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All Journal PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE International Journal of Language, Education, and Literature (IJLEL)
Milda Ningsih Samir
Universitas Negeri Makassar
Education Languange, Linguistic, Communication & Media

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THE EFFECTS OF GOOGLE TRANSLATE APPLICATION ON ENGLISH VOCABULARY MASTERY OF HIGH SCHOOL STUDENTS Milda Ningsih Samir; Muhammad Basri; Andi Muliati
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 2, No 2 May (2023): Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (387.427 KB)

Abstract

The study aims to determine the effects of translation apps on English vocabulary mastery of high school students. The method of this study was a Pre-Experimental design that consisted of one experimental class. The samples in this study were XII MIA SETIA students from SMAN 25 BONE. Samples were selected using a cluster random sampling technique with a total number of 17 students. The instrument for collecting data was Pre-test and Post-test. Based on calculations, the mean scores of post-test in the experimental class was 87.5. The results of the statistical hypothesis test using the paired sample t-test revealed the probability/significance level is less than the alpha level. Thus, the use of google translate has a positive effect on high school students English vocabulary mastery. Keywords— Vocabulary, Google Translate Application.
Students’ Interpretations and Experiences of Cognitive Challenges in Jigsaw-Based Collaborative EFL Tasks Milda Ningsih Samir; Baso Jabu; Ryan Rayhana Sofyan
International Journal of Language, Education, and Literature Vol. 3 No. 2 (2026): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/xnh3k636

Abstract

Understanding students’ experiences of cognitive challenges during collaborative learning is crucial for designing effective English as a Foreign Language (EFL) instruction. While collaborative tasks are widely recognized for fostering interaction and deeper learning, limited research has explored how students interpret and respond to the cognitive demands encountered during such activities, particularly within Indonesian secondary schools. This study investigates students’ interpretations and experiences of cognitive challenges during a jigsaw-based collaborative EFL task. A qualitative descriptive approach was implemented in an eleventh-grade classroom at a public senior high school in Indonesia. Data were gathered through classroom observations and semi-structured interviews with purposively selected students, and analyzed using thematic analysis. Three major themes emerged: experiencing cognitive difficulty and confusion, employing coping strategies to address cognitive challenges, and encountering difficulty in linking and integrating information. The results indicate that cognitive challenges primarily arose during interpretation, explanation, and conceptual integration, rather than procedural participation. Students utilized various coping strategies, such as seeking clarification, passive listening, and relying on peer and teacher support. The findings also reveal differences in students’ ability to connect current tasks to prior learning, indicating varying levels of cognitive readiness. The study concludes that cognitive difficulty in collaborative EFL tasks should be regarded not only as a potential barrier but also as a productive condition that can foster deeper cognitive engagement when supported by appropriate scaffolding and collaboration. These findings contribute to the understanding of students’ cognitive experiences in collaborative EFL learning and offer pedagogical implications for designing tasks that promote meaningful learning.
Co-Authors Andi Muliati Baso Jabu, Baso Muhammad Basri Ryan Rayhana Sofyan