The Influence of the Intensity of Using Google Translate in Learning for Students of the English Education Study Program at Universitas Tidar

Abstract

This article evaluates the influence of using Google Translate on students' learning within the English Education study program at Universitas Tidar. Language study has been transformed by the popularity of internet translation programs like Google Translate, which give students access to quick translations in various languages. However, concerns have been raised regarding the potential adverse effects of relying heavily on such tools. This article investigates the influence of different intensity levels in using Google Translate on English education students' language acquisition, linguistic proficiency, and overall learning outcomes. To examine this influence, a qualitative research method is employed. The study involves a sample of English Education students from Universitas Tidar, utilizing a questionnaire. The research investigates the relationship between the frequency and depth of Google Translate usage and its influence on students' learning experiences. The research also explores students' perceptions and attitudes towards Google Translate, examining factors such as motivation, confidence, and self-efficacy. It aims to understand how these attitudes impact the intensity of tool usage and, subsequently, affect learning outcomes.