The Impact of Rosetta Stone on Students’ Pronunciation for English Subject
DOI:
https://doi.org/10.47750/pegegog.14.01.35Keywords:
Rosetta Stone, PronunciationAbstract
The Objective of the study was to ascertain how Rosetta stone in English class affected students' ability to pronounce English. This methodology employed a quasi-experimental pretest-posttest design with 30 samples split into two groups. The technique used was non-probability sampling. Pronunciation test technique was employed for data collecting. To compare Pronunciation abilities before and after using Rosetta Stone, data analysis used a t-test. The findings demonstrated that the t-Stat statements derived from the material discussed had value. A key element of Pronunciation is the students’ capacity to pronounce the words and sentences that are practiced by imitating the application. The findings of this study have significance for students' knowledge of how to pronounce the words and sentences correctly and influence their level of pronunciation. The findings demonstrated that the t-test-table value was (1,699 <9,950 > 1,331), indicating that Rosetta Stone gave a significant effect on treatment class on students’ pronunciation.
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