Bridging English Learning: Google Translate, Between A Shortcut and A Supporting Translator (Case Study: University Students in English Classes)

Abstract

This study investigates the role of Google Translate in the English learning process among Indonesian university students. The research on the application explores its functions as a shortcut, supporting translator, convenience tool, and potential learning aid. Adapting a qualitative descriptive method from Creswell, the study examines how students use Google Translate in various language tasks, including sentence construction, paragraph writing, and free-topic conversations. The data was collected through a case study involving University students in English classes, analyzing their practical use of the application. The findings reveal that students frequently rely on Google Translate to overcome vocabulary gaps and grammatical uncertainties. The research concludes that its use as a shortcut is higher than other possible reasons. However, its effectiveness as a supporting translator comes as the second highest reason, as it relies on students' awareness and critical application. When used as a supplementary tool for checking translations and exploring alternative phrasings, it increases language comprehension. Conversely, its use as a primary shortcut prevents the development of independent language skills. This study contributes to the ongoing discourse on technology's role in second language acquisition, offering insights for educators to guide students toward more effective and critical use of digital tools.