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All Journal PROJECT (Professional Journal of English Education) ELLTER Journal
Martriwati
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Education Languange, Linguistic, Communication & Media Social Sciences

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STUDENTS’ PERCEPTION OF USING DEEPL AS MACHINE TRANSLATION IN ENGLISH LEARNING Munawwarah, Munirah; Martriwati
ELLTER Journal Vol. 5 No. 2 (2024): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter.v5i2.15813

Abstract

Technological advances influence the development of educational support with various facilities offered to students such as DeepL as a translation machine that can be used as an alternative by students to understand English texts. This study aims to describe students' perceptions of the use of DeepL in English learning in Jabodetabek. The population of this study is 210 students who have had the experience of learning English by utilizing DeepL. This study is descriptive quantitative research using a questionnaire. In collecting data, this study used a 5-point Likert scale questionnaire to determine students' perceptions of the use of DeepL for learning English. The results of this study show that the mean of this study was over 3.5 reflecting good and very good perception. A total of 57.35% of students strongly agreed and 39.71% of students agreed that DeepL helps in understanding English texts, although the use of DeepL has impacts or drawbacks. DeepL helps students improve their vocabulary, and understanding of English and saves time in doing assignments, and students think that using DeepL to translate things or do assignments is ethical.
EFL Students’ Perception in Using Duolingo for Developing Speaking Ability Humairoh, Siti; Martriwati
PROJECT (Professional Journal of English Education) Vol. 8 No. 3 (2025): VOLUME 8 NUMBER 3, MAY 2025
Publisher : IKIP Siliwangi

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Abstract

English-speaking ability is an essential skill for EFL students to communicate effectively; however, many students face challenges such as limited vocabulary, lack of motivation, and low self-confidence. Therefore, the study "EFL Students’ Perception in Using Duolingo for Developing Speaking Ability" aims to analyze students' perceptions of using Duolingo to improve their speaking skills, focusing on how the application's features assist in speaking development and its effectiveness in English language learning at senior high schools in the Greater Jakarta area. This research using quantitative method, with data collected through a Likert-scale questionnaire administered to 25% of 187 randomly selected students. The results indicate that students have a positive perception of Duolingo due to features such as a reward system, learning reminders, and game-based multimedia content, which enhance motivation, confidence, learning flexibility, and active participation in speaking. However, challenges such as limited vocabulary and fear of making mistakes still persist, suggesting that while Duolingo is an effective learning tool, its use should be supplemented with conventional teaching methods for optimal improvement in English-speaking skills.
The USE OF GOOGLE TRANSLATE IN ENHANCING EFL STUDENTS' WRITING SKILL Hasan Rizky, Fauzan; Martriwati
ELLTER Journal Vol. 6 No. 2 (2025): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter.v6i2.20009

Abstract

This study investigates the impact of Google Translate (GT), an AI-powered translation tool, on the writing skills of EFL (English as a Foreign Language) high school students in Jakarta, Indonesia. Employing a mixed-methods approach, the research includes quantitative data from 200 students via a Likert-scale questionnaire and qualitative data from semi-structured interviews with 10 students. The findings reveal that students generally perceive GT as helpful, especially for vocabulary acquisition and comprehension. However, there is a negative correlation between students’ writing performance and their reliance on GT. Overuse of GT may hinder critical thinking and reduce students’ independent writing skills. Furthermore, some students demonstrate strategies to reduce dependence on GT and engage in self-learning through traditional dictionaries, media exposure, and reading. Teachers also emphasize the need for guided use of GT. The study concludes that GT can support EFL learning if it is integrated carefully, complementing rather than replacing independent language practice.
Co-Authors Hasan Rizky, Fauzan Munawwarah, Munirah Siti Humairoh, Siti