). Google Translate for writing in an online English class: Vietnamese learners’ perceptions and performances. The EuroCALL Review, 30(1), 5–17. https://doi.org/10.4995/eurocall.2023.18246.

Niño, A. (2009). Machine translation in foreign language learning: Language learners and tutors perceptions of its advantages and disadvantages. ReCALL, 21(2), 241–258. https://doi.org/10.1017/S0958344009000172.

Pramerta, I. G. P. A., Ratminingsih, N. M., Putra, I. N. A. J., Santosa, M. H., Artini, L. P., & Adnyani, N. L. P. S. (2023). Voices of non-English students and teachers in English as a medium of instruction. International Journal of Learning, Teaching and Educational Research, 22(3), 491–509. https://doi.org/10.26803/ijlter.22.3.29.

Robbins, S. P., & Judge, T. A. (2013). Organizational behavior. Boston: Pearson.

Santosa, M. H., Harismayanti, I., & Putra, I. N. A. J. (2022). Technology in action: Developing gamification handbook in English teaching and learning for the 21st century learners. TESL-EJ, 26(1), 1–25. https://doi.org/10.55593/ej.26101a2.

Si, P. (2019). A study of the differences between EFL and ESL for English classroom teaching in China. IRA International Journal of Education and Multidisciplinary Studies, 15(1), 32–35. https://doi.org/10.21013/jems.v15.n1.p4.

Susanto, R. D. (2017). Students’ attitudes toward the use of Google Translate (Undergraduate thesis). Universitas Kristen Satya Wacana, Salatiga, Indonesia.

Sutrisno, A. (2020). The accuracy and shortcomings of Google Translate translating English sentences to Indonesian. Education Quarterly Reviews, 3(4), 555–568. https://doi.org/10.31014/aior.1993.03.04.161.

Tongpoon-Patanasorn, A., & Griffith, K. (2020). Google Translate and translation quality: A case of translating academic abstracts from Thai to English. PASAA: Journal of Language Teaching and Learning, 60(5), 134–163. https://doi.org/10.58837/chula.pasaa.60.1.5.

Winiharti, M., Syihabuddin, & Sudana, D. (2021). The English Google translation of Indonesian lecturer’s academic writing: A preliminary study. Journal of Language and Linguistic Studies, 17(2), 706–719. https://doi.org/10.52462/jlls.49.

Xu, J. (2021). Google Translate for writing in a Japanese class: What students do and think. Journal of the National Council of Less Commonly Taught Languages, 30, 136–182.

Zhang, H., & Torres-Hostench, O. (2022). Training in machine translation post-editing for foreign language students. Language Learning & Technology, 26(1), 1–17.




DOI: https://doi.org/10.24071/llt.v27i1.3734

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Gusti Ayu Made Trisna Yanti, Made Hery Santosa, Luh Diah Surya Adnyani

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Indexed and abstracted in:

     

 

 

LLT Journal Sinta 1 Certificate (S1 = Level 1)

We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 1 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree  No. Surat Keputusan 169/E/KPT/2024. Validity for 5 years: Vol ... No 1, 20... till Vol ... No 2, 20...


Sinta 1 certificate to post here asap. Thank you for your patience and understanding. 

 

  

 

This work is licensed under CC BY-SA.

Creative Commons Attribution-ShareAlike 4.0 International License

 

Free counters!


 LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.