EFL STUDENTS’ PERCEPTION TOWARD THE USE OF INTERNET-BASED COLLABORATIVE LEARNING TOOLS IN TRANSLATION CLASS AT UNIVERSITAS LANCANG KUNING

Abstract

The integration of digital technology in education has encouraged the use of internet-based collaborative learning tools to support teaching and learning activities. However, students’ perceptions toward the use of these tools in translation classes have not been widely explored. Understanding students’ perceptions is important to determine whether such tools effectively support translation learning and collaborative activities in the classroom. Therefore, this study aimed to investigate EFL students’ perceptions toward the use of internet-based collaborative learning tools in translation class at Universitas Lancang Kuning. This study employed a quantitative descriptive research design. The data were collected through a questionnaire distributed to 54 third- and fifth-semester students of the English Education Department. The questionnaire measured three indicators: perceived usefulness, perceived ease of use, and perceived collaborative engagement. The collected data were analyzed using descriptive statistical analysis with Microsoft Excel and SPSS. The findings showed that students generally had positive perceptions toward the use of internet-based collaborative learning tools with an overall mean score of 3.11, which falls into the positive category. The mean score of perceived usefulness was 3.13, perceived ease of use was 3.08, and perceived collaborative engagement was 3.11. In conclusion, internet-based collaborative learning tools are positively perceived and well accepted by EFL students. These tools support translation learning activities and promote interaction, participation, and collaboration in translation classes.