| dc.description.abstract | This study was conducted to examine how students use OMT tool in their English learning and what benefit they gain by using it. This study employed quantitative method and used a survey questionnaire adapted from Clifford, Merschel and Munné (2013). 103 out of 121 students of EED of UMY batch 2016 (year 1) involved in this study.
The finding revealed that students often use OMT tool in their learning. They used it most frequently in the following practices: writing assignment (based on the assignment types), vocabulary translation (based on the length of the translation), writing editing (Indonesian – English translation), and reading comprehension (English – Indonesian translation). The finding also showed that students often found errors in OMT tool’ translation, and grammar error was the most frequently found error, while vocabulary error was the least frequently found error. In dealing with those errors, students did post-editing more frequently than pre-editing.
Related to the benefit in using OMT tool, this study analyzed students’ view towards some benefits including the benefit in: increasing confidence, improving vocabulary mastery, improving grammar accuracy, attaining better assignment score, producing native-like language, saving time in doing assignment, sharpening translation skill, improving writing skill, and reading comprehension. From those benefit, OMT tool was perceived to be the most useful in improving vocabulary mastery.
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The findings of this study might be used to promote the integration of OMT tool in language learning. It can also serve as a supporting theory for other researcher to conduct further study related to the topic. | en_US |
