Author Information
Galang Yudha, Universitas Negeri Indonesia, IndonesiaAgus Widyantoro, Universitas Negeri Indonesia, Indonesia
Satria Pradana, The University of Queensland, Australia
Nur Putro, Univeristas Negeri Indonesia, Indonesia
Mutiara Haliza, UIN Raden Intan Lampung, Indonesia
Abstract
Vocabulary is the building block of a language. It is crucial for mastering language skills such as grammar, listening, speaking, reading, and writing. Traditional teaching methods often fail to engage students in today’s technology-driven world. The Rosetta Stone application presents a modern solution. Moreover, despite its potential, there is a lack of research examining how gender differences may influence learning. Thus, this study aimed to evaluate whether Rosetta Stone improves vocabulary mastery and examines any gender differences in its effectiveness. Employing a quasi-experimental design, the research involved 56 junior high school students (27 females and 29 males) from Bandar Lampung, divided into control (n = 28), which received traditional teaching, and experimental (n = 28), which received teaching with Rosetta Stone, groups. A purposive sampling technique was used, and the Wilcoxon Signed-Rank test was used to address the skewed data. Significant vocabulary improvements were observed in both groups, with p-values of 0.0006 for the control and 0.0013 for the experimental group. Using the Rosetta Stone, the experimental group showed greater gains than the control group (p-value = 5.614e-05). While both genders showed progress, the difference in effectiveness between males (p-value = 0.0006126) and females (p-value = 0.00135) was not statistically significant (p-value = 0.71). In conclusion, although traditional learning enhances vocabulary learning, it is pale compared to Rosetta Stone. Moreover, there are no statistically significant differences in effectiveness between genders, indicating that gender does not play a crucial role in the efficacy of these learning methods.
Paper Information
Conference: ACEID2025Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the ACEID2025 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Yudha G., Widyantoro A., Pradana S., Putro N., & Haliza M. (2025) Do Gender and Learning Methods Matter? A Comparative Study of Rosetta Stone and Traditional Vocabulary Learning ISSN: 2189-101X – The Asian Conference on Education & International Development 2025 Official Conference Proceedings (pp. 71-84) https://doi.org/10.22492/issn.2189-101X.2025.6
To link to this article: https://doi.org/10.22492/issn.2189-101X.2025.6
Comments
Powered by WP LinkPress