This research aimed to determine the perceptions of students and teachers
on the use of Google Translate in a senior high school. The research design used
is a qualitative model with a phenomenological research approach through
interviews and field observations. Interviews were conducted with three students
using judgmental sampling technique and three English teachers of SMA Negeri
18 Bone to collect data. Field observations were conducted with the students to
support the data obtained from the interviews. The results showed that Google
Translate was positively perceived by both students and teachers in three aspects:
cognitive, affective, and conative. Cognitively, Google Translate aided in
comprehension and pronunciation practice. Affectively, it provided convenience
in translation, though there were challenges such as network issues and translation
accuracy. Conatively, it supported learning needs and influenced students' actions
in the learning process, though it did not significantly enhance enthusiasm for
learning. Therefore, Google Translate can be integrated into the learning process
with teacher guidance to address its limitations and maximize its benefits.
A. Conclusion
Based on the findings and discussion described in the previous chapter, the
researcher concluded that students and teachers gave mostly positive
perceptions regarding the use of google translate in a senior high school.
Students' and teachers' perceptions on the use of Google Translate as a
translation medium show that Google Translate has a positive impact in
various aspects. Cognitively, both students and teachers stated that Google
Translate improved students understanding of translation and practiced
pronunciation. In terms of affectiveness, students and teachers agreed that
Google Translate makes it easy to translate, although there are challenges in
its use, such as network problems and variations in translation accuracy. In
terms of conative aspects, Google Translate supports learning needs and
influences students' actions in learning. Although Google Translate did not
significantly increase enthusiasm for learning.
The use of Google Translate received as mostly positive perceived from
both students and teachers in the context of language learning. It shows that
technology such as Google Translate can be well integrated in the learning
process to improve efficiency and affectiveness. Google translate still has
shortcomings such as the level of translation accuracy, so it needs guidance
from teachers so that its use can be maximized.
B. Suggestion
After completing this research, some suggestions that may be useful are as
follows:
1. Teachers are expected to always try to maximize the use of Google
Translate in the translation process.
2. It is expected for students to further utilize the use of Google Translate in
a senior high school in order to improve students' abilities.
3. This research is an input or consideration for many parties, especially
those engaged in English language education and other educational
institutions.
4. The researcher suggested that students also continue to use the book
dictionary so as not to depend on Google Translate.
5. Researcher suggest to future researcher who will conduct research in
other places to conduct varied research because it is possible that it will
provide different results.

STAR20240159

159/2024

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