| dc.description.abstract | The development of artificial intelligence (AI) technology has contributed to English language learning, particularly in reading skills. Madrasah Aliyah (MA) students still face difficulties in understanding English vocabulary and text structure. Google Lens, an AI-based application capable of scanning and instantly translating text, is one alternative utilized to aid students' reading comprehension.
This study focuses on the perceptions of teachers and students at Madrasah Aliyah Attaraqqie Malang regarding the use of Google Lens in teaching reading comprehension. The purpose of this study was to determine the views of teachers and students on the benefits of Google Lens in aiding English text comprehension and to identify the challenges encountered during its use in learning.
This study used a qualitative approach with a case study design. Participants consisted of two English teachers and four 12th-grade students selected through purposive sampling. Data were collected through in-depth interviews and analysed using thematic analysis techniques.
The conclusion indicates that Google Lens is positively perceived because it helps improve vocabulary comprehension, time efficiency, and student motivation in reading English texts. However, challenges were also identified, including students' reliance on instant translation and limited translation accuracy. Therefore, it is recommended that teachers accompany the use of Google Lens so that it functions as an effective learning support tool and does not reduce students' learning independence.
Keywords: Artificial Intelligence, Google Lens, Qualitative case study, Reading comprehension, Students’ perception, Teachers’ perception. | en_US |
