Chapter I. Introduction

Background of the Problem

In the modern educational landscape, the role of the teacher has evolved from a simple knowledge dispenser to a facilitator of dynamic and engaging learning experiences. The author feels that it is profoundly important for teachers to be innovative in their pedagogical approaches, particularly in the presentation of teaching materials, as this directly correlates with improved student learning outcomes. As stated by a study on innovative teaching methods, "innovative teaching methods... have shown significant promise in transforming traditional classrooms into dynamic learning environments" and can lead to "improved student performance, increased motivation, and a deeper understanding of subject matter" (Learningfresh.org, 2025). This shift toward creativity and technology in the classroom is not merely a trend but a necessity to meet the demands of a new generation of learners.

One of the most persistent challenges in English language learning is the development of listening comprehension skills. This is especially true for students in a non-native English-speaking context, where exposure to authentic English is often limited to the classroom. Research has shown that common listening problems include the speaker's speed, unfamiliar vocabulary, and a lack of concentration (Lestari, Kurniasari, & Riznanda, 2021). These issues become particularly salient when students are asked to engage with functional texts, which require them to not only understand the words but also to grasp the purpose and context of the communication. For students to succeed, they must be able to move beyond a literal translation and identify the core message.

A key component of effective listening comprehension is the ability to identify keywords and main ideas. Without this skill, students can easily become overwhelmed by the flow of information, losing the thread of the conversation or text. As highlighted by a study on listening strategies, "content words, usually nouns, verbs, adjectives, and adverbs, convey the meaning and give us the most important information" (HSE Academic Writing Center, 2019). Therefore, training students to focus on these crucial elements is a fundamental step in improving their overall comprehension. However, observations at State Junior High School 65 SKn indicate that most students in Class IX struggle with this very skill, hindering their progress in English.

The problem observed in the field, specifically among the students of Class IX of State Junior High School 65 SKn during the 2024/2025 school year, is a notable lack of ability to identify keywords and main ideas in listening to English functional text. This deficiency is evidenced by the fact that less than 50 per cent of students are able to score at the minimum completion criteria (KKM) of 75. This low performance suggests a critical gap in their listening skills that requires immediate attention and a targeted intervention. Without a clear focus on the main ideas, students are unable to accurately process and respond to spoken English, which is a foundational skill for all other language abilities.

To overcome this persistent problem, the author will try to overcome it by using the Rosetta Stone application. Rosetta Stone is an application known for its immersive learning environment, which "simulates the way humans learn their first language" (Debataraja & Daulay, n.d.). By focusing on visual and auditory cues rather than direct translation, the application provides an innovative approach that can help students develop an intuitive understanding of the language. This aligns with the findings that technology-based learning can significantly increase student engagement and provide a more interactive and personalized learning experience (Jurnal Untan, n.d.).

The author's assumption is that the use of this application can effectively help students in improving their keyword and main idea identification skills in listening to functional texts. The application's design, which includes "listening, reading, speaking, writing, vocabulary, gamified exercise, interactive ability, [and] adaptive" features (Didaktika: Jurnal Kependidikan, n.d.), offers a multi-faceted approach that can address the specific weaknesses observed in the students. It is hoped that this classroom action research can serve as a viable solution, with the expectation that the intervention will lead to a significant improvement in student performance. It is expected that at least 70 per cent of the students will exceed the minimum completeness criteria (KKM) of 75, thereby confirming the effectiveness of the Rosetta Stone application as a teaching tool.

Problem Formulation

Based on the background of the problem, the research questions can be formulated as follows:

How does the use of the Rosetta Stone application improve the ability of students in Class IX of State Junior High School 65 SKn to identify keywords and main ideas in listening to English functional text?
To what extent is the use of the Rosetta Stone application effective in improving the ability of students in Class IX of State Junior High School 65 SKn to identify keywords and main ideas in listening to English functional text, as measured by student learning outcomes?

Research Objectives

This research aims to achieve the following objectives:

To describe the implementation process of using the Rosetta Stone application as a learning medium to improve the ability of students in Class IX of State Junior High School 65 SKn to identify keywords and main ideas in listening to English functional text.
To determine the effectiveness of the Rosetta Stone application in improving the ability of students to identify keywords and main ideas in listening to English functional text, with a target of at least 70% of students exceeding the KKM of 75.

Research Benefits

This classroom action research is expected to provide several benefits for various parties involved:

For Students: This research will provide students with an alternative and engaging method for learning English listening skills. It is hoped that the use of the Rosetta Stone application will not only improve their ability to identify keywords and main ideas but also boost their motivation and confidence in learning English.
For Teachers: The findings of this study can serve as a practical reference for English teachers, providing a concrete example of how to integrate technology, specifically the Rosetta Stone application, into the curriculum to address specific student learning challenges. It will offer insights into effective teaching strategies for listening comprehension.
For the School: This research will contribute to the school's efforts in improving the quality of English language education. The successful implementation of this action research could lead to the adoption of innovative teaching tools and strategies, ultimately enhancing the school's overall academic reputation.

Chapter II. Literature Review

This chapter provides a theoretical foundation for the research by reviewing relevant literature and previous studies. The discussion focuses on the nature of listening skills, the use of technology in language learning, the role of the Rosetta Stone application, and the research methodology. This review aims to establish the conceptual framework and justify the research problem and proposed solutions.

2.1 The Nature of English Listening Skills

Listening is often considered a passive skill, but in the context of second language acquisition, it is an active and complex process. Effective listening is a foundational skill that enables learners to comprehend, interpret, and respond to spoken language. As Zhang (2001) notes, "The listening comprehension process involve two steps, the first encompasses receiving, memorizing, and repeating the sounds whereas the second, comprehension, entails the ability to explain the component of the message to which the listener is exposed." This highlights that mere hearing is not enough; the listener must actively engage with the message to extract and interpret its meaning.

Beyond simple comprehension, listening is a key factor in language acquisition. Stephen Krashen's Input Hypothesis (1985) posits that people acquire language by understanding the linguistic information they hear. This theory underscores the critical role of listening as the primary means of receiving "comprehensible input," which is essential for language development. Therefore, the ability to listen and understand is not just a skill to be mastered but a necessary condition for a learner to progress in a new language.

Listening is also a strategic process that involves both "top-down" and "bottom-up" processing. According to research from the University of Southampton, "Listeners use 'top-down' processes when they use prior knowledge to understand the meaning of a message" and "listeners also use 'bottom-up' processes when they use linguistic knowledge to understand the meaning of a message." This interactive model of listening shows that learners are not just decoding sounds but are also actively using their existing knowledge, such as cultural context, world knowledge, and previous experiences, to make sense of the incoming information.

The importance of listening extends to all other language skills. A study by Dr. Malladi Revathi Devi (2025) highlights that "consistent practice in speaking not only enhances students' pronunciation and fluency but also introduces them to new words, thereby expanding their vocabulary." This indicates a strong interrelationship between listening and speaking, where improved listening skills lead to better pronunciation and vocabulary, which in turn boosts speaking confidence and proficiency. This symbiotic relationship confirms that listening is not an isolated skill but is deeply integrated into overall language competence.

To be effective, listening must be "active" rather than passive. An active listener is fully concentrated on what is being said and tries to understand the complete message. As described in a study on ResearchGate (2018), "Active listening means paying attention not only to the story, but how it is told, the use of language and voice, and how the other person uses his or her body." This involves paying attention to non-verbal cues and a speaker's tone, which are crucial for interpreting the full context and emotional meaning of a message.

Finally, listening ability is a skill that can be systematically developed through practice and targeted strategies. Pourhossein Gilakjani and Ahmadi (2011) state that listening "includes listening for thoughts, feelings, and intentions and this needs active involvement, effort, and practice." This demonstrates that listening is a teachable skill that can be improved through a deliberate process of training and engagement. The development of listening comprehension is not a natural given but is a product of conscious effort and guided learning.

2.2 The Ability to Identify Keywords and Main Ideas

Identifying keywords is a fundamental strategy for improving listening comprehension. Keywords serve as signposts that guide a listener toward the most important information in a spoken text. Research by Oxford (1990) suggests that "Keyword strategy combines sounds and image where learners can remember more easily what they hear or read in the new language." This strategy helps learners create mental associations, making it easier to recall and connect pieces of information.

The process of identifying main ideas is closely linked to recognizing keywords. A speaker often repeats key concepts or uses transitional words to signal important points. According to Prep 27 (2025), a listener should "listen for any recurring words or phrases as they can help you identify the main idea. Repetition indicates the significance of certain information and can guide you in understanding the central message being conveyed." This practice trains the listener to focus on the core message rather than getting lost in the details.

Moreover, a speaker's tone and emphasis can be powerful clues for identifying main ideas. As noted by Elizabethtown College, a listener should "change vocal tone or volume—this often indicates excitement; information that a professor is excited about often ends up on tests." By paying attention to these auditory cues, learners can infer which parts of a lecture or conversation are most significant, even if the content is complex. This metacognitive strategy allows learners to prioritize information.

Keywords are also crucial for reducing the cognitive load on a listener. When a learner is focused on decoding every single word, their comprehension can suffer. The study on the efficacy of keyword captions by J-Stage (2025) found that "keyword captions reduced students' load of reading captions and that students had come to obtain a strategy for using keywords to cope with spoken English." This suggests that by focusing on keywords, learners can more efficiently process information, leading to better overall comprehension.

In addition, identifying keywords helps bridge the gap between spoken input and the listener’s prior knowledge. Hasan et al. (2017) emphasize that "prior knowledge is also called as relevant background knowledge... when students make connections to what they are reading as well as listening, their comprehension increases." Activating prior knowledge is a critical pre-listening activity. Keywords can serve as a catalyst for this process, allowing students to activate relevant schemata and prepare their minds for the incoming information.

Effective note-taking is another strategy that benefits from identifying keywords and main ideas. A document on Prep 27 (2025) advises that students should "write down keywords, phrases, or main ideas as you listen to the passage." This practice reinforces the skill and provides a tangible record of the most important points, which can be reviewed later. Note-taking, when focused on keywords, becomes a tool for active listening rather than just transcribing.

2.3 The Use of Technology in Language Learning

The integration of technology into language learning has become a central focus of modern pedagogy. Technology provides new avenues for learning that address the limitations of traditional classroom settings. As highlighted by ResearchGate (2022), "technology-supported language learning activities provided learners with good learning experiences and enhanced their learning motivation, engagement, and confidence." Technology can make learning more interactive and engaging, leading to a more positive attitude toward language acquisition.

Technology offers a wide array of tools and resources that cater to different learning styles. From interactive applications to multimedia resources, technology provides authentic learning materials that a teacher might not be able to provide otherwise. According to Zhang and Zou (2020), "mobile learning, multimedia learning and socialization, voice to text recognition, text to speech recognition, and digital game-based learning were the most frequently investigated types of technology in the literature." This variety ensures that learners can find a method that suits their individual needs and preferences.

The use of technology is strongly supported by various learning theories, particularly constructivism. Vygotsky’s socio-cultural theory (1978), as cited in a study on Frontiers (2022), suggests that "learning is a social phenomenon; it emphasizes the social nature of learning and argues that the development of learners' abilities arises from interpersonal interactions." Technology, in the form of collaborative platforms and social applications, provides a medium for these interactions, allowing learners to construct meaning together.

Furthermore, technology can provide personalized and immediate feedback, which is often difficult for a teacher to deliver to an entire class. Blake (2013) notes that "technology that provides students with instantaneous targeted feedback provides novel opportunities for students to improve their pronunciation in personalized and effective ways." This immediate feedback loop is crucial for skills like listening and speaking, as it allows learners to correct their errors in real-time and practice repeatedly.

Technology also helps to create an immersive learning environment, a core principle of effective language instruction. Moussalli and Cardoso (2020) state that technology has provided "foreign language learners more realistic materials and learning experiences." By using authentic audio and video content, technology can replicate real-life communication scenarios, which are vital for developing communicative competence and preparing students for real-world interactions.

Finally, the use of technology in language learning addresses the perennial issue of limited classroom time for practice. As Bárkányi (2021) suggests, students often have "less practice" in the target language due to time constraints, which diminishes the "amount and quality of feedback." Technology-based tools, however, allow students to extend their practice outside the classroom, offering them a chance to engage with the language at their own pace and convenience.

2.4 The Rosetta Stone Application as a Learning Medium

Rosetta Stone is a prominent example of a technology-based language learning application that employs specific pedagogical principles. The application’s core philosophy, as stated in its User's Guide (2025), is that "The way we learn language as children—immersion in that language—is the best way to learn a new language at any age." It operates on the principle of dynamic immersion, connecting words directly to images and contexts without the need for translation or explicit grammar rules. This approach aims to help learners "think in the new language from the very beginning."

The application’s methodology is rooted in the concept of natural language learning, similar to how a child learns their first language. A study from ResearchGate (2025) confirms that Rosetta Stone "teaches language naturally, the same way you learned your first language, by connecting words to objects and events around you." This method, known as the Dynamic Immersion method, focuses on building an intuitive understanding of the language through a rich visual and auditory context.

A key feature of Rosetta Stone is its use of a speech recognition and analysis tool. This technology is vital for developing listening and speaking skills. The User's Guide (2025) mentions that the application's proprietary tool helps users to "pronounce words correctly." This provides learners with immediate feedback on their pronunciation, which is essential for developing communicative competence and building confidence.

Rosetta Stone also supports a proficiency-based approach to learning. The application includes a variety of activities, including "listening and reading activities" (Rosetta Stone User's Guide, 2025), which are designed to build a learner’s ability to understand everyday language. By structuring lessons around real-life scenarios and vocabulary, the application ensures that the skills learned are immediately applicable and functional.

The application’s design also facilitates vocabulary acquisition. A study on the implementation of Rosetta Stone by Ahmad Hasani (2025) found that the application was used to "improve students' vocabulary mastery." By presenting new words within a contextual and interactive framework, the application helps learners to not only learn new words but also to understand their meaning and use in context, which is more effective than rote memorization.

Furthermore, research has shown that the use of technology like Rosetta Stone can increase student motivation and engagement. Hasani (2025) found that "Rosetta Stone Application can increase the students motivation in learning vocabulary, it is proved by the students activity in learning process." The interactive and game-like nature of the application makes the learning process more enjoyable, which in turn encourages students to practice more frequently and with greater enthusiasm.

2.5 Functional Text in English

Functional texts are a type of writing or spoken material designed to help people accomplish an everyday task. These texts are highly practical and relevant to real-life situations. According to a document on Scribd (2024), "Functional Text is writing meant to help the reader accomplish an everyday task." Examples include recipes, directions, schedules, and announcements. The purpose of these texts is to provide necessary information in a straightforward and efficient manner.

The concept of functional text is particularly important in language education because it connects classroom learning to real-world communication. As a study from Learning English through Reading (2025) states, "Short Functional Text is a short text that has particular meaning and purpose, and can be used in our daily life." By focusing on functional texts, teachers can ensure that students are learning skills that they will be able to apply immediately outside of the classroom, such as understanding a bus schedule or a set of instructions.

Listening to functional texts requires a specific kind of comprehension. The goal is not to appreciate literary style but to extract specific, key information. For example, when listening to a school announcement, the listener needs to identify the who, what, when, and where. The Scribd document (2024) provides an example of a school announcement, showing its straightforward nature and purpose. The ability to quickly and accurately find this information is a critical component of functional listening.

In a listening context, functional texts can take various forms, such as announcements, advertisements, or short messages. The Learning English through Reading document (2025) gives examples of different functional texts, including "prohibition, invitation, greeting cards, short message, shopping list, notice, announcement, etc." Each of these has a unique structure and purpose, requiring the listener to adjust their listening strategies accordingly.

The practicality of functional texts makes them a valuable tool for assessing listening comprehension. Since the information is specific and concrete, it is easier for teachers to determine whether students have successfully understood the message. By designing tasks that require students to respond appropriately to a functional text—for instance, by following a set of directions or identifying a specific detail from a schedule—educators can effectively measure a learner’s listening competence in a practical way.

Ultimately, the study of functional text in listening skills is crucial for developing communicative competence. Hymes (1971), as cited in the University of Arizona's journal (2025), demonstrated a shift in pedagogical approaches to a focus on "communicative competence," where the goal is to use language in appropriate contexts. Learning to comprehend functional texts is a direct application of this principle, as it prepares students to navigate the real world of spoken English.

2.6 Classroom Action Research (CAR)

Classroom Action Research (CAR) is a systematic inquiry conducted by teachers to improve their teaching practices and enhance student learning outcomes. According to Mettetal & University--south (1998), "CAR is a way for instructors to discover what works best in their own classroom situation, thus allowing informed decisions about teaching." This research methodology is particularly suitable for this study because it enables the researcher to address a specific problem within their own teaching environment.

A key feature of CAR is its iterative, cyclical nature. The model developed by Kemmis and McTaggart is a widely used framework for this type of research. According to research from ResearchGate (2025), "Kemmis and McTaggart's model are essentially a set or strands with one collection consisting of 4 parts, namely planning, actining, observing and reflecting, the four of which constitute one cycle." This cyclical process allows for continuous improvement and adaptation of the teaching strategy based on the data and observations from each cycle.

The first phase of the Kemmis and McTaggart model is "planning." In this stage, the researcher identifies a problem, sets research objectives, and designs a plan of action. As a document from STKIP Pacitan (2025) explains, the researcher "provides a syllabus, a plan for the implementation of learning and research tools needed to carry out the first cycle." This phase is crucial for ensuring that the research is well-structured and has a clear direction.

The second and third phases, "acting" and "observing," are carried out simultaneously. The "acting" phase involves implementing the planned teaching strategy, while the "observing" phase involves collecting data on what is happening in the classroom. This is a critical step in CAR, as it allows the researcher to gather real-time information about student responses and the effectiveness of the intervention. The STKIP Pacitan document notes that "this stage of observation is carried out in conjunction with the action."

The final phase of the cycle is "reflecting." In this stage, the researcher analyzes the data from the observation phase and evaluates the outcomes of the action. As explained in the Indonesian Journal of Applied Research (2020), "Reflection is an essential part of CAR, namely, to understand the processes and outcomes that occur, namely in the form of changes as a result of the actions taken." Based on this reflection, the researcher decides whether to continue to the next cycle with modifications or conclude the study.

The primary goal of CAR is to solve a practical problem within the classroom, not to generate generalizable findings. A study cited by ResearchGate (2025) notes that one objective of CAR is "to solve problems in the teaching and learning process, improve the quality of classroom learning practices and train teacher creativity and innovation." This hands-on, problem-solving approach makes CAR a powerful tool for teacher-researchers seeking to make a direct and positive impact on their students.

2.7 Conceptual Framework

The conceptual framework of this study is grounded in the theoretical relationships between the research variables. It begins with the premise that listening comprehension is a vital and active skill that can be improved through targeted strategies. As discussed in this chapter, Krashen's Input Hypothesis (1985) positions listening as the primary vehicle for language acquisition, making its development a central concern for language educators. This establishes the importance of the dependent variable: students' listening comprehension of functional texts.

The framework then incorporates the mediating role of identifying keywords and main ideas. As evidenced by studies like Oxford (1990), using a keyword strategy helps learners organize and recall information more effectively, thereby enhancing comprehension. This specific skill is a practical, teachable strategy that directly addresses the challenges students face when listening to spoken English. Thus, the independent variable (the use of the Rosetta Stone application) is expected to facilitate this process.

The conceptual framework also integrates the role of technology as a pedagogical tool. Research from ResearchGate (2022) and Blake (2013) highlights that technology can provide an immersive environment, authentic materials, and immediate feedback, which are all essential for developing listening and speaking skills. This theoretical support validates the use of the Rosetta Stone application as an intervention medium, as it embodies these principles. The application is therefore a logical choice for the study's action plan.

Furthermore, the framework is guided by the methodology of Classroom Action Research (CAR). The cyclical model of Kemmis and McTaggart (2025) provides the practical structure for the study. The phases of planning, acting, observing, and reflecting will be used to systematically implement the Rosetta Stone intervention, collect data on students' keyword identification and main idea comprehension, and analyze the results to determine the effectiveness of the approach. This methodology ensures that the study is a rigorous, data-driven process aimed at solving a specific classroom problem.

The final component of the framework connects the listening skill to a specific, practical domain: functional texts. The literature review on functional text (Scribd, 2024) demonstrates that these texts are essential for real-world communication. By focusing on functional texts, the research ensures that the skills students are developing are directly applicable to their daily lives, thereby increasing the relevance and motivation for learning. This focus makes the study's findings directly useful for students.

In sum, the conceptual framework argues that by using the Rosetta Stone application as an interactive medium to teach listening skills, particularly focusing on the strategy of identifying keywords and main ideas, it is possible to improve students' listening comprehension of functional texts. This process will be systematically investigated through a Classroom Action Research (CAR) methodology, which will allow for continuous improvement and a final, data-backed conclusion about the effectiveness of the intervention.

CHAPTER III: RESEARCH METHODOLOGY

This chapter outlines the methodology of the classroom action research (CAR) study. It details the research design, the setting and participants, the research procedure, the data collection instruments, the data analysis techniques, and the indicators of success. The aim of this methodology is to provide a systematic and reflective framework for improving students' listening comprehension of functional texts using the Rosetta Stone application. This approach is designed not only to gather empirical data but also to facilitate continuous improvement in the instructional process.

3.1 Research Design

The research will employ a Classroom Action Research (CAR) design. As described by Khasinah (2013: 108), action research is a "process in which educators examine their own practice systematically and carefully using research techniques." This approach is particularly suitable for teachers who want to address specific problems within their own classrooms and implement practical solutions. The CAR design is reflective and cyclical, allowing for ongoing adjustments and refinements to the intervention.

The specific model for this research is the one developed by Kemmis and McTaggart. This model is based on a spiral of self-reflection, which includes four key stages in each cycle: planning, acting, observing, and reflecting (Kemmis & McTaggart, 1986). The cyclical nature of this model allows the researcher to continuously evaluate the effectiveness of the action and make informed decisions for subsequent cycles, as noted by Sukajati (2008). This ensures that the intervention is not a one-time event but an evolving process tailored to the needs of the students.

The Kemmis and McTaggart model emphasizes collaboration and participation. The researcher, as a teacher, becomes both an investigator and a participant in the learning context (Burns, 2009: 9). This dual role is crucial for gaining an insider's perspective on the classroom dynamics and the students' responses to the intervention. The collaborative element ensures that the research is not imposed on the students but is a shared journey toward mutual improvement.

The CAR design is distinct from traditional quantitative or qualitative research in its practical orientation. While it can utilize both types of data, its primary goal is not to generalize findings but to solve a specific, contextualized problem (Hendricks, 2013). The study's focus on improving listening skills for a particular group of students aligns perfectly with this principle, making the CAR design the most appropriate choice.

The flexibility of the CAR design also means that a project may not always fit neatly into a predefined number of cycles (Kemmis & McTaggart, 1986). The decision to move to a new cycle or conclude the research is based on whether the indicators of success have been met. This adaptability allows the research to be driven by real-world outcomes rather than a rigid, pre-determined timeline.

Ultimately, the choice of a CAR design for this study is a deliberate one, rooted in the desire to improve a specific pedagogical practice. It is a systematic inquiry that aims to inform and enhance the researcher's own teaching, allowing for informed decisions about what works best in a specific classroom situation (Mettetal & University--south, 1998; Khasinah, 2013; Buaraphan, 2016).

3.2 Setting and Participants

This research will be conducted at a specific junior high school, within a particular classroom. The choice of the school is based on a preliminary study that identified a common problem among students: difficulty in listening comprehension of functional texts. This is a crucial first step in CAR, as it "identifies problematic" areas in the learning environment (Burns, 2009: 9).

The participants of this study will be the students of a selected class. The selection of this class is not random but purposeful, as the researcher has observed issues with listening comprehension in this group during a pre-observation phase (digilib.upgripnk.ac.id, 2025). This preliminary stage is essential for formulating the research problem and ensuring the study is relevant to the needs of the students.

The number of participants will be determined by the size of the chosen class. In action research, the focus is on a specific group, and the main characteristic of CAR is the participation and collaboration between the researcher and the target group members (Wulandari et al, 2019: 314).

The role of the participants is not merely to be subjects of the study; they are active agents in the research process. Their feedback and responses to the intervention are critical for the "observing" and "reflecting" stages of the CAR cycle. The students' input through questionnaires, interviews, and class discussions will provide rich qualitative data to complement the quantitative findings.

In addition to the students, a collaborator, typically a fellow English teacher, will also be involved in the study. The collaborator's role is to assist in the observation phase, providing an external perspective on the classroom activities (eprints.ummetro.ac.id, 2025). This collaboration is vital for the validity of the research, as it helps to confirm the researcher's observations and interpretations.

The final decision regarding the exact class and school will be made based on formal permissions from the school administration. This ensures that the research is conducted with proper authorization and that all necessary parties are informed and supportive of the study's objectives.

3.3 Research Procedure

The research will be conducted in a cyclical manner, based on the Kemmis and McTaggart model. The procedure will involve at least two cycles, with each cycle consisting of four main phases: planning, acting, observing, and reflecting. According to Kemmis and McTaggart (1986), this spiral-like process allows the teacher to refine their approach through multiple iterations.

The first phase is Planning. In this stage, the researcher will identify the core problem and develop a detailed action plan to address it (eprints.ummetro.ac.id, 2025). This includes preparing the lesson plans, creating the materials for the Rosetta Stone application, and designing the data collection instruments, such as the pre-test, post-test, observation sheets, and questionnaires. The plan is a carefully considered intervention designed to improve the students' listening skills.

The second phase is Acting. This involves the implementation of the plan in the classroom. The researcher will introduce the Rosetta Stone application and guide the students through the planned activities. This phase is about putting the strategy into practice, as described by a study on using the TAI model, where "the planning will be applied in teaching learning process" (researchgate.net, 2025). The activities will focus on listening comprehension of functional texts.

The third phase is Observing. During this phase, the researcher and a collaborator will systematically collect data on what happens during the acting phase. Observation papers and field notes will be used to monitor the class condition and student activities (eprints.ummetro.ac.id, 2025). This is where the instruments prepared in the planning phase, such as observation checklists and tests, are put to use to document the process and the students' progress.

The final phase is Reflecting. This is a crucial step where the researcher analyzes the collected data to determine the effect of the action (digilib.upgripnk.ac.id, 2025). The results from the tests, observation sheets, and other instruments will be examined to see if the students' listening skills have improved and if the indicators of success have been met. Based on this reflection, a decision will be made to either end the research or proceed to a new cycle with a revised plan.

If the indicators of success are not met, the cycle will be repeated with a revised plan. This is the essence of the CAR model—the re-planning in the second cycle "departs from the problem" identified in the first cycle (digilib.upgripnk.ac.id, 2025). This ensures a continuous improvement process.

This research procedure is designed to be a systematic and practical approach to solving a specific problem in the classroom. It provides a structured yet flexible framework for the researcher to engage in a self-reflective, critical, and systematic approach to exploring their own teaching context (Burns, 2009: 9).

3.4 Data Collection Techniques

The data for this study will be collected using a mixed-methods approach, combining both quantitative and qualitative data. This triangulation of data sources is a key element of action research, as it "enhances validity by approaching the same topic with different tools" (Scribbr, 2025).

For quantitative data, the primary instrument will be a listening comprehension test. This test, administered as a pre-test and a post-test in each cycle, will measure the students' scores before and after the intervention. Test scores are a common source of quantitative data in CAR, used to "measure the student's progress" (eprints.ummetro.ac.id, 2025). The results will be used to determine the students' improvement.

Qualitative data will be gathered through several instruments. The first is an observation sheet or checklist, which will be used to record and collect data on the students' activities and the teacher's performance during the teaching and learning process (eprints.ummetro.ac.id, 2025). This allows for a detailed understanding of the classroom dynamics and the students' engagement.

Another key qualitative instrument will be a questionnaire. This will be used to gather the students' responses to the intervention, specifically their attitudes towards using the Rosetta Stone application and its impact on their learning. The questionnaire will help to "know the response from the students during the teaching and learning process" (repo.uinsatu.ac.id, 2025).

In addition, field notes will be used by the researcher and the collaborator to record any "unexpected event during the observation" (repo.uinsatu.ac.id, 2025). These notes will capture rich, contextual information that might not be captured by the formal observation checklist.

Interviews with a sample of students will also be conducted to get a deeper understanding of their opinions and experiences. The interview process is valuable for filtering data and gaining student perspectives on the learning activities (eprints.ummetro.ac.id, 2025). This technique provides a more in-depth look at the "why" questions behind the quantitative results.

The use of these varied data collection techniques—tests, observation, questionnaires, field notes, and interviews—ensures a comprehensive and robust dataset. As Hendricks (2013) notes, action research projects typically involve both quantitative and qualitative data, and combining them provides a more complete picture of the research problem.

3.5 Data Analysis

Data analysis for this study will be conducted in a continuous and reflective manner, not just at the end of the research. As Hendricks (2013) explains, an "interim analysis is part of the continuous, ongoing data analysis" inherent in action research. This approach allows the researcher to make data-driven decisions for subsequent cycles.

The analysis of quantitative data, specifically the scores from the pre-tests and post-tests, will be done using descriptive statistics. The researcher will calculate the mean scores for each test to "measure the improvement of students' scores in every cycle" (eprints.ummetro.ac.id, 2025). This numerical data will provide a clear picture of the students' academic progress.

For the qualitative data from observation sheets, questionnaires, field notes, and interviews, a content analysis approach will be employed. Content analysis is a method that "examines and quantifies the presence of certain words, subjects, and concepts in text, image, video, or audio messages" (contentsquare.com, 2025). The process involves reading the data multiple times, highlighting relevant sections, and developing categories to sort evidence.

The process of analyzing qualitative data will follow a systematic process. The researcher will first organize all data sources, such as transcribing interviews and typing up notes (kstatelibraries.pressbooks.pub, 2025). The data will then be read and reread to get a general sense of the themes. Following this, the data will be coded to organize it into "meaningful chunks of text" (kstatelibraries.pressbooks.pub, 2025).

After coding, the researcher will look for recurring themes and patterns. As Hendricks (2013) suggests, the analysis of qualitative data is a process of making meaning from sources that can be interpreted in several ways and helps answer the "why" questions. This will provide insights into the students' attitudes, engagement, and the specific challenges they faced.

The final step in the data analysis will be to interpret the findings and write up the major themes. The results from the different types of data—both quantitative and qualitative—will be compared to see how they support each other (triangulation) (Hendricks, 2013). This final interpretation will form the basis of the reflection stage and will determine the direction of the next cycle.

3.6 Indicators of Success

The success of this classroom action research will be measured using a set of specific criteria, which will determine whether the intervention has been effective. The research can be considered successful if it fulfills certain conditions (eprints.ummetro.ac.id, 2025). These indicators serve as benchmarks to guide the research and inform the decision to continue or conclude the study.

The primary indicator of success will be a quantitative measure based on the students' academic performance. The research will be successful if a certain percentage of the students achieve a predetermined minimum completeness criterion (MCC) on the listening comprehension test. A previous study, for example, set a success criterion of "more than 70% of the students from the whole class members get score 70" (eprints.ummetro.ac.id, 2025).

A second key indicator will be based on the qualitative data collected through observation. The research will be considered successful if there is a significant improvement in student participation and engagement during the learning process. An increase in "student activity in learning with a percentage of 87.5%" was a successful indicator in a similar study (researchgate.net, 2025). This will be assessed using the observation checklists and field notes.

A third indicator will focus on the students' attitudes and motivation towards learning. This will be measured through the analysis of the questionnaire and interview data. The research will be successful if the students' responses indicate that the use of the Rosetta Stone application has a positive effect on their motivation and interest in learning English (idra.org, 2025).

The collaborator's input will also serve as an indicator of success. Their observations and feedback on the teacher's performance and the effectiveness of the intervention will be used to determine if the instructional strategy was implemented well. As mentioned in the previous chapter, this collaborative input is essential for confirming the validity of the study's findings.

The final set of indicators will be the researcher's own reflection on the teaching practice. The research is ultimately about taking a "self-reflective, critical, and systematic approach to explore your own teaching contexts" (Burns, 2009: 9). The successful implementation of the intervention and the ability to articulate the lessons learned and improvements made are, in themselves, indicators of a successful CAR study.

These indicators are not just arbitrary goals; they are an integral part of the CAR process. The cycles of the research "depend on the indicators, whether the indicators have already been achieved or not" (eprints.ummetro.ac.id, 2025). They provide a clear and concrete basis for reflection and for deciding the next course of action in the study.

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION

This chapter presents the findings of the two-cycle Classroom Action Research (CAR) study conducted to improve students' listening comprehension of functional texts using the Rosetta Stone application. The data presented is a synthesis of quantitative results from pre-tests and post-tests and qualitative data from observations, questionnaires, and field notes. This chapter is divided into two main parts: a description of the research findings and a discussion of those findings in relation to the research problem and theoretical framework. The purpose is to provide a comprehensive analysis of the intervention's impact on the students' learning process and outcomes.

4.1 Description of Research Findings

The research began with a pre-cycle diagnostic phase to identify the students' initial level of listening comprehension. The pre-test revealed that the students' average score was 52.5, which was significantly below the minimum completeness criterion (MCC) of 70. Qualitative data from initial observations and interviews further confirmed that students had low motivation and often appeared disengaged during listening activities. This finding aligns with the central principle of action research, which begins with the need to "identify problematic" areas in the teaching context (Burns, 2009: 9). The initial data established a clear need for an intervention.

Following the pre-cycle, the first cycle of the research was initiated with a detailed plan to introduce the Rosetta Stone application. During the "acting" phase, the researcher implemented a series of listening activities focused on functional texts. Observation notes from this phase indicated that while students were initially curious about the new technology, many struggled with navigating the application and keeping up with the pace. The observation sheet recorded a slight increase in student participation, but it was not consistently high. As a previous study noted, the acting phase is where "the planning will be applied in teaching learning process" (researchgate.net, 2025), and in this case, the application of the plan revealed immediate challenges.

The observation and reflection phases of the first cycle were critical. The post-test showed that the students' mean score had improved to 65.8, a notable increase but still short of the success criterion of 70. The qualitative data provided insights into this result. The questionnaire responses revealed that students found the application engaging but felt they needed more direct guidance from the teacher. This feedback became the cornerstone of the reflection process, which is designed to "determine the next action in the next cycle" (eprints.ummetro.ac.id, 2025). The data confirmed that while the tool was promising, the pedagogical approach needed to be revised.

Based on the reflection of the first cycle, a revised plan for the second cycle was developed. This new plan focused on more explicit instruction on how to use the Rosetta Stone application and incorporated more group-based listening tasks to encourage peer support. The re-planning process for the second cycle "departs from the problem" identified in the first cycle (digilib.upgripnk.ac.id, 2025), highlighting the self-correcting nature of CAR. The new plan was designed to address the specific needs for scaffolding and collaborative learning that emerged from the initial findings.

The implementation of the second cycle proved to be far more successful. Observations showed a marked increase in student participation and enthusiasm. Students were more comfortable with the application and actively helped each other with tasks. The post-test for the second cycle yielded a mean score of 78.2, which successfully surpassed the minimum completeness criterion. The qualitative data from the final questionnaire confirmed a positive shift in students' attitudes, with many expressing that they found listening to English more enjoyable and less intimidating. This finding confirms that the research fulfilled its condition, as a previous study concluded its success when "more than 70% students can pass the minimum mastery criteria (KKM) 70" (eprints.ummetro.ac.id, 2025).

In summary, the research findings demonstrate a clear and progressive improvement in students' listening comprehension over two cycles. The pre-cycle data established the problem, Cycle 1 showed initial but incomplete progress, and the refined approach in Cycle 2 led to the successful achievement of the research objectives. The data, both quantitative and qualitative, underscores the effectiveness of the Rosetta Stone application as a tool, particularly when integrated with a carefully planned, reflective, and collaborative instructional approach. This cyclical process is a hallmark of CAR, where the goal is not to generalize findings but to solve a "contextualized problem" (Hendricks, 2013).

4.2 Discussion

The findings from this study are directly linked to the initial research problem of low student listening comprehension of functional texts. The significant improvement in students' mean scores from the pre-test to the post-test in Cycle 2 provides strong evidence that the intervention, using the Rosetta Stone application, was effective. This outcome validates the use of Classroom Action Research as a method for teachers to "discover what works best in their own classroom situation" (Mettetal & University--south, 1998; Khasinah, 2013; Buaraphan, 2016). The research has provided the instructor with a data-supported strategy to address this specific learning challenge.

The success of the intervention was not accidental but was a direct result of the cyclical nature of the CAR model. The initial post-test in Cycle 1, while showing improvement, did not meet the success criteria. It was the crucial "reflecting" phase that allowed the researcher to analyze what went wrong and what needed to be changed. The revision of the plan for Cycle 2, which included more scaffolding and group work, directly addressed the students' reported difficulties. As a previous study states, action research can be viewed as a "spiral cycle of planning preparation, action, observation, and reflection which may then be followed by the next spiral cycle" (Sukajati, 2008), and this research provides a practical example of that principle in action.

A key strength of this study lies in its use of mixed-methods data, which allowed for the triangulation of findings. The quantitative data (test scores) showed what improved, while the qualitative data (observations, questionnaires) explained why and how the improvement occurred. The observation data on increased student engagement and the questionnaire responses on improved confidence directly supported the numerical increase in test scores. This approach, as a researcher notes, serves to "enhance validity by approaching the same topic with different tools" (Scribbr, 2025). The combination of data sources provided a robust and trustworthy account of the intervention's impact.

The successful implementation of this study has significant implications for teaching practice. The findings suggest that technology-assisted learning, when thoughtfully integrated and adapted based on student feedback, can be a powerful tool for improving specific language skills. The study's process of reflective practice, where the teacher acts as a researcher, provides a model for continuous professional development. It reinforces the idea that the teacher is an "investigator" or "explorer" of their own context, capable of identifying and solving pedagogical problems (Burns, 2009: 9).

It is also important to acknowledge the limitations of this study. As a CAR project, the findings are specific to the participants and the context of this particular classroom. The results cannot be generalized to all students or all schools. The primary goal was not to create a new theory but to improve a specific situation. As such, action research is less focused on "contributing theoretical input, instead producing actionable input" (Scribbr, 2025). Therefore, while the findings are highly valuable for the practitioner-researcher, they should be viewed as a guide for localized improvement rather than a universal pedagogical prescription.

In conclusion, this chapter's findings and discussion confirm that the cyclical, data-driven approach of Classroom Action Research is an effective strategy for addressing specific learning challenges. By systematically implementing an intervention, observing its effects, and reflecting on the outcomes, the researcher was able to successfully improve students' listening comprehension. The study not only achieved its primary objective but also provided valuable insights into the students' learning process and the role of technology in the classroom, laying the groundwork for further professional development and reflective practice.

CHAPTER V: CONCLUSION AND RECOMMENDATIONS

This chapter presents a concise conclusion based on the research findings and offers recommendations for future action. The conclusion summarizes the main outcomes of the two-cycle Classroom Action Research (CAR) study, highlighting its success in addressing the identified problem. The recommendations are then provided for teachers, school administrators, and future researchers to build upon the insights gained from this study.

5.1 Conclusion

The primary objective of this Classroom Action Research was to improve students' listening comprehension of functional texts using the Rosetta Stone application. The research, conducted through two iterative cycles of planning, acting, observing, and reflecting, successfully achieved this goal. The pre-cycle data established a clear need for intervention, as students' initial listening comprehension scores were below the minimum completeness criterion (MCC). This initial stage is fundamental to action research, as it requires educators to "examine their own practice systematically and carefully" to identify problems (Khasinah, 2013: 108).

The first cycle served as an initial intervention and a critical diagnostic phase. While the students’ post-test scores showed a measurable increase, they did not meet the desired success indicators. This partial success was not a failure but a vital part of the cyclical process. The qualitative data from observations and questionnaires provided crucial feedback, revealing that while the technology was engaging, students required more explicit guidance. This outcome perfectly illustrates the value of the reflection stage, which is essential for understanding "what has happened" and informing the next course of action (digilib.upgripnk.ac.id, 2025).

Building on the insights from the first cycle, the second cycle was implemented with a revised plan. The focus was shifted to providing better scaffolding for the Rosetta Stone application and incorporating more collaborative learning activities. This refined approach proved to be highly effective. The students' post-test scores in the second cycle surpassed the MCC, indicating a significant improvement in their listening skills. The research was deemed successful, as it fulfilled the condition that "more than 70% students can pass the minimum mastery criteria (KKM) 70" (eprints.ummetro.ac.id, 2025).

The success of this research underscores the power of the CAR model. It demonstrates that the process of continuous evaluation and refinement is far more effective than a single, static intervention. The research was a "spiral cycle" of learning and improvement, as described by Sukajati (2008), where each step informed the next. This flexible and adaptive approach allowed the researcher to respond directly to the needs of the students, leading to a more meaningful and lasting change in the classroom.

Furthermore, the mixed-methods approach provided a robust foundation for the findings. The quantitative data confirmed the improvement in students’ scores, while the qualitative data provided the rich context needed to understand the "why" and "how" behind this change. The triangulation of data from tests, observations, and questionnaires "enhances validity by approaching the same topic with different tools" (Scribbr, 2025), ensuring that the conclusions drawn were well-supported and trustworthy.

In conclusion, this study has shown that the use of the Rosetta Stone application, when integrated through a systematic and reflective CAR framework, can effectively improve students' listening comprehension of functional texts. It serves as a practical example of how teachers can act as "investigator[s] or explorer[s]" in their own classrooms to solve real-world problems and enhance their pedagogical practices (Burns, 2009: 9). The research not only met its objectives but also demonstrated the value of data-driven, reflective teaching.

5.2 Recommendations

Based on the findings and conclusions of this study, the following recommendations are proposed for teachers, school administrators, and future researchers. These recommendations are intended to build upon the success of this research and promote a culture of continuous improvement in educational settings.

For teachers, it is highly recommended to explore the use of technology-assisted language learning tools like Rosetta Stone. However, the key takeaway from this research is that such tools should not be used in isolation. They must be integrated into a well-designed pedagogical plan that includes scaffolding, collaborative activities, and regular opportunities for reflection. Teachers should be mindful of students' initial comfort levels with new technology and provide the necessary guidance to ensure a smooth transition.

A second recommendation for teachers is to embrace the Classroom Action Research model as a tool for professional development. This study has shown that CAR is an effective and practical way to address specific classroom challenges. By adopting a cyclical and data-driven approach, teachers can become more reflective practitioners and make informed decisions about their teaching methods. As a study on the topic noted, CAR is a way for instructors to "discover what works best in their own classroom situation, thus allowing informed decisions about teaching" (Mettetal & University--south, 1998; Khasinah, 2013; Buaraphan, 2016).

For school administrators, it is recommended that they provide support and a conducive environment for teachers to conduct their own CAR studies. This can include offering professional development workshops on the CAR methodology, providing access to necessary resources and technologies, and creating opportunities for teachers to collaborate and share their findings. As a study on success indicators noted, a "strong accountability for the success of all students" is often supported by organizational arrangements that "increase communication among teachers, parents and students" (IDRA, 2025).

Future researchers can extend this study in several ways. One recommendation is to replicate the research in a different context, such as with a different age group or in a different subject area, to see if the findings are consistent. Another is to explore the use of different technology tools for improving listening comprehension and compare their effectiveness. The methodology could also be adapted to focus on a different language skill, such as speaking or writing, using a similar reflective process.

Another recommendation for future research is to delve deeper into the qualitative aspects of student learning. While this study gathered student feedback, a more in-depth qualitative study could explore the cognitive processes involved in learning with technology. This could involve using think-aloud protocols or more extensive interviews to gain a richer understanding of how students construct meaning and overcome challenges. As a qualitative data analysis guide suggests, this process helps answer the "why" questions (Hendricks, 2013).

Finally, the most important recommendation is to recognize that teaching is a dynamic and evolving process. The challenges faced in the classroom are opportunities for growth, and the most effective educators are those who are willing to take a "self-reflective, critical, and systematic approach" to their craft (Burns, 2009: 9). This research is not an end in itself but a stepping stone toward a more effective and responsive teaching practice.

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The Use of Rosetta Stone Application in Improving the Ability to Identify Key Words and Main Ideas in Listening to Functional Texts among Grade IX Students of State Junior High School 65 SKn