Background:
This mixed-method study investigates the effectiveness of integrating Google Translate (GT) and Grammarly as a combined English-for-Academic-Purposes (EAP) learning and teaching intervention, aiming to improve the accuracy, clarity, and readability of Indonesian-to-English academic texts.
Methodology:
The study employs a sequential explanatory design combining quantitative error analysis with qualitative expert feedback. Purposive sampling was used to select a 7,500-word corpus of published Indonesian academic articles across six disciplines: linguistics, technology, economics, engineering, medical science, and law. Six EAP instructors/translators with advanced IELTS scores served as raters. Machine-generated translations via GT were post-edited using Grammarly. Quantitative data consisted of 519 Grammarly-detected writing issues categorized into clarity, correctness, delivery, and engagement. Qualitative data were collected through open-ended questionnaires based on Machali’s Translation Quality Assessment rubric. Descriptive statistics and thematic coding were used for analysis.
Findings:
Grammarly post-editing reduced grammatical and stylistic errors by over 54% in correctness and 35% in clarity categories. However, human intervention remained essential for addressing semantic nuance and cultural appropriateness. Raters evaluated engineering and technology texts more favorably (mean score = 5.8/7) than linguistics texts (mean = 4.3/7), indicating domain-specific variation in translation quality.
Conclusion:
The integration of GT and Grammarly improves the overall quality of machine-translated academic texts, particularly in grammatical accuracy and clarity. Nevertheless, expert human involvement is still required to ensure semantic precision and contextual appropriateness for publication-ready outputs.
Originality:
This study introduces a practical way to combine Google Translate and Grammarly for EAP learning, while showing that human expertise is still essential for high-quality academic writing.
This study aims to (1) identify and describe the characteristics of lexical choices in EFL students’ Indonesian–English translations and (2) investigate the factors influencing students’ lexical choices during the translation process. A qualitative descriptive approach was employed, involving 20 fourth-semester EFL students at Universitas Negeri Gorontalo enrolled in a Translation and Interpreting course. Data were collected through handwritten translations of an argumentative text and semi-structured retrospective interviews with five selected participants. The translation products were analyzed using Baker’s (1992) framework of meaning, comprising propositional, expressive, presupposed, and evoked meaning, while interview data were analyzed using qualitative content analysis. The findings showed that students generally preserved propositional meaning but experienced greater difficulties with expressive, presupposed, and evoked meanings, particularly in conveying evaluative nuances, producing natural collocations, and maintaining appropriate register. Five interconnected factors influenced students’ lexical choices: limited vocabulary mastery, reliance on dictionaries and machine translation, cognitive factors, limited contextual understanding, and register and source language influence. All five interviewed students reported using Google Translate or DeepL, while four out of five did not consider alternative lexical choices. These findings highlight the need for translation instruction that develops collocational awareness, contextual understanding, register awareness, and critical evaluation of machine translation output.
Siti Rahmatiya Buyu, Novriyanto Napu, Sri Widyarti Ali· Research Review: Jurnal Ilmi...· 0 citations
This study aims to explore the roles of teachers in implementing English language teaching strategies at SMPN 2 Telaga. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews, and document analysis of lesson plans. The findings reveal two contrasting pedagogical orientations. One teacher adopts a teacher-centered approach that emphasizes structured instruction and linguistic accuracy but limits student interaction. In contrast, the other teacher applies a student-centered and communicative approach that actively promotes student engagement, participation, and confidence in using English. The study further indicates that the student-centered approach is more effective in fostering meaningful learning, although challenges remain in addressing differences in students’ confidence and participation levels. These findings highlight that effective English language teaching requires the integration of pedagogical, communicative, and affective aspects. Teachers are therefore encouraged to balance structured instruction with interactive learning, provide both corrective and supportive feedback, and create a motivating classroom environment to enhance student engagement and learning outcomes.
Vira Zamrudah Ikram Salsabila, Novriyanto Napu, Sri Widyarti Ali· Research Review: Jurnal Ilmi...· 0 citations