EXPLORING STUDENTS’ PERCEPTIONS OF ROSETTA STONE APPLICATION IN ENHANCING LISTENING COMPREHENSION

Abstract

This study investigates students’ perceptions of the Rosetta Stone application in enhancing listening comprehension. Motivated by students’ low engagement in listening activities—attributed to limited vocabulary, low confidence, and insufficiently engaging learning materials—the research employs a qualitative design. Data were obtained through semi-structured interviews and observations involving eight 8th-grade students at SMP Negeri 9 Cirebon and analyzed thematically.The results demonstrate that Rosetta Stone contributes to improved listening performance, particularly in vocabulary acquisition, comprehension of key information, and identification of main ideas. Its interactive features also support increased motivation and confidence. Overall, Rosetta Stone serves as an effective instructional tool for addressing students’ listening difficulties when integrated with appropriate pedagogical strategies and a supportive learning environment. The study further provides pedagogical insights for selecting innovative media to strengthen listening instruction.