Evaluating the Impact of Collaborative Use of Google Docs and Google Translate on English Learning Performance

Herlinawati Herlinawati; Sri Wahyuni; Anna Merisa

doi:10.35445/alishlah.v17i1.6682

Evaluating the Impact of Collaborative Use of Google Docs and Google Translate on English Learning Performance

Herlinawati Herlinawati, Sri Wahyuni, Anna Merisa

Abstract

The integration of technology in education has become increasingly essential, particularly in language learning. Tools such as Google Docs and Google Translate can enhance collaborative learning by promoting interaction, peer feedback, and improved comprehension. This study investigates the impact of these tools, combined with collaborative learning methods, on students’ English language performance. A quantitative approach using a post-test only design was applied. The sample consisted of 43 tenth-grade students from SMAN Khusus Olahraga Pekanbaru, selected through purposive sampling. Class X Science I (22 students) was designated as Experimental Class 1, and Class X Science II (21 students) as Experimental Class 2. Google Docs facilitated collaborative writing and peer editing, while Google Translate supported vocabulary understanding and sentence construction. A written test was used as the research instrument, and data were analyzed using an independent t-test on the N-Gain Score (%). The independent t-test revealed a significance value of p = 0.685 (p > 0.05), indicating no statistically significant difference between the two experimental groups. This suggests that the combined use of collaborative learning and translation tools had a minimal impact on improving students' English performance. The limited effect may be attributed to students’ over-reliance on translation tools, which can hinder language processing and reduce opportunities for critical thinking. Additionally, the short duration of the intervention may have limited the tools' overall effectiveness.

Keywords

Collaborative Learning; Translation Tools; English Proficiency

Full Text:

PDF

References

Al Momin, K., Kittur, J., Rouf, T., & Sadri, A. M. (2023). Exploring the Use of Social Media in Engineering Education—Preliminary Findings from a Systematic Literature Review. 2023 ASEE Annual Conference & Exposition.

Boyes, N. (2016). Building autonomy through collaborative writing with Google Docs. CUE Journal, 9(3), 228–238.

Butarbutar, R., Ruing, F. H., Basri, N., Tuharea, V. U., & Leba, S. M. R. (2023). Unpacking Online Collaborative Learning in Teaching EFL Speaking: Insights from Three Rural Area Case Studies. The Qualitative Report, 28(12), 3379–3401.

Cross, T. P., Block, S. D., & Vandervort, F. E. (2023). Commentary: The legal system response to child maltreatment. Child Maltreatment, 28(3), 399–402.

Ekalia, Y. J., Selamat, E. H., Semana, I., Par, L., & Asman, Y. S. (2022). “Saintist Women”: The Empowerment of Students’ Ability in Manggarai Regency Through Toefl Test Training. ABDIMAS: Jurnal Pengabdian Masyarakat, 5(2), 2348–2354.

Elston, A., Tiba, C., & Condy, J. (2022). The role of explicit teaching of reading comprehension strategies to an English as a second language learner. South African Journal of Childhood Education, 12(1), 1–10.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.

Hussin, W. N. T. W., Harun, J., & Shukor, N. A. (2019). Online tools for collaborative learning to enhance students interaction. 2019 7th International Conference on Information and Communication Technology (ICoICT), 1–5. IEEE.

Insai, S., & Poonlarp, T. (2017). More Heads Are Better than One: Peer Editing in a Translation Classroom of EFL Learners. PASAA: Journal of Language Teaching and Learning in Thailand, 54, 82–107.

Johnson, R. T., & Johnson, D. W. (2008). Active learning: Cooperation in the classroom. The Annual Report of Educational Psychology in Japan, 47, 29–30.

Khalil, Z. M. (2018). EFL students’ perceptions towards using Google Docs and Google Classroom as online collaborative tools in learning grammar. Applied Linguistics Research Journal, 2(2), 33–48.

Lomas, C., Burke, M., & Page, C. L. (2008). Collaboration tools. Educause Learning Initiative, 2(11).

Marpaung, T. A., Sabarudin, S., & Mulyadi, M. (2021). Pronunciation errors of fricative sounds made by english students. Journal of English Education and Teaching, 5(3), 368–380.

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

Miqawati, A. H. (2020). Pronunciation learning, participation, and attitude enhancement through Mobile Assisted Language Learning (Mall). English Review: Journal of English Education, 8(2), 211–218.

Mutar, Q. M., & Hmmud, S. H. (2022). collaborative writing as a means in developing efl learners’writing performance. Sciences, 12(4), 908–925.

Nur, S., & Butarbutar, R. (2022). Insights of Collaborative Learning Approach from Social-Psychology Perspective: A Systematic Review. Journal of English Education and Teaching, 6(3), 379–397.

Ranalli, J. (2008). Learning English with the Sims: Exploiting authentic computer simulation games for L2 learning. Computer Assisted Language Learning, 21(5), 441–455. https://doi.org/10.1080/09588220802447859

Roseth, C. J., Johnson, D. W., & Johnson, R. T. (2008). Promoting early adolescents’ achievement and peer relationships: the effects of cooperative, competitive, and individualistic goal structures. Psychological Bulletin, 134(2), 223.

Roslaini, R., & Nugroho, S. B. (2023). Implementation of Classroom Management in Students’ Perceptions Using Google Translate in Writing Scientific Articles. Mudir: Jurnal Manajemen Pendidikan, 5(2), 437–451.

Slavin, R. E. (2014). Cooperative Learning and Academic Achievement: Why Does Groupwork Work?.[Aprendizaje cooperativo y rendimiento académico:¿ por qué funciona el trabajo en grupo?]. Anales de Psicología/Annals of Psychology, 30(3), 785–791.

Storch, N. (2013). Collaborative writing in L2 classrooms. Multilingual Matters.

Subandoro, P. S., & Sulindra, E. (2019). Optimizing collaborative learning: Using google classroom in business English correspondence class. Vocatio, 2(1), 547269.

Supiani, S. (2017). Teaching writing skill through collaborative writing technique: from theory to practice. JEELS (Journal of English Education and Linguistics Studies), 4(1), 37–52.

Suyahmi, S. (2021). An Analysis of Teachers’ Difficulties in Teaching Writing Through E-Learning Classes at SMK Kimia Fathul Muna During Covid-19 Outbreak. IAIN Ponorogo.

Tuilan, J., Pabur, H. E., & Tuerah, I. J. C. (2023). Online Machine Translation and Language Learning: EFL Learners’ Practices and Beliefs. Technium Soc. Sci. J., 50, 342.

Van Leeuwen, A., & Janssen, J. (2019). A systematic review of teacher guidance during collaborative learning in primary and secondary education. Educational Research Review, 27, 71–89.

DOI: https://doi.org/10.35445/alishlah.v17i1.6682