STUDENTS’ PERCEPTION OF USING “ROSETTA STONE: LEARN

LANGUAGE” APPLICATION AS LEARNING MEDIA

AT SMPN 35 MAKASSAR

SKRIPSI

Submitted in Partial Fulfilment of the Requirement for the Degree of

Sarjana Pendidikan (S.Pd) in English Education Department

BY

REZA PAHLEPI
451710101003

ENGLISH LANGUAGE EDUCATIONSTUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
BOSOWA UNIVERSITY
2022

i
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 PERNYATAAN KEASLIAN SKRIPSI

Saya yang bertanda tangan dibawah ini:

Nama : Reza Pahlepi

NIM : 4517101003

Judul : Students’ Perception Of Using “Rosetta Stone: Learn Language”

Application As Learning At SMPN 35 Makassar

Menyatakan dengan sebenarnya bahwa Skripsi yang saya tulis ini benar-

benar merupakan hasil karya sendiri dan bukan merupakan plagiasi, baik sebagian

atau seluruhnya.

Apabila di kemudian hari terbukti bahwa skripsi ini hasil plagiasi, maka

saya bersedia menerima sanksi atas perbuatan tersebut sesuai dengan ketentuan

yang berlaku.

Makassar, 12 Januari 2022

Yang membuat pernyataan

Reza Pahlepi

iii
 ABSTRACT

Reza Pahlepi. 2022. Students' Perception Of Using “Rosetta Stone: Learn

Language” Application As Learning Media At SMPN 35 Makassar (Restu
Januarty and Andy Hamzah Fansury)

The purpose of this study was to determine students' perceptions of the

Rosetta Stone application, whether students' abilities could improve, especially in
listening skills.
This research is focused on descriptive qualitative research. The population in
this study was class VIII SMPN 35 Makassar in the academic year 2021/2022,
totaling 298 students. To obtain the sample, purposive sampling technique was
used to take one class as the research sample consisting of 26 students. Data
obtained from written text. The data were obtained from questionnaires given to
students and interview tests.
The results of this study prove that the use of the Rosetta Stone application
can give students an interest in listening to various interesting audio features
available for learning. This can be seen in the average percentage of students in
the questionnaire where students feel that using the Rosetta Stone application is
very useful to support students' listening skills.

Keywords: Students perception, Rosetta Stone application and listening, learning

me

iv
 ABSTRAK

Reza Pahlepi. 2022. Students‟ Perception of Using “Rosetta Stone: Learn

Language” Application as Learning Media at SMPN 35 Makassar (Restu Januarty
dan Andy Hamzah Fansury)

Tujuan penelitian ini adalah untuk mengetahui persepsi siswa tentang

penggunaan aplikasi Rosetta Stone, apakah kemampuan siswa dapat meningkat
khususnya pada kemampuan menyimak.
Penelitian ini difokuskan pada penelitian deskrptif kualitatif. Populasi dalam
penelitian ini adalah siswa kelas VIII SMPN 35 Makassar tahun pelajaran
2021/2022 yang berjumlah 298 siswa. Untuk memperoleh sampel, teknik
purposive sampling digunakan untuk mengambil satu kelas sebagai sampel
penelitian yang terdiri dari 26 siswa. Data diperoleh dari teks tertulis. Data
diperoleh dari angket yang diberikan kepada siswa serta tes wawancara.
Hasil dari penelitian ini menunjukkan bahwa penggunaan aplikasi Rosetta
Stone dapat memberikan siswa minat untuk menyimak berbagai fitur audio
menarik yang tersedia sebagai pembelajaran. Hal ini dapat dilihat pada persentase
rata-rata siswa pada angket dimana siswa merasa penggunaan aplikasi Roetta
Stone ini sangat bermanfaat untuk menunjang kemampuan menyimak siswa.
Artinya, penggunaan aplikasi Rosetta Stone dapat meningkatkan kemampuan
mendengarkan siswa di SMPN 35 Makassar.

Kata kunci : Persepsi siswa, media pembelajaran (Aplikasi Rosetta Stone),

menyimak.

v
 ACKNOWLEDGEMENT

By mentioning the name of Allah, the researcher expresses gratitude for

the health and strength given to this stage. The researcher is grateful to have

completed this final project properly.

The title of the author's thesis is Students' Perception About Using

"Rosetta Stone: Learn Language" Application As Learning Media To Improve

Students' Listening, this final project can be completed by the author thanks to the

support of several parties who are not saturated to support the author.

Researchers are grateful to Dr. Asdar, S.Pd., M.Pd as the dean of the

Faculty of Teacher Training and Education who always supports his students from

an academic and organizational perspective. The author would also like to thank

Ulfah Syam, S.S., M.Pd as the head of the English Education Study Program who

always accompanies students, provides direction and support.

The author also does not forget to thank Hj. Restu Januarty, S.Pd.I., M.Pd.

as supervisor 1, who facilitates and provides direction for the author to get to the

stage of preparing this thesis. The author also thanks Dr. A. Hamzah Fansury,

S.Pd., M.Pd as supervisor 2, he is very kind to all students, supports students from

an academic and organizational perspective. Basically he is a very extraordinary

person.

The author also expresses his gratitude to all English Education lecturers

who have provided knowledge and ideas from the beginning of the author's entry

into college. The authors also thank all FKIP staff who have been taking care of

administrative matters well.

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 The author would like to thank all the teachers who are at SMPN 35

Makassar who have been willing to guide the author from the beginning of the

PPL to accepting the author back to do the research on the final project.

The author would like to thank all my friends from class 17 English Education,

who have been sharing their knowledge with the author. Especially to Yesi, Belin

and Nindy who have been good friends and at the same time support the writer in

any way.

In this case, most of all, the writer would like to thank to my Mother. who

always supports the writer both in terms of material and support that makes the

writer excited in completing this final project. The writer really admires the figure

of Mother because she is a single mother who makes the writer not feel sad being

an orphan. She became a mother and father to provide for the family. The author

is very proud to have a mother like her.

Finally, the author would like to thank all those who have supported the

author whose names have not been mentioned. The author really hopes that this

research can be useful, this research has many shortcomings, the researcher is

grateful to those who will provide input for this research. The researcher

apologizes if in this research there are words that are not appropriate.

Makassar, 12 Januari 2022

Yang membuat pernyataan

Reza Pahlepi

vii
 TABLE OF CONTENT

PAGE OF TITLE ......................................................................................... i

PAGE OF APPROVAL ................................................................................. ii

KEASLIAN SKRIPSI ................................................................................... iii

ABSTRACT .................................................................................................... iv

ABSTRAK ...................................................................................................... v

ACKNOWLEDGMENT ............................................................................... vi

TABLE OF CONTENT ................................................................................ viii

I. CHAPTER I INTRODUCTION .............................................................. 1

A. Background ......................................................................................... 1

B. Identification of Problem .................................................................... 5

C. Scope of the Research ......................................................................... 5

D. Formulation of the Research ............................................................... 5

E. Objective of the Research ................................................................... 6

F. Significances of the Research .................................................................. 6

II. CHAPTER II REVIEW OF LITERATURE ......................................... 7

A. Theoretical Review ............................................................................. 7

1. Perception ...................................................................................... 7

2. Student Perception ........................................................................ 12

3. Media ini Taeching Listening ....................................................... 13

4. “Rosetta Stone: Learn Language” Aplication ................................ 14

5. Listening ......................................................................................... 16

B. Previous Studies .................................................................................. 24

C. Conceptual Framework ....................................................................... 27

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III. CHAPTER III RESEARCH METHODOLOGY ................................ 29

A. Research Type and Design .................................................................. 29

B. The Location and Time of the Research ............................................. 30

C. Population and Research Sample ........................................................ 30

D. Focus of the Research ......................................................................... 31

E. Instrument of The Research ................................................................ 31

F. Procedure of Collecting Data .............................................................. 32

G. Techniques of Data Analysis ............................................................. 33

CHAPTER IV FINDINGS AND DISCUSSION ........................................ 35

A. Findings .............................................................................................. 35

B. Discussion ........................................................................................... 52

CHAPTER V CONCLUSION AND SUGGESTION ................................ 54

A. Conclusion ........................................................................................... 54

B. Suggestion ............................................................................................ 54

BIBLIOGRAPHY ......................................................................................... 56

APPENDIX ................................................................................................... 59

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 CHAPTER I

INTRODUCTION

In this chapter, the researcher presents about the background of the research,

research problems, objective of the research, significances of the research, and

scope of the research.

A. Background of the Research

In this modern era, life is always related to technology and information.

The information and communication technology is a general term that includes

any communication device, which includes radio, television, mobile phone,

computer and network hardware, satellite systems, etc. As well as various services

and tools that are with them such as video conferencing and distance learning.

Technology is very important for human activities, especially in teaching

and learning. Many learning platforms provide facilitation of technology-based

learning environment. The providers of learning technology as a learning medium

that was previously done physically has been transformed into a virtual tool that is

easier to use by teachers and students. It makes easier and better relations between

teachers and students.

English is a foreign language and an international language, which used by

more than half of a population in the world. English is the primary natively

spoken language in several countries and territories, (Wikipedia, English-Speaking

World). To learn English, the students are separated logically and psychologically

from the target culture, providing continuous motivation is one of the important

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roles from teachers to students. Motivation is given by the teacher to students is

defined as a kind of internal encouragement that encourages someone to do

something to achieve something and to achieve success.

In learning English, there are some skills need to be mastered by the

students. They are listening, speaking, writing, and reading. Listening should have

an important place in teaching learning English because it is impossible for the

people to speak without listening first.

Listening is a language skill that takes a bigger part in daily

communication along with speaking, reading and writing. Listening itself has a

definition; According to Vandergrift (2012:34), listening is an important skill: it

enables language learners to receive and interact with language input and

facilitates the emergence of other language skills. For the students, listening is not

skill that can be mastered within overnight, students who are eager to succeed in

mastering the listening should practice every day not only once a week.

Penny Ur (2012:24), in British Council web stated that there are some

aspects of listening, including the active listening, the way we normally process

what we hear to make sense out of it. Active listening is about the activity of

listening that is include understanding about the content of what the listener

receives or heard the content of material. Another aspect is processing what we

hear. Penny Ur also stated that, in listening there are two distinct processes in

comprehending spoken English, bottom-up and top-down processing. Bottom-up

processing refers to a process of decoding a message that the listener hears trough
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the analysis of sounds, words, and grammar. Top-down processing refers to using

background knowledge to comprehend a message. And the purpose of listening,

we can consider interactional and transactional function of language. When

language is used to fullfill an interactional communicative function, the focus is

on creating harmonious interaction among individuals.

To help the students to learn English better especiallay listening

comprehension, the teacher should be able to be more creative and innovative to

help the students in listening. Teacher is a key factor in the successful

implementation of curriculum changes. A teacher is one of component that has

important role in the teaching-learning process because teacher is the subject of

the activity. In doing teachers‟ role, a good teacher needs an effective method in

order to make language teaching successful.

In this case, teacher can use appropriate media to support teaching learning

process and make the students more interesting in listening. The teachers have to

try to give good models that encourage them to practice it. The teacher has to use

attractive media in teaching. It is one of a good way to make the students

interested in their listening activity. By using media, it will give the chance for the

students to provide their listening ability. The purpose of media is to facilitate

communication and learning. It means that media is a tool of communication

between the sender to the receiver. There are many techniques and media that can

be used by the teacher in teaching learning process especially listening. One kind
 4

of media that the researcher wants to apply in teaching listening is “Rosetta Stone:

Learn Language” application.

“Rosetta Stone: Learn Language” application is a software that teach

language without translation or the idea using native language to recall a word in

English. Instead, “Rosetta Stone: Learn Language” application using spoken

dialogue and text with photographic images from real life to achieve language-

learning goals, ( Rosetta Stone: Software).

“Rosetta Stone: Learn Language” application was introduced as an audio

visual aids that is beneficial for the teachers and students in teaching and learning

English. This software can be used as an aid to teach the four skills namely

reading, listening, speaking and writing. “Rosetta Stone: Learn Language”

application consists of a combination of images, text, and sound, with difficulty

levels increasing as the student progresses, in order to teach listening skill and

grammatical functions intuitively, without drills or translation. According to

Britannica, software controls a computer‟s internal functioning, chiefly through

an operating system, and also controls such peripherals as monitors, printers, and

storage devices.

Based on the problem above, the researcher interests in applying “Rosetta

Stone: Learn Language” application in learning and will make the teaching

learning process be alive and fun. According to the preceding statement, the topic

will discuse by the researcher is “Students‟ Perception Of Using „Rosetto Stone:

Learn Language‟ Application as Learning Media to Improve Students‟ Listening”.

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B. Identification of Problem

Based on the information presented above, the problem that can be

identified as follows:

1. Teacher should be able to be more creative and innovative in teaching English

2. Media is a tool of communication between the senders (teachers) to the

receivers (students).

3. Teacher can use appropriate media to support teaching learning process and

make the students more interesting in listening.

4. “Rosetta Stone: Learn Language” application is media that teacher can be use

to support teaching learning process more interesting.

C. Scope of the Research

To avoid misunderstanding upon what the researcher has expalined,

the problem of this research is limited to know the students‟ perception about

using “Rosetta Stone: Learn Language” application as learning media at the

second grade students of SMPN 35 Makassar in academic year 2021/2022.

D. Formulation of the Research

Based on the backgound of the study above, the researcher formulated

the question as follows: “How is the students‟ perception of using “Rosetta

Stone: Learn Language” application as learning media at SMPN 35?”.

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E. Objective of the Research

Based on the problem statement above, the objective of this research is to

know the students‟ perception about using “Rosetta Stone: Learn Language”

application as learning media at SMPN 35.

F. Significances of the Research

The result of this research is expected to give important contributions for

the teachers, students, and other researcher.

1. The teachers

The result of the study can be used by the researchers as reference and

feedback for the effect in teaching. Hopefully, the students more focus and

understand learning listening using “Rosetta Stone: Learn Language” application.

So, the teachers are easier in teaching and learning process.

2. The students.

For the students, the result of the study can stimulate their comprehension

in learning English especially listening comprehension and feel fun in teaching

learning process. It is hoped to be able to improve their comprehension.

3. Other researcher

The reult of the study can be used as reference for other researcher to

conduct a further research dealing eith teachers‟ activity in supporting students‟

learning. This research is expected will be an anchor for next researchers to give

more attention to improve listening comprehension.

 CHAPTER II

REVIEW OF LITERATURE

A. Theoretical Review

1. Perception

a. The Nature of Perception

Perception is a word that is closely related to human psychology, it has

been defined in various ways, from a layman's perspective, and perception is

defined as the conscious act of a person's environment through physical sensation,

which demonstrates the ability of individuals to understand. Perception is

obtained by summarizing the information from a person and interpreting the

information so that the person can respond to either positively or negatively of the

information. Therefore, perception basically concerns the relationship between a

person and his environment through the senses. After a person senses an object in

its environment, then it is processed into the meaning of the object.

In addition, perception is also described as the interpretation of an object,

event or information that is grounded by the life experience of a person who

performs that interpretation. The experiences will be interpreted by their brain to

certain impressions which are maybe different from one to another. Thus, it can

also be said that perception is the result of one's mind from a particular situation.

In a nutshell, perception is a way of interpreting information using humans‟

senses. When there is an object, people use their senses and brain to observe it,

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and then the information is interpreted as the meaning and cause people to

respond to it in a good or bad way.

From a few statements from experts above, it can be concluded that the

perception is an excitatory stimulus preceded sensor of the senses and delivered to

the human brain consciously or unconsciously. Perception is subjective,

depending on one's perspective on a particular object. So that the relative

perception is influenced by factors originating from within themselves issued with

their own thoughts from someone.

This study tries to find out the students‟ perception in a Junior High

School by using “Rosetta Stone: Learn Language” application as a learning media

in teaching English especially listening. Students‟ perceptions are very crucial to

be known in teaching and learning process because teachers need to know their

students‟ preferences in terms of their learning style, interest, and others which

can influence their learning outcome.

b. Components of Perception

According to Saks and Johns quoted from Sincero and Sarah Mae (2013),

there are three components of perception:

1) Perceiver

The perceiver is a person whose awareness is focused on the stimulus, and

thus begins to perceive it. There are many factors that can influence the recipient's

perception, while three main factors include (1) motivational state, (2) emotional
 9

state, and (3) experience. All of these factors, especially the first two, greatly

contribute to how the person understands a situation.

2) Target

The target is the object of perception; something or someone who is being

perceived. The amount of information collected by the perceiving organs

influences the interpretation and understanding of the target.

3) Situation

The situation is environmental factors, time, and the level of stimulation that

affect the perception process. These factors can make a single stimulus left only as

a stimulus, not a perception subject to brain interpretation.

c. Process of Perception

Perception concists of certain process. It is started by accpeting the

stimulation from an object through the sense of organ, and then continues with the

registers of stimuli to nervous system which is called as sensation. Furthermore,

this process is ended by thinking, analyzing, and interpreting in order to achieve

the meeting of object in relation with the process of perception. Walgito (2014:90)

explained that the perception is complex process, those are:

1) Physical process, it is the process when an object are use stimuli caught by

receptor, this process is called sensation.

2) Physiological process, it is the process of sending stimuli to the brain by

sense organ.

3) Physycological process, it is the process of changing the stimuli in human

brain to get meaningful interpretation of stimuli.

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Based on the explanation above, it can be conclude that perception is a

complex process consist of giving attention on the object, collecting stimulus

through our senses, and interpreting the stimulus into some meaning that lead to

the responds affect our behaviour.

d. Stage of Perception

According Devito in Muyasaroh (2020:22), there are 5 stages of

perception, those are:

1) Stimulation

The occurrence of sensory stimulation is basically part of this perception

process involving contact with certain stimuli. This world is full of stimuli that

can attract our attention through various senses. Thus we are able to describe

systematically the sights, sound, smell and taste that populate our conscious

experience.

Stimulation includes selective attention and selective exposure. Selective

attention occurs by anticipating fulfil needs and prove enjoyable. For example,

friends talking to you but you were daydreaming. You won‟t hear what they are

saying until they called out your name. Selective exposure occurs by exposing

information that will confirm an existing, beliefs, and contributing to objectives

and having a state of satisfaction. Because we cannot understand everything that

happens around us simultaneously, we tend to be involved in selective perception;

only perceive positive things. For example, after buying a laptop, ones tend to
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read more online or asked people around that the product ones bought is good

because we want to tell ourselves that we made the right decision and avoided

negative feedback.

2) Organization

The capacity to identify and recognize objects and events is very important

for normal perception. Without that capacity, people cannot use their senses

effectively. Perceptions governed by rules, schemes and scripts. Regulated by

rules, people perceive things that are physically close together as a whole. People

develop schemata from actual experiences and representative experiences from

daily activities or from television, reading or hearsay.

3) Interpretation-Evaluation

In this evaluation-interpretation phase are two processes of stimulation by

individual experience, needs, desires, values, expectations, physical and emotional

states, gender and beliefs based on meaning by individual rule, schemata, and

scripts. For example meeting a new person who is a doctor, someone tends to

view this person as someone who is serious, successful, health conscious,

academically strong

4) Recall

After some time, the memory stored from individuals wants to remember

certain information. Remember the stage of reconstructing what the individual

heard in a meaningful way. Recall information that consistent with schemas.

However, failure to do so, it is inconsistent with schemas. Remember information

 12

is drastically contrary to one's scheme because it forces the individual to think or

even rethink.

2. Student Perception

Perception is the stage the earliest of a series of processors information

and can be said that perception is a process of interpreting or interpret the

information obtained through the human awareness (Suharnan, 2005:60).

Students‟ perceptions of teacher have continued to be among the most important

measures for evaluate teaching learning activities (Scherer, Nilsen, & Jansen,

2016). Studies examining students‟ perceptions square measure new, particularly

in the field of technical education. The role of students in the instructional process

is critical as their perception could influence their attitude toward any other

technical education subjects. Teachers, academic managers and policy

manufacturers ought to observe as once students‟ perception of their teachers‟

performance is low; this might lead to their negative angle. A teacher must do

everything to improve his quality so that in the learning process good results are

obtained so that students' perceptions of the teacher are good (Hassan, Alias,

Saleh, & Awang, 2017). The quality of a teacher does not always reflect that the

teacher is good or bad. Sometimes there are teachers who have a good attitude but

the quality in terms of academics is less, and vice versa, there are teachers whose

attitude is not good but has good academic quality. Students in schools want a

teacher who has a good personality and also has good academic quality so that

they can be used as an example for students in their daily lives (Raufelder et al.,

2016:53).
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3. Media in Teaching Listening

Media is every tool to convey information or messages from one place to

another place. In teaching learning process also use media to make the process run

more effective and interesting in the classroom.

Media is a tool or means used to convey messages from communicators to

audiences. Some psychologists said that in communication between humans, the

most dominant medium in communicating is the human senses such eyes and

ears. The messages received by the five senses are further processed by the human

mind to control its attitude toward something, before it is expressed in action.

According to Sadiman (2011:7), media is something that is used to stream

messages from sender to recipient so that it can stimulate thoughts, feelings,

attention, and interests and attention of student in such a way that the learning

process occur.

From explanations above, we can conclude that media is a tool used in the

learning process as a distributor messages between communicators (teachers) and

audiences (students) so that the purpose of teaching can be achieved.

There are some types of media for teaching listening can be quite varied,

one of the types is using application. Learning English application is entertaining

and egaging. The use of learning English application to teach listening is a way

that making lessons more interesting, elective, and enjoyable. It can be useful and

effective way that can be applied in a language class that can help students to

enjoy learning and minimize the pressure of learning a material of English

especially listening by using an application.

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4. “Rosetta Stone: Learn Language” Application

a. Definition of “Rosetta Stone: Learn Language” Application

According to Stephen (via www.rosettastone.com) “Rosetta Stone: Learn

Language” is software Computer-Assisted Language Learning (CALL) which was

launched and developed by the company Rosetta Stone Ltd. This software uses

images, text, voice and videos to teach words and grammar with repeating spaces

without translation. Rosetta Stone‟s title and logo are taken from an ancient

Egyptian stone slab name, Rosetta.

Rosetta Stone calls its approach Dynamic Immersion. It means the system

provides the learner with an interactive virtual environment designed to learn

naturally, engage interactively, and speak confidently while enjoying the

experience.

Figure 2.1: “Rosetta Stone: Learn Language” Application

b. “Rosetta Stone: Learn Language” Application in Teaching English

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The use of radio, television, video, language laboratory, self-access

material and especially computer or mobile phone has become a new trend in

language teaching all over the world. Many people seem to assume that using

multimedia in language learning will make learners learn language better. This

could be right, since the world is changing in its way of communicating.

Multimedia is more accessible than it used to be. Therefore, schools have been

more readily adopting multimedia technology to keep up with a changing world.

Consequently, this will make a difference to language teaching and classroom

instruction. Computer-Assisted Language Learning (CALL) brings a different

dimension in language learning in that learners might get less interaction with

peers and teachers and more exposure to the machine.

The use of multimedia for listening learning has shown to be effective in

some studies. It is known from SLA research that words associated with actual

objects or imagery techniques are learned more easily than those without .These

features are relatively easy to present in multimedia programs, for example;

pictures, videos, which can bring different types of. There are various choices of

multimedia programs to be used in language learning. Some are interactive

computer program and the users can interact to each other's stimulus and some

others are not, the users just use the mobile phone without being given any

feedback by it. Some use holistic approach of presentation and some others use

discrete element approach. Some are structured and some others allow learners to

explore authentic materials by themselves.

 16

Many times teachers only use traditional method in teaching English. But

in “Rosetta Stone: Learn Language” application is steps in teaching English

especially listening comprehension are visually presented in authentic contexts

and real-life situations. “Rosetta Stone: Learn Language” application helps

students to relate subject matter content to real world situations and motivate

students to make connections between knowledge and its application to their live.

5. Listening

a. The Nature of Listening

Actually, listening is a skill in a sense that is related, but it has a distinct

process from hearing. Listening occupies an active and immediate analysis of the

streams of sounds while hearing involves merely perceiving sound in a passive

way. Listening as an active process in which listeners select and interpret

information which comes from audio visual, in order to define what is going on

and what they already know. It means that in the process of making sense of the

input, they use only part of the incoming information while interpret means that in

trying to make sense of the input, listeners use the background of knowledge as

well as the new information to decipher what is going on and to figure on what

speakers intend.

Listening skill is a listening with comprehension, attention and

appreciation. Then, listening activity needs integrating skill of language, such as

pronunciation, vocabulary mastery, writing, speaking, and reading. Listening skill

can be meant as ability to pay attention or to hear something. But, listening is not
 17

same as hearing. Hearing is essentially an automatic, passive activity. It is

possible to hear sounds without consciously engaging in the process. While, in

listening the brain does not automatically translate the words into the message

they are conveying. That is essentially what listening is determining the meaning

and the message of the sounds or words. It is active process that involves much

more than assigning labels to sounds or words.

Meanwhile, Rost (2011:18) points out if listening is vital in the language

classroom because it provides input for the learners. It means that without

understanding input at the right level, any learning simply cannot begin. Listening

is thus fundamental to speaking.

Based on theories above, it can be concluded that listening is not only the

process of understanding the sounds, but the listeners should also be able to know

its context or in other words, the listeners need explanation or information.

b. Listening Comprehension

Listening comprehension is the ability to identify and understand what

others are saying. Listening to understand speech involves a number of basic

processes, some depending upon linguistic competence, some depending upon

previous knowledge that is not necessarily of a purely linguistic nature and some

depending upon psychological variables that effect the mobilization of these

competences and knowledge in the particular task situation.

Hamouda (2013:117) states that Listening comprehension is regarded as a

complex, interactive process in which listeners are involved in a dynamic

construction of meaning. Listeners understand the oral input from different sound,
 18

prior knowledge of vocabulary, grammatical structures, stress, and intonations, as

well as other use linguistic, paralinguistic, or even non-linguistic clues in

contextual pronunciation.

Rost (2011:146) states that listening comprehension is regarded as

complex, interactive process in which listeners are involved in a dynamic

construction of meaning. This process involves understanding a speaker‟s accent

or pronunciation, the speaker‟s grammar and vocabulary, and comprehension of

meaning. The message must be given adequate attention or concentration so that it

can supersede all other competing sounds and be comprehension.

Listening comprehension is the process of understanding spoken materials

using aural organs. Gilakjani et al (2016:117) defined listening comprehension as

one's ability to recognize another through sense, aural organs and allocate a

meaning to the message to understand. Beyond understanding meanings and

supporting details in spoken materials, listening also includes listening for

thoughts, feelings, and intentions of the speakers in delivering the message.

Listening comprehension is not only hearing. After listeners hear the message,

they should be able to form a meaning in their mind as one of the necessary parts

in making successful communication (Masoumeh, 2016:67).

From the above-mentioned definitions, it can be concluded that listening

comprehension is a complex process in which students need to exert both their

language knowledge vocabulary, sounds, and grammar and background

knowledge to comprehend what is spoken.

c. Process of Listening
 19

The listening is actually the process on how the listeners comprehend and

interpret the input and spoken language. In this case, the listeners differentiate

between sounds, vocabulary, grammatical structure, stress and intonation, and the

intended meaning. According to I.S.P.Nation and J. Newton (2012) state that

listening is divied in two processes that are involved in understanding spoken

discourse. They are bottom-up and top-down processing.

1) Bottom-Up

Bottom-up processing is the process of decoding a message that the

listener hears through the analysis of sounds, words, and grammar that creates

meaning. Bottom-up process include: listening for specific details, recognizing

cognates and recognizing word-order patterns. This listening comprehension tends

to be an interactive, interpretive process where in understanding messages,

listeners use their prior knowledge and linguistic knowledge.

2) Top-Down

Top-down processing is the process of decoding a message by using

background knowledge of the listeners related to the topic, the situation or

context, text type and the language. This background knowledge helps the

listeners to interpret the spoken language and anticipate what will come next. The

top-down process includes: listening for the main idea, predicting, drawing

inferences, and summarizing.

According to the types of situation where the understanding takes place,

the process of listening is divided into reciprocal or interactive listening and

nonreciprocal or non-interactive listening. Reciprocal or interactive listening is the

 20

process of listening where the listener is required to take part in the interaction

and alternatively listens and speaks. Interactive listening situations include face-

to-face conversations and telephone calls in which a listener has a chance to ask

for clarification, repetition, or slower speech from conversation partner.

On the other hand, non-reciprocal or non-interactive is the process of

listening where the listener is engaged in listening passively to a monologue or

speech or even conversation. Some non-interactive listening situations are

listening to the radio, CDs, TV, films, lectures, etc. and here listener usually does

not have the opportunity to ask for clarification, slower speech or repetition.

d. Types of Listening

According to Brown in Rifqi Hanifa (2014) there are six types of

classroom performances namely: reactive, intensive, responsive, selective,

extensive, and interactive. To improve students listening skill in listening English

Language it is important for them to increase their language input by practicing

extensive and intensive listening. The number of listening skills practiced would

depend on the nature of the listening passage, the level of the learners, and the

purpose of listening.

1) Reactive

Reactive is a type of listening performance which focus on listening to the

surface structure of an utterance. In this case, little meaningful processing is

required. It means that the role of listener as merely a “tape recorder” is very

limited because the listener is not generating meaning

2) Intensive
 21

The focus of this listening performance is on the discourse components

such as phonemes, words, intonation, discourse markers, etc. In this performance,

the listeners have to pay attention to the language in detail. Examples of intensive

listening performance are as follow:

a.) Students listen for cues in certain choral or individual drills.

b.) The teacher repeats a word or sentence several times to “imprint” it in the

students‟ mind.

c.) The teachers ask students to listen to a sentence or a longer stretch of

discourse and to notice a specified element such as intonation, stress, a

contraction, a grammatical structure, etc.

3) Responsive

Listening to a relatively short stretch of language (a greeting, question,

command, comprehension check, etc.) in order to make an equally short

responses.

4) Selective

Processing stretches of discourse such as short monologues for several

minutes in order to “scan” for certain information. The purpose of such

performance is not necessarily to look for global or general meanings, but to be

spoken language (such as classroom directions from a teacher, tv or radio news

items, or stories). Assessment tasks in selective listening could ask students, for

example, to listen for names, number, a grammatical categories, directions (in a

map exercise), or certain facts and events.

5) Extensive
 22

The aim of extensive performance is to develop a top-down, global

understanding of spoken language. The range of this performance could be from

listening to lengthy lectures, to listening to a conversation and deriving a

comprehensive message or purpose. Extensive listening may require the students

to invoke other interactive skills such as note taking and discussion.

6) Interactive

Interactive performance include all five of the above types as learners

actively participate in discussion, debates, conversations, role plays, and other pair

and group work. Their listening performance must be intricately integrated with

speaking and perhaps other skills in the authentic give and take of communicative

interchange.

e. Teaching of Listening

Teaching can be defined as engagement with learners to enable their

understanding and application of knowledge, concepts and processes. It includes

design, content selection, delivery, assessment and reflection. To teach is to

engage students in learning; thus teaching consists of getting students involved in

the active construction of knowledge. Listening has also been considered from a

further perspective in recent years when it is examined in relation not only to

comprehension, but also to language learning. Teaching listening requires a bit

more on the part of the teacher than that of the learners. One of the main principle

of teaching listening, should be “Language material intended to use for training

listening comprehension should never be presented visually first.” Good listening

lessons go beyond the main listening task itself with related activities before and
 23

after the listening. It means that the teaching of listening should beyond the

understanding, then the action.

Teaching listening at Junior High School is one of the most difficult tasks

to teach to the teacher. This is because to have successful listening skill, the

teacher should spend more times and the teacher should ask the students to

practices more. It's frustrating for the students because there are no rules as in a

grammar teaching, (Kenneth, 2011:27). The fact, many students are fault in the

listening test because they are unfamiliar with the section. Listening skill should

be balanced with the other language skills so the students will get maximal skills.

An ideal listening class at Junior High School should thus provide both

practice and instruction. The students need practice in listening for meaning and

also some instruction about how to do so effectively. Suitable material can make

the students want to learn. The material which is suitable with the students has to

be interesting, in the right level of students‟ difficulty, and presented in various

activities. In concluding, the teacher is better to know the students‟ interest in

learning listening with some kind of activities. If not, the students will get bored

and uninterested in learning anymore. Besides that, the material should be

relevant with the students‟ real life, so they can get the best understanding.

We can conclude that teaching listening in Junior High School should be

appropriate with the purposes. It must be completed with the best materials that

are conducted continuously so the students will be familiar with listening task.

Besides that, the teacher should prepare some interesting activities so the students

will be interesting with the listening.

 24

B. Previous Studies

The researcher has found three relevant studies which related to this

research. First is “The Effectiveness of Rosetta Stone Software Usage on Students’

Pronunciation Development at the Eighth Grade of SMP IT PAPB Semarang”

written by Fatmawati Latifah Firdaus, Walisongo State Islamic University

Semarang (2019). The objectives of study were to explain the effectiveness of

Rosetta Stone software usage on students‟ pronunciation development at the

Eighth Grade of SMP IT PAPB Semarang and to find out its pedagogical

implications. This research used quantitative research. The researcher used Quasi-

Experimental design to measure the effectiveness of Rosetta Stone software on

students‟ pronunciation development. This research used a Pre-test, a Post-test,

and questionnaires as the data collection technique. The study showed that: The

test of hypothesis using t-test formula shows the value of the t-test is higher than

the value of the t-table. The value of t-test is 2.300, and the value of t-table on α =

5% is 2.002 (2.300 < 2.002). Then the hypothesis is accepted and Ho was

rejected. The results of this research showed that most of students like English

because English is fun lesson, although it is difficult for them. After using Rosetta

Stone software, students felt easier and happier to understand and to practice

pronunciation. Therefore, using Rosetta Stone software as learning media is

effective.

Second, the research by the title “Using Rosetta Stone Software as Media

in Teaching English Vocabulary (An Experimental Study at SDN No. 02

Lhoksukon)” written by Hanif, Universitas Malikussaleh (2016). The aim of this

 25

study is to examine the effectiveness of using Rosetta Stone Software in teaching

vocabulary. The data were obtained from 64 students who belong to the two

classes (groups), the control group and the experimental group, as the

representative of all fifth grades of SDN No 02 Lhoksukon, Aceh Utara. The

writer took two classes randomly for the sample of three parallel classes. The

research instruments used to collect the data for this study were pre-test and post-

test. The pre-test and the post-test were given to the two classes; the experimental

class and the control class. The result of the test was students‟ scores of the

experimental group and the control group. This result was analyzed by using

statistical formula in order to see if there is a significant difference between the

students who were taught by direct method and the students taught by using

Rosetta Stone Software as the media in teaching vocabulary. Based on previous

explanation, using Rosetta Stone Software as media also proves that the treatment

has given some effects on students‟ vocabulary improvement.

And the third, the research by the title “The Effectiveness of Rosetta Stone

(The Language Learning Software) in Improving Students’ Speaking Skill”

written by Najmi Fuady, UIN Antasari Banjarmasin (2016). This study described

the effectiveness of multimedia Rosetta Stone (Language Learning Software) in

improving students‟ listening skills. There were two problem statements in this

research, namely: How is the effectiveness of Rosetta Stone in improving

students‟ listening skills and how are the students‟ responses toward using of

Rosetta Stone in learning listening. This research was Pre-experimental research

with one group Pre-test and Post-test. Population of this research was students of
 26

class B and D intermediate listening of English Education in the Faculty of

Tarbiyah IAIN Antasari Banjarmasin. The researcher used the technique of

purposive random sampling by taking 10 students each class. So, the total sample

of this research was 20 students. The object of this research was the result of

learning listening students before and after using the Rosetta Stone and the

response of the students toward Rosetta Stone. To collect the data, researcger used

test, questionnaire and added with interview. To process data in this research was

divided into five phases, namely understanding, counting, classifying, arranging,

and interpreting data. Then, all the data were analyzed in quantitative descriptive.

The result of this research showed that the effectiveness of Rosetta Stone in

improving students‟ listening skills is in fair category (based on gain score 0.39).

It means that using Rosetta Stone in improving students‟ listening skills is fair

effective. This research results also stated that the response of the students toward

the use of Rosetta Stone is very good, it was based on the percentage of the

questionnaire 95.5 %. And added with interview stated that students have high

happy feeling, motivation, willingness to study and enthusiasm when using

multimedia Rosetta Stone in learning listening.

 27

C. Conceptual of Framework

The conceptual framework underlying this research was given in the

following diagram in the next page:

INPUT

Curriculum

PROCESS

“Rosetta Stone: Learn Language”

Application

OUTPUT

Students‟ Perception

Figure 2.2: Conceptual Framework

The conceptual frameworks in this research are systematically explained

below:

The researcher was use “Rosetta Stone : Learn Language” application in

teaching methods to enrich students‟ listening. Input was instruction materials

in teaching listening. The output is the result of the process of treatments. The

results are the students‟ perception by using “Rosetta Stone: Learn Language”

application as a learning media at SMPN 35 Makassar.

28
 29

CHAPTER III

RESEARCH METHODOLOGY

This chapter deals with description of research method, time and location

of the research, population and sample, research variables and operational

defenition, research intrument, data collecting procedure, and techniques of

analysis data.

A. Research Design

In this study, researcher was use descriptive qualitative research. Sugiyono

(2014:1) stated that qualitative method is a research method used to examine

natural object conditions (as opposed to experiments) where the researcher is a

key instrument, data collection techniques are carried out triangulated (combined),

data analysis is inductive, and qualitative research results are more pressing rather

than generalizing.

Qualitative research is based on data that researchers obtain from direct

observations, interviews, questionnaires, focus groups, and documents.

Qualitative research is defined as a market research method that focuses on

acquiring data through open communication and conversation. The data are

generally non numerical.

The qualitative approach was chosen because this study aims to know the

students‟ perception of using “Rosetta Stone: Learn Language” application as

learnnng media at SMPN 35 Makassar.

 30

B. Time and Location of the Resarch

1. Time of the Research

This research was conducted on August, 7th 2021 at the second grade

students of SMPN 35 Makassar, in academic year 2021/2022.

2. Location of the Research

This research was conducted at SMPN 35 Makassar. This school is located

on Jl. Telegrap Utama No.1 Paccerakkang, Biringkanaya, District of Makassar

city. Researcher chose location of the research at SMPN 35 Makassar. The

researcher chose this location because researcher considers necessary to know the

students‟ perception of using “Rosetta Stone: Learn Language” application as

learning media at the second grade students of SMPN 35 Makassar.

C. Population and Sample of the Research

1. Population

According to Sugiyono (2017:117), population is generalization of object

or subject that have certain characteristics and quality of their set by investigation

to be learned and then drawn conclusion. Based on the previous explanation, the

population of this researh was the second grade students of SMPN 35 Makassar in

academic year 2021/2022, which of consist of 315 students divided into nine

classes which each class consists of approximately 35 students.

2. Sample

Because of large population, the sampling technique in this research was

purposive sampling. Purposive sampling is also known as judgmental, selective,

 31

or subjective sampling, is a form of non-probably sampling in which researchers

rely on their own judgmental when choosing members of the population to

participate in their surveys. The researcher also was chosen 26 students as

representative of second years of SMPN 35 Makassar.

D. Focus of the Research

The focus of this reserach is to find out the students‟ perception of using

“Rosetta Stone: Learn Language” application as a learning media in teaching

English especially listening at the second second years students of SMPN 35

Makassar in academic year 2021/2022.

Students‟ perceptions are very crucial to be known in teaching and

learning process because teachers need to know their students‟ preferences in

terms of their learning style, interest, and others which can influence their learning

outcome.

E. Instrument of the Research

In this research, the reseracher was use observation and questionnaire as

the intrument of the research. The purpose of observation is to describe everything

related to the object of research, to draw conclusions that are compiled into a

report that is relevant and can be useful as a learning or research material. And the

quistonnaire was given to students to find out the students‟ perception of using
 32

“Rosetta Stone: Learn Language” application as learning media in teaching

English especially listening.

F. Procedure of Collecting Data

Data collection techniques are the most important step in research, because

the main purpose of research is to obtain data. Without knowing the data

collection technique, the researcher was not get data that meets the established

data standards (Sugiyono, 2015: 197).

In this study, there are two data collection techniques that was used,

namely:

1. Observation

The purpose of observation is to describe everything related to the object

of research, to draw conclusions that are compiled into a report that is relevant

and can be useful as a learning or research material. Some of the things that are

used as the background why an observation must be done is to know everything

related to the object directly and clearly without having to estimate the object.

2. Questionnaire

A questionnaire is a research instrument consisting of a series of questions

for the purpose of gathering information from respondents. Questionnaires can be

thought of as a kind of written interview. They can be carried out face to face, by

telephone, computer or post. Questionnaires provide a relatively cheap, quick and

efficient way of obtaining large amounts of information from a large sample of

people.
 33

Ridwan (2013:27) says that the purpose of distributing questionnaires is to

find complete information about a problem, without feeling worried if the

respondent gives an answer that does not match the reality in filling out the list of

questions.

In this study, researcher was use a closed questionnaire to obtain data

about students‟ perceptions using the “Rosetta Stone: Learn Language”

application at SMPN 35 Makassar. Closed questionnaire is a questionnaire that

already contains answers in it, the way to answer it is by putting a check mark ()

in the answer column that corresponds to what the students experienced during the

learning process. In this study, the rsearcher presents questionnaire that consist of

20 questions.

G. Technique of Analysis Data

In qualitative research, data analysis is carried out before in the field,

during the field and after in the field. The pre-field analysis was carried out on the

results of preliminary studies or initial observations.

Analysis during the Model Miles and Huberman field as quoted from Sugiyono

(2014:91) there are three stages, namely:

1. Data Reduction

The data obtained from the field is quite a lot, for that it needs to be

recorded carefully and in detail. As noted, the longer the researcher is in the field,

the more data will be more complex, complex and complicated.

For this reason, it is necessary to immediately analyse data through data

reduction. Reducing data means summarizing, choosing the main points, focusing
 34

on the important things, looking for themes and patterns. Thus the data that has

been reduced will provide a clearer picture, and make it easier for researchers to

do the 'next data collection, and look for it when needed. Data reduction can be

assisted with electronic equipment such as mini computers, by providing codes on

certain aspects.

2. Data Display

By displaying the data, it was easier to understand what is happening, to

plan further work based on what has been understood. Furthermore, it is

recommended, in conducting data display, in addition to narrative text, it can also

be in the form of graphs, matrices, networks (networking) and charts. To check

whether the researcher has understood what is displayed.

3. Conclusion Drawing/Verification

The initial conclusions put forward are still temporary, and was change if

no strong evidence is found to support the next stage of data collection. But if the

conclusions raised at an early stage, supported by valid and consistent evidence

when researchers return to the field to collect data, the conclusions put forward

are credible conclusions. Thus the conclusions in qualitative research may be able

to answer the problems formulation that was formulated from the start, but maybe

not, because as has been stated that the problems and problem formulations in

qualitative research are still temporary and will develop after the researcher is in

the field.
 CHAPTER IV

FINDINGS AND DISCUSSION

This chapter discusses the findings that have been obtained by researcher

through research conducted by researcher during four meetings.

A. Findings

1. Place of the Research

This research was conducted at SMPN 35 Makassar. This study also

involved eighth grade students of SMPN 35 Makassar in the 2021/2022

academic year. SMPN 35 Makassar has 1,116 students consisting of 601 male

students and 515 female students. This school has facilities such as

laboratories, libraries, basketball courts, internet, parks.

2. Schedule of the Research

This research was conducted in September in the first semester of the

2020/2021 academic year. The process of this research was carried out by

following the schedule of English subjects for class 8.8 students at SMPN 35

Makassar.

a. Questionnaire

After conducting the research process, the researcher presented the

results of the questionnaire which had been filled out by 26 students of

class 8.8 SMPN 35 Makassar. The results of this questionnaire were

obtained after students applied the use of the Rosetta Stone application.

35
 36

The data is presented in the form of a table containing statements of

numbers and percentages.

Table 4.1.

Questionnaire data for class VIII.8 students

SS S KS TS STS
No.

1 3,9 34,6 34,6 19,2 7,7

2 24 52 16 8 0

3 19,2 61,5 15,4 3,9 0

4 7,7 15,4 53,8 15,4 7,7

5 30,8 53,8 11,5 3,9 0

6 23,1 50 26,9 0 0

7 3,8 0 30,8 46,2 19,2

8 42,3 50 7,7 0 0

9 23,1 57,7 15,4 3,8 0

10 23,1 53,8 7,7 0 3,9

11 23,1 53,8 19,2 3,9 0

12 3,9 34,6 34,6 26,9 0

13 24 64 12 0 0

14 26,9 42,3 26,9 0 3,9

15 3,8 23,1 34,6 30,8 7,7

16 7,7 7,7 46,2 34,6 3,8

 37

17 11,5 15,4 34,6 23,1 15,4

18 19,2 61,5 19,2 0 0

19 12,5 12,5 50 25 0

20 23,1 61,5 15,4 0 0

Source : Students questioner result

description :

SS = Sangat Setuju

S = Setuju

KS = Kurang Setuju

TS = Tidak Setuju

STS = Sangat Tidak Setuju

b. Interview

After the researchers conducted interviews with class 8.8 students

about students' perceptions of the use of the Rosetta Stone application as a

medium in learning, it was found that this learning media was effectively

used in the English learning process. The following is the student's perception

of the use of the Rosetta stone application in the learning process.

The following are the question and result of students interview:

1. The first Interview with Hanum

1. Can you use this application properly and correctly?

Based on the interview conducted, Hanum said that, yes, I am able to

run this application properly and correctly because this application is

easy to run.
 38

2. What do you think about the Rosetta Stone application?

Based on the interview conducted, Hanum said that, Rosetta Stone

application is very interesting and easy to use.

3. Do you find it easier to understand lessons using this application or

through books?

Based on the interview conducted, Hanum said that, I feel more

comfortable using the Rosetta Stone application other than through

books because this application is very helpful in learning spoken or

listening English.

4. What do you like about this application?

Based on the interview conducted, Hanum said that, what I like about

this application is the audio which is very helpful in listening to English

conversations

5. Is this application suitable for learning English, especially listening?

Based on the interview conducted, Hanum said that, yes this is very

helpful because most of the content of this application is audio or

conversation.

2. The second Interview with Febriandi Gilberth D.A

1. Can you use this application properly and correctly?

Based on the interview conducted, Gillberth said that, yes I am very

able to use this application because it has been explained well and

correctly.

2. What do you think about Rosetta Stone application?

 39

Based on the interview conducted, Gilberth said that, this app really helps

me in improving my listening skills.

3. Do you find it easier to understand lessons using this application or

through books?

Based on the interview conducted, Gilberth said that, I prefer to use this

application because it is not boring.

4. What do you like about this application?

Based on the interview conducted, Gilberth said that, I like this

application because I feel this application is very supportive to improve

my listening skills.

5. Is this application suitable for learning English, especially listening?

Based on the interview conducted, Gilberth said that, yes this application

is perfect for improving listening skills.

3. The third Interview with Ervina Utami

1. Can you use this application properly and correctly?

Based on the interview conducted, Ervina said that, I feel able to use this

application because it is easy to understand and very easy to use.

2. What do you think about Rosetta Stone application?

Based on the interview conducted, Ervina said that, this application is

very helpful when I want to practice my listening skills and this

application also has several other features that are able to practice

speaking.
 40

3. Do you find it easier to understand lessons using this application or

through books?

Based on the interview conducted, Ervina said that, I can understand

both but sometimes using this application is very interesting.

4. What do you like about this application?

Based on the interview conducted, Ervina said that, I like this app

because it's easy to use

5. Is this application suitable for learning English, especially listening?

Based on the interview conducted, Ervina said that, yes this

application really helps improve my listening skills and others.

This questionnaire was given to students in order to find out information

about the implementation of learning using the Rosetta Stone application in the

English learning process in the form of a google form which was distributed

online via whatsapp media. The following are statements and results obtained by

researcher through questionnaires and interviews which were delivered to all

students in grade 8.8.

Table 4.2 Comparison of students answer in the questionnaire

No. Classification Frequency Percentage

1. Strongly Agree 1 3.9%
2. Agree 9 34.6%
3. Slightly Agree 9 34.6%
4. Disagree 5 19.2%
5. Strongly Disagree 2 7,7%
Total 26 100
 41

Based on Table 4.2, it can be seen that 3.9% (1 students) strongly agree

with the statement that without using media, the learning process will feel boring,

meaning that in implementing the learning process students still feel effective in

learning using methods without using media. There are also 34.6% (9 students)

agree with the statement, which means that students feel that the use of media in

the learning process has a positive impact. There are also 34.6% (9 students) who

slightly agree with this statement and 19.2% (5 students) feel disagree with this

statement and 7.7% (2 students) who strongly disagree with this statement,

meaning that students feel that the use of media does not have a positive impact

and is effective for use in the learning process learning.

Table 4.3 Comparison of students answer in the questionnaire

No. Classification Frequency Percentage

1. Strongly Agree 8 30.8%
2. Agree 12 46.2%
3. Slightly Agree 4 15.4%
4. Disagree 2 7.7%
5. Strongly Disagree 0 0%
Total 26 100

Based on Table 4.3, there are 30.8% (8 students) who strongly agree and

46.2% (12 students) agree on the statement that the use of the Rosetta Stone

"Learn Language" application makes students interested in learning listening. It

can be interpreted that students find it easier to understand when using media by

listening to audio directly. There are also 15.2% (4 students) who slightly agree
 42

and 7.7% (2 students) disagree with this statement, meaning that these students

feel that the use of media to improve listening skills is not effective to use.

Table 4.4 Comparison of students answer in the questionnaire

No. Classification Frequency Percentage

1. Strongly Agree 4 15.4%
2. Agree 16 61.5%
3. Slightly Agree 4 15.4%
4. Disagree 2 7.7%
5. Strongly Disagree 0 0%
Total 26 100
Based on Table 4.4 there are 15.4% (4 students) who strongly agree and

61.5% (16 students) agree that the Rosetta Stone application can improve

students' listening skills, this proves that students find it easy and happy to learn

English using media learning because listening to audio directly can stimulate

students' brains. While 15.4% (4 students) slightly agree and 7.7% of students (2

students) person is disagree.

Table 4.5 Comparison of students answer in the questionnaire

No. Classification Frequency Percentage

1. Strongly Agree 2 7.7%
2. Agree 4 15.4%
3. Slightly Agree 14 53.8%
4. Disagree 4 15.4%
5. Strongly Disagree 2 7,7%
Total 26 100
Based on Figure 4.5 there are 7.7%% (2 students) who strongly agree,

15.4% (4 students) agree and 53.8% (14 students) who slightly agree with the

statement that students find it difficult when learning English using the Rosetta

Stone application, this is proves that the use of media in learning can simplify the
 43

teaching process and make students more active and enthusiastic in learning

English. While 15.4% (4 students) disagree and 7.7% (2 students) strongly

disagree. It can be interpreted that students have difficulty capturing learning

using the Rosetta Stone application because students are more dominant in

learning using methods.

Table 4.6 Comparison of students answer in the questionnaire

No. Classification Frequency Percentage

1. Strongly Agree 8 30.8%
2. Agree 14 53.8%
3. Slightly Agree 3 11.5%
4. Disagree 1 3.9%
5. Strongly Disagree 0 0%
Total 26 100

Based on Table 4.6 there are 30.8% (8 students) who strongly agree,

53.8% (14 students) who agree with the statement that the Rosetta Stone

application makes it easier for students to learn listening, this proves the

effectiveness of using media on learning can be applied because it can help

students improve their listening skills. While there are 11.5% (3 students) who

feel slightly agree and 3.9% (1 student) who disagree with the statement, meaning

that the use of methods in the learning process can make students understand

learning better than using media.

Table 4.7 Comparison of students answer in the questionnaire

No. Classification Frequency Percentage

1. Strongly Agree 6 23.1%
2. Agree 13 50%
3. Slightly Agree 7 26.9%
4. Disagree 0 0%
 44

5. Strongly Disagree 0 0%
Total 26 100

Based on Table 4.7 there are 23.1% (6 students) strongly agree and 50%

(13 students) agree with the statement that the Rosetta Stone application increases

students' interest in learning listening, this proves that the media makes students

more interested in various learning features that available. While 26.9% (7

students) slightly agree with this statement, it means that the use of this

application in the learning process does not attract students' attention.

Table 4.8 Comparison of students answer in the questionnaire

No. Classification Frequency Percentage

1. Strongly Agree 1 3.9%
2. Agree 0 0%
3. Slightly Agree 8 30.8%
4. Disagree 12 46.2%
5. Strongly Disagree 5 19.2%
Total 26 100
Based on Figure 4.8 there are 3.9% (1 students) who are strongly agree

and 30.8% (8 students) who are slightly agree and 46.2% (12 students) who

disagree with the statement those students do not feel the slightest benefit. From

the use of the Rosetta Stone application, it means that by applying the use of the

Rosetta Stone application it is very useful for students because it is able to

increase students' requests for learning to use media. While there are 19.2% (5

student) strongly disagree with the statement, meaning that students do not give

interest to understand this application.

 45

Table 4.9 Comparison of students answer in the questionnaire

No. Classification Frequency Percentage

1. Strongly Agree 11 42.3%
2. Agree 13 50%
3. Slightly Agree 2 7.7%
4. Disagree 0 0%
5. Strongly Disagree 0 0%
Total 26 100

Based on Table 4.9 there are 42.3% (11 students) who strongly agree and

there are 50% (13 students) who strongly agree with the statement that the Rosetta

Stone application is suitable for use in learning English, especially in listening,

this proves that there is an increase in students' English skills, especially in

listening skills with the application of Rosetta Stone. And 7.7% (2 students)

slightly agree with this statement.

Table 4.10 Comparison of students answer in the questionnaire

No. Classification Frequency Percentage

1. Strongly Agree 6 23.1%
2. Agree 15 57.7%
3. Slightly Agree 4 15.4%
4. Disagree 1 3.9%
5. Strongly Disagree 0 0%
Total 26 100
Based on Figure 4.10, there are 23.1% (6 students) strongly agree and

57.7% (15 students) agree with the statement that the Rosetta Stone application

gives an increase in students' motivation to learn English. This proves that the

teaching method presented by the researcher attracts the attention of students so

that it can affect the improvement of students' learning abilities. There are 15.4%

(4 students) slightly agree and 3.8% (1 student) disagree.

 46

Table 4.11 Comparison of students answer in the questionnaire

No. Classification Frequency Percentage

1. Strongly Agree 6 23.1%
2. Agree 14 53.8%
3. Slightly Agree 2 7.7%
4. Disagree 1 3.9%
5. Strongly Disagree 3 11.3%
Total 26 100
Based on Table 4.11 there are 23.1% (6 students) strongly agree and

53.8% (14 students) state agree on the statement of students studying the lesson

about the Rosetta Stone given. This proves that the level of student interest in

understanding the use of this application in learning is very good. While there are

7.7% (2 students) students slightly agree, 3. 9% (1 student) disagree and 11.3% (3

students) strongly disagree.

Table 4.12 Comparison of students answer in the questionnaire

No. Classification Frequency Percentage

1. Strongly Agree 6 23.1%
2. Agree 14 53.8%
3. Slightly Agree 5 19.2%
4. Disagree 1 3.9%
5. Strongly Disagree 0 0%
Total 26 100

Based on table 4.12, 23.1% (6 students) strongly agree and 53.8% (14

students) agreed with the statement that students had an interest in learning

listening when using the Rosetta Stone application. This proves that students are

interested in learning more creatively by using media. While 19.2% (5 students)

slightly agree and 3.9% (1 student) disagree, so in this case students need more

creative media to attract students' interest in learning English.

 47

Table 4.13 Comparison of students answer in the questionnaire

No. Classification Frequency Percentage

1. Strongly Agree 0 0%
2. Agree 9 34.6%
3. Slightly Agree 8 30.8%
4. Disagree 7 26.9%
5. Strongly Disagree 2 7.7%
Total 26 100
Based on Table 4.13, 34.6% (9 students) agree and 30.8% (8 students)

slightly agree and 26.9% (7 students) stated that they disagreed with the statement

that students did not feel the difference at the time of writing. Using the Rosetta

Stone application and when not using it in English subjects, especially listening.

This proves that students feel a significant difference in learning when using

media. But there are 7.7% (2 students) who strongly disagree with this statement,

this makes researchers have to improve their teaching skills so that students can

feel that learning to use media is very fun.

Table 4.14 Comparison of students answer in the questionnaire

No. Classification Frequency Percentage

1. Strongly Agree 7 26.9%
2. Agree 14 53.8%
3. Slightly Agree 2 7.7%
4. Disagree 2 7.7%
5. Strongly Disagree 1 3.9%
Total 26 100

Based on table 4.14 there are 26.9% (7 students) strongly agree and 53.8%

(14 students) agree with the statement that learning using the Rosetta Stone

application can improve students' listening skills. It is proven that students can

improve listening skills by using the Rosetta Stone application. While 7.7% (2
 48

students) slightly agree with the statement, 7.7% (2 students) disagree with the

statement and 3.9% (1 student) strongly disagree with the statement.

Table 4.15 Comparison of students answer in the questionnaire

No. Classification Frequency Percentage

1. Strongly Agree 7 26.9%
2. Agree 11 42.3%
3. Slightly Agree 6 26.9%
4. Disagree 1 3.9%
5. Strongly Disagree 0 0%
Total 26 100
Based on Table 4.15 there are 26.9% (7 students) strongly agree and

42.3% (11 students) agree with the statement that students become more active in

studying at home after getting to know the Rosetta Stone application. This proves

that students feel happy and do not get bored learning to use the media. While

26.9% (6 students) slightly agree, and 3.9% (1 student) disagree with this

statement.

Table 4.16 Comparison of students answer in the questionnaire

No. Classification Frequency Percentage

1. Strongly Agree 1 3.9%
2. Agree 6 23.1%
3. Slightly Agree 8 30.8%
4. Disagree 9 34.6%
5. Strongly Disagree 2 7.7%
Total 26 100

Based on Table 4.16 there are 3.9% (1 student) strongly agree, 23.1% (6

students) agree and 30.8% (8 students) feel slightly agree with the statement that

the Rosetta Stone application is difficult to use in learning. This proves that the

Rosetta Stone application is easy and effective to use in learning English,

 49

especially listening. While 34.6% (9 students) disagree and 7.7% (2 student) feel

strongly disagree with this statement. This motivates researchers to further

improve the teaching process so that all students can use learning media easily.

Table 4.17 Comparison of students answer in the questionnaire

No. Classification Frequency Percentage

1. Strongly Agree 2 7.7%
2. Agree 3 11.5%
3. Slightly Agree 10 38.5%
4. Disagree 9 34.6%
5. Strongly Disagree 2 7.7%
Total 26 100
Based on Table 4.17 there are 7.7% (2 students) strongly agree, 11.5% (3

students) feel agree and 38.5% (10 student) feel slightly agree with the statement

that the Rosetta Stone application is not effectively used in teaching. This proves

that students feel very interested and easily understand English lessons, especially

listening by using the Rosetta Stone application. Meanwhile, 34.6% (9 students)

disagree and 7.7% (2students) with the statement.

Table 4.18 Comparison of students answer in the questionnaire

No. Classification Frequency Percentage

1. Strongly Agree 3 11.5%
2. Agree 4 15.4%
3. Slightly Agree 10 38.5%
4. Disagree 5 19.2%
5. Strongly Disagree 4 15.4%
Total 26 100
Based on Table 4.18 there are 11.5% (3 students) strongly agree, 15.4% (4

students) agree and 38.5% (10 students) feel slightly agree with the statement that

students do not like to learn when using Rosetta Stone app. This proves that
 50

students enjoy learning when using the Rosetta Stone application, learning

becomes fun with the various kinds of audio available. While there are 19.2% (5

students) disagree and 15.4% (4 students) strongly disagree with the statement.

Table 4.19 Comparison of students answer in the questionnaire

No. Classification Frequency Percentage

1. Strongly Agree 5 19.2%
2. Agree 15 57.7%
3. Slightly Agree 6 23.1%
4. Disagree 0 0%
5. Strongly Disagree 0 0%
Total 26 100
Based on Table 4.19 there are 19.2% (5 students) strongly agree and

57.7% (15 students) agree with the statement that students can more easily do

assignments by using the Rosetta Stone application. This proves that by using the

Rosetta Stone application the learning that is passed by students feels easier. But

there are 23.1% (6 students) who are slightly agree with this statement, meaning

that these students better understand direct learning by the teacher or learning

methods than using applications or media.

Table 4.20 Comparison of students answer in the questionnaire

No. Classification Frequency Percentage

1. Strongly Agree 3 11.5%
2. Agree 3 11.5%
3. Slightly Agree 12 50%
4. Disagree 6 25%
5. Strongly Disagree 2 7.7%
Total 26 100

Based on Table 4.20 there are 11.5% (3 students) who are strongly agree,

and 11.5% (3 students) agree with the statement that the Rosetta Stone application
 51

does not have complete features, especially listening. This proves that students get

all knowledge by listening to various audios available on the Rosetta Stone

application. But there are 46.2% (12 students) who slightly agree and 23.1% (6

students) feel disagree and 7.7% (2 students) strongly disagree with the statement,

thus researchers will continue to develop learning with Rosetta Stone so that all

students can use this application happily and can understand all available audio.

Table 4.21 Comparison of students answer in the questionnaire

No. Classification Frequency Percentage

1. Strongly Agree 6 23.1%
2. Agree 16 61.5%
3. Slightly Agree 3 11.5%
4. Disagree 1 3.9%
5. Strongly Disagree 0 0%
Total 26 100

Based on Table 4.21 there are 23.1% (6 students) strongly agree and

61.5% (16 students) disagree with the statement that the Rosetta Stone application

makes it easier for students to do assignments. This proves that students enjoy and

feel not bored using this application in the learning process. There are also 11.5%

(3 students) who feel they do not agree and 3.9% (1 student) who strongly

disagree with the statement, meaning that teaching using the Rosetta Stone

application must be further improved so that students can more easily use the

application as a learning medium.

 52

B. Discussion

This discussion presents the findings of the researcher by comparing the

results of other studies.

This study aims to determine students' perceptions of learning English

using the Rosetta Stone application, especially on listening skills. In this study,

the researchers proved that the use of the Rosetta Stone application could improve

students' listening skills. In this study, there are various audios that can be listened

to by students and used as learning to improve English language skills, especially

listening. With this research, it can make students improve their listening skills

with various audio features that are already available.

While the Research conducted by Fatmawati Latifah Firdaus, Walisongo

State Islamic University, Semarang (2019), namely ""The Effectiveness of Using

Rosetta Stone Software on the Pronunciation Development of Class VIII Students

at SMP IT PAPB Semarang" This research focuses on improving students'

speaking skills and the type of research used is quantitative.

Research conducted by Hanif, Malikussaleh University (2016), namely

"Using Rosetta Stone Software as a Media in Teaching English Vocabulary

(Experimental Study at SDN No. 02 Lhoksukon)". This research focuses on

increasing vocabulary. This study focuses on the comparison when using the

Rosetta Stone Software and direct teaching to students. This study proves that the

use of Rosetta Stone Software can improve students' vocabulary skills. Rosetta

Stone software can be used in the learning process to increase students' knowledge

and insight about English.

 53

Research conducted by Najmi Fuady, UIN Antasari Banjarmasin (2016) is

""The Effectiveness of Rosetta Stone (Language Learning Software) in Improving

Students' Speaking Skills". This research also focuses on improving students'

listening skills but the type of research used is Pre-experimental. This study took 2

different classes to obtain samples, then the results of this study were that the

students' listening skills were in the medium category.

Based on the overall research above, the overall aim is to improve

students' abilities even though they use different methods and techniques.

Therefore, the existence of research is useful to prove whether the research is

effectively used or not. From the several studies above, on average, it proves that

the research they do is effective in teaching students and has a positive impact on

improving students' English skills.

 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the data above that have been summarized by the author, this

research is very useful for improving students' listening skills because of the

availability of various interesting audio features that can make students more

interested and happy to learn English. This Rosetta Stone application is very

useful for making students more creative and actively listening to audio in the

form of learning. This learning application has proven to be effective for use in

grade 8.8 students at SMPN 35 Makassar.

This Rosetta Stone application is very effective and easy to use in

learning. In the current Covid-19 condition, students don't need to worry about the

learning process because this application can be downloaded and then ready to

use.

B. Suggestion

Based on the conclusions that have been conveyed by the authors, the

authors also want to provide suggestions and recommendations, namely in the

learning process students tend to only follow lessons to fill attendance but do not

understand the lessons delivered by the teacher. This is because some students

find it difficult to catch the lesson delivered. Therefore, the researcher suggests

using the Rosetta Stone application to help students get the right media to use in

improving listening skills.

54
 55

1. Researchers suggest that the learning process uses the Rosetta Stone

application, because this application can make students find various kinds

of interesting audio in order to increase students' knowledge and creativity

in learning English, especially in listening skills.

2. Teachers can use this application as learning, because students will feel

more interested if teaching is done using media or applications to make

students not bored and happy to learn English.

3. The author finds that the use of the Rosetta Stone application can provide

students with additional knowledge, especially on listening skills, because

it can train students' comprehension skills by listening to various audio

features that can be selected.

 BIBLIOGRAPHY

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Davis & Newstorm. (1987). The effectiveness of Rosetta Stone software usage on

students, p2021.

Firdaus, Latifah. 2019. The Effectiveness of Rosetta Stone Software Usage on

Students’ Pronunciation Development at the Eighth Grade of SMP IT

PAPB Semarang. (Skripsi). Walisongo State Islamic University.

Florez, MaryAnn Cunningham. 1999. Improving adult English language learners

listening skills. ERIC Digest, 20.

Gilakjani, A. P., & Sabouri, N. B. 2016. The Significance of Listening

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Hamouda. 2013. Listening in The Language Classroom. Cambridge: Cambridge

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Hanif. 2016. Using Rosetta Stone Software as Media in Teaching English

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 57

Harmer, J. (2007). The practice of English language teaching (4th ed).

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to Improve Students’ English Writing Skill. (Skripsi).

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Rosmiati, Vita. 2013. Penerapan aplikasi Rosetta Stone untuk meningkatkan

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Rost, Meanwhile. 2011. Listening skill is a listening with comprehension attention

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Raufelder. 2016. The quality of a teacher. Cambridge: Cambridge University

Press, 53.

Sadiman. 2011. Media Pendidikan. Jakarta: Rajawali Press.

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Sincero, Sarah Mae. 2013. “Perception”. Https://Explorable.Com/Perception

Retrivied on May, 9th 2021.

Smaldino , Sharon E., Lowther , Deborah L., Russell, James D. Instructional

Technology and Media for Learning. Tenth (Pearson: International

Education), P. 101

Sugiyono. 2014. Memahami Penelitian Kualitatif. Bandung: Alfabeta.

Sugiyono. 2017. Metode Penelitian Kuantitatif, Kualitatif dan R & D. Bandung:

Alfabeta, CV.

Osborn, A. (1959) Listening terms. New York: Scribner

Ur, Penny. 2012. A Course in English Language Teaching. Cambridge: University

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Vandergrift, L. 2012. Recent Developments in Second and Foreign Language

Listening Comprehension Research. Cambridge Journals, 40(3), 191-

210.

Walgito, Bimo. 2014. Pengantar Psikologi Umum. Yogyakarta: Andi Offset.

 59

APPENDICES
 60

APPENDIX 1

INSTRUMENTS OF THE RESEARCH

Questionnaire for the students

Perkenalkan nama saya Reza Pahlepi, saya adalah mahasiswa Fakultas Keguruan

dan Ilmu Pendidikan Universitas Bosowa. Untuk memenuhi tugas akhir saya

sebagai mahasiswa, saya melakukan penelitian dan disini saya mengaharpakan

kerjasama adik-adik untuk mebantu saya menyelesaiikan tugas akhir ini. Disini

saya akan memberikan adik-adik angket, jadi angket ini akan di isi sesuai dengan

pengalaman yang adik-adik dapatkan selama mempelajarai Aplikasi Rosetta

Stone. Atas kerjasama dari adik-adik, saya mengucapkan terima kasih.

I. Identitas Responden

Nama :

Kelas :

No. Absen :

II. Petunjuk Pengisian Angket:

1. Bacalah pertanyaan dengan seksama dan pilihlah salah satu jawaban yang

sesuai dengan pendapat kalian.

2. Kerjakan semua soal pada lembar jawab yang telah disediakan dengan

memberikan tanda centang () pada jawaban yang anda pilih.

 61

3. Keterangan: (SS: Sangat Setuju, S: Setuju, KS: Kurang Setuju, TS: Tidak

Setuju, STS: Sangat Tidak Setuju)

Pilihan
No. Pernyataan
SS S KS TS STS

1. I feel bored if teaching and learning

activities do not use learning media

The application “Rosetta Stone: Learn

2. Language” made me more interested in
learning listening

3. The “Rosetta Stone: Learn Language” app

can improve my listening skills
I find it difficult to learn listening using
4. the “Rosetta Stone: Learn Language”
application
The “Rosetta Stone: Learn Language”
5. application makes it easier for me to learn
listening
The application “Rosetta Stone: Learn
6. Language” made my interest in learning
listening more grow

7. I don't feel any benefit at all using the

“Rosetta Stone: Learn Language” app

“Rosetta Stone: Learn Language”

8. application is suitable for learning English,
especially listening comprehension

9. When using the “Rosetta Stone: Learn

Language” app, my motivation increases

I repeat the learning material that has been

10. given using the "Rosetta Stone: Learn
Language" application
 62

I feel interested in learning listening using

11. the "Rosetta Stone: Learn Language"
application

I don't feel the difference between using or

12. not using the “Rosetta Stone: Learn
Language” application in learning,
especially listening.

13. The “Rosetta Stone: Learn Language” app

allows me to improve my listening

I became more active in studying at home

14. when I got to know the application
“Rosetta Stone: Learn Language”
The application “Rosetta Stone: Learn
15. Language” is complicated to use in
learning
The application “Rosetta Stone: Learn
16. Language” is not effective in learning
listening

17. I prefer to study if I don't use the “Rosetta

Stone: Learn Language” app

18 I can easily do assignments using the

“Rosetta Stone: Learn Language” app

The application "Rosetta Stone: Learn

19. Language" does not have complete
features in learning, especially learning
listening
The “Rosetta Stone: Learn Language”
20. application makes it easy for me to do my
assignments
 63

APPENDIX 2

Tes wawancara

1. Can you use the Rosetta Stone application properly and correctly?

2. What do you think about this Rosetta Stone application?

3. Do you find it easier to understand lessons using this application or through

books?

4. What do you like about this application?

5. Is this application suitable for learning English, especially listening?

 64

APPENDIX 3

Questionnaire data for class VIII.8 students

SS S KS TS STS

1 3,9 34,6 34,6 19,2 7,7

2 24 52 16 8 0
3 19,2 61,5 15,4 3,9 0
4 7,7 15,4 53,8 15,4 7,7
5 30,8 53,8 11,5 3,9 0
6 23,1 50 26,9 0 0
7 3,8 0 30,8 46,2 19,2
8 42,3 50 7,7 0 0
9 23,1 57,7 15,4 3,8 0
10 23,1 53,8 7,7 0 3,9
11 23,1 53,8 19,2 3,9 0
12 3,9 34,6 34,6 26,9 0
13 24 64 12 0 0
14 26,9 42,3 26,9 0 3,9
15 3,8 23,1 34,6 30,8 7,7
16 7,7 7,7 46,2 34,6 3,8
17 11,5 15,4 34,6 23,1 15,4
18 19,2 61,5 19,2 0 0
19 12,5 12,5 50 25 0
20 23,1 61,5 15,4 0 0
 65

APPENDIX 4

Percentage of students in pie chart

66
67
68
 69

APPENDIX 5

RENCANA PELAKASANAAN PEMBELAJARAN

(RPP)

Nama Sekolah : SMPN 35 Makassar

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII/8 (Ganjil)

Materi Pokok/Tema : Persepsi Siswa Menggunakan Aplikasi “Rosetta

Stone: Learn Language” Sebagai Media

Pembelajaran Untuk Meningkatkan Pendengaran

Siswa

A. TUJUAN PEMBELAJARAN

1. Melalui aplikasi whatsapp dan zoom, guru menyampaikan materi yang

akan dipelajari.

2. Melalui aplikasi Rosetta Stone dapat membantu siswa untuk

meningkatkan kemampuan mendengarkan dengan berbagai fitur audio

menarik.

B. LANGKAH-LANGKAH KEGIATAN PEMBELAJARAN

1. Pertemuan Pertama ( 2 x 40 menit )

a. Kegiatan Pendahuluan (10 Menit)

1. Salam dan berdoa

2. Guru melakukan pengecekan kehadiran peserta didik.

3. Memotivasi peserta didik.

4. Menjelaskan tujuan pembelajaran.

 70

5. Pendidik menyampaikan ruang lingkup penilaian yang meliputi

penilaian sikap, kerjasama dan percaya diri.

b. Kegiatan Inti (60 menit)

1. Pendidik menjelaskan materi tentang mendengarkan

(listening).

2. Guru memberi contoh terkait materi.

3. Peserta didik diberikan waktu untuk menanyakan hal yang

kurang jelas.

4. Peserta didik akan diperlihatkan aplikasi Rosetta Stone dan

cara menggunakannya

c. Kegiatan penutup (10 menit)

1. Peserta didik dan pendidik melakukan refleksi terhadap

kegiatan pembelajaran dan manfaat-manfaatnya.

2. Peserta didik dan pendidik menyimpulkan hasil belajar dari

materi yang baru saja dipelajari.

3. Pendidik memberi penguatan terhadap hasil kerja peserta didik.

4. Pendidik menyampaikan kegiatan pada pertemuan selanjutnya.

5. Peserta didik mengucapkan salam perpisahan.

2. Pertemuan kedua (2x40 menit)

a. Kegiatan pendahuluan ( 10 menit)

1. Salam dan berdoa

2. Guru melakukan pengecekan kehadiran peserta didik.

 71

3. Mengontrolkebersihankelasdankesiapan peserta didik sebelum

belajar.

4. Pendidik memotivasi peserta didik tentang pentingnya mengatur

jadwal kegiatan dalam belajar.

5. Pendidik menyampaikan tujuan pembelajaran.

6. Pendidik menyampaikan ruang lingkup penilaian yang meliputi

penilaian sikap, kerjasama dan percaya diri.

b. Kegitan inti ( 60menit)

1. Pendidik menjelaskan materi tentang mendengarkan (listening).

2. Pendidik memperkenalkan Aplikasi Rosetta Stone serta mulai

untuk memperlihatkan audio yang tersedia pada aplikasi

3. Peserta didik diminta untuk mengamati cara penggunaan

Aplikasi ini agar tidak kebingungan.

4. Peserta didik diberikan kesempatan untuk mendengarkan audio

yang tersedia.

5. Peserta didik diberikan waktu untuk menanyakan hal yang

kurang jelas.

c. Kegiatan penutup (10 menit)

1. Peserta didik dan pendidik melakukan refleksi terhadap kegiatan

pembelajaran dan manfaat-manfaatnya.

2. Peserta didik dan pendidik menyimpulkan hasil belajar dari

materi yang baru saja dipelajari.

3. Pendidik memberi penguatan terhadap hasil kerja peserta didik.

 72

4. Pendidik menyampaikan kegiatan pada pertemuan selanjutnya.

5. Peserta didik mengucapkan salam perpisahan.

3. Pertemuan ketiga (2x40 menit)

a. Kegiatan pendahuluan ( 10 menit)

1. Salam dan berdoa.

2. Guru melakukan pengecekan kehadiran peserta didik.

3. Mengontrolkebersihankelasdankesiapan peserta didik sebelum

belajar.

4. Memotivasi peserta didik.

5. Menjelaskan tujuan pembelajaran.

6. Pendidik menyampaikan ruang lingkup penilaian yang meliputi

penilaian sikap, kerjasama dan percaya diri.

b. Kegitan inti ( 60menit)

1. Pendidik memberikan angket kepada siswa.

2. Pendidik diarahkan untuk mengisi angket tersebut berdasarkan

pengalaman mereka ketika belajar menggunakan Aplikasi

Rosetta Stone.

c. Kegiatan penutup (10 menit)

1. Peserta didik dan pendidik melakukan refleksi terhadap kegiatan

pembelajaran dan manfaat-manfaatnya.

2. Peserta didik dan pendidik menyimpulkan hasil belajar dari

materi yang baru saja dipelajari.

3. Pendidik memberi penguatan terhadap hasil kerja peserta didik.

 73

4. Pendidik menyampaikan kegiatan pada pertemuan selanjutnya.

5. Peserta didik mengucapkan salam perpisahan.

4. Pertemuan keempat (2x40 menit)

a. Kegiatan pendahuluan ( 10 menit)

1. Salam dan berdoa

2. Guru melakukan pengecekan kehadiran peserta didik.

3. Mengontrolkebersihankelasdankesiapan peserta didik sebelum

belajar.

4. Memotivasi peserta didik.

5. Menjelaskan tujuan pembelajaran.

6. Pendidik menyampaikan ruang lingkup penilaian yang meliputi

penilaian sikap, kerjasama dan percaya diri.

b. Kegitan inti ( 60menit)

1. Pendidik memberikan tes wawancara kepada siswa.

2. Pendidik memberikan kesempatan kepada siswa untuk menjawab

satu-persatu dari pertanyaan pendidik

a. Kegiatan penutup (10 menit)

1. Peserta didik dan pendidik melakukan refleksi terhadap kegiatan

pembelajaran dan manfaat-manfaatnya.

2. Peserta didik dan pendidik menyimpulkan hasil belajar dari

materi yang baru saja dipelajari.

3. Pendidik memberi penguatan terhadap hasil kerja peserta didik.

4. Pendidik menyampaikan kegiatan pada pertemuan selanjutnya.

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5. Peserta didik mengucapkan salam perpisahan.

C. PENILAIAN

Sikap : Penilaian yang dilakukan pendidik yaitu

dengan berkomunikasi melalui via whatsapp

dengan salam diawali percakapan dan

ucapan terima kasih di akhir percakapan.

Pengetahuan : Peserta didik mampu memahami

pembelajaran yang telah disampaikan oleh

pendidik yaitu penggunaan media YouTube

dengan teknik pembelajaran brainstorming

guna untuk meningkatkan kemampuan

berbicara peserta didik.

Keterampilan : Berbicara

Makassar, 13 Januari 2022

Mengetahui,

Guru Mata Pelajaran Peneliti Mata Pelajaran

YOSEB R. MANALLO, S.PD REZA PAHLEPI

NIP: 196403171989031012 Nim: 4517101003

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APPENDIX 6
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APPENDIX 7

Pictures

Picture 1.1 The researcher was explaining

the used of the Rosetta Stone application to students

Picture 1.2 The researcher was explaining

the used of the Rosetta Stone application to the students
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Picture 1.3 The researcher was conducting interviews with students

Picture 1.4 researcher was conducting interviews with students

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BIOGRAPHY

Reza Pahlepi was born in Barru, June 03rd, 1999. His

father's name is Zainal Arifin and his mother's name is

Hj. Saleha, S.Pd. His is the third of four siblings. He has

two brothers and one sister. He started his first education

at SDN Juppai, Mate‟ne in 2005 to 2011. After

graduating in 2011, he studied at SMP Negeri 1 Tanete Rilau and finished in

2014. Then he continued his high school education at SMAN 1 Barru and

graduated in 2017. In the same year, he decided to continue his studied at English

Education Study Program, Faculty of Teacher Training and Education, of Bosowa

University Makassar, and graduated in 2022. He had participated as a member in

the Students Associations of English Language Education since 2018 until 2021.