EXPLORING THE ROLE OF GOOGLE TRANSLATE IN FACILITATING ENGLISH TEXT COMPREHENSION FOR THE ELEVENTH GRADERS OF MA AL-ITTIHADIYAH NW SEPAKAT

This qualitative case study explored the role of Google Translate in facilitating English text comprehension among the eleventh-grade students of MA Al-Ittihadiyah NW Sepakat, focusing on its usage patterns and the challenges encountered. Data were collected from the eleventh-grade students, an English teacher, and the headmaster through classroom observation, in-depth interviews, documentation, and a reading comprehension test, then analyzed using Miles and Huberman’s interactive model. The findings revealed that Google Translate plays a positive role by helping students understand unfamiliar vocabulary, reducing language anxiety, and increasing learning efficiency. Three usage patterns were identified Global, Mixed, and Partial Patterns with students using the Partial Pattern demonstrating better contextual understanding than those relying on the Global Pattern. However, challenges such as inaccurate contextual translations, rigid sentence structures, overdependence, limited critical verification, and unstable internet connections were also found. In conclusion, Google Translate effectively facilitates comprehension when used critically under teachers' guidance, highlighting the need to integrate digital literacy into English instruction to ensure it serves as a learning aid rather than a substitute for independent thinking.