Factor that Influence Vocabulary Mastery through Online Games

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4. Other Findings

During the test, the gamer students asked some questions to the researcher, and then the non-gamer students were just listening. This was the indicator that the gamer students were risk takers. They were brave to ask questions by raising their hands. Based on Mc Clarty et. al. 2012, online games offered gamer students failures. Failures made the students to learn the mistake before and fix them in the next opportunity, because without failures, the gamer students could not appreciate the opportunities that the games gave. This made the gamer students dares to do something like asking the researcher. Besides that most of the gamer students did the test faster than the non-gamer students. They usually passed the difficult part in the test then did the easy part first. This showed that the gamer students had strategy and they had critical thinking. The gamer students in this research played online games which were MMRPOGs. MMRPOGs were the new class of Multi User Domains MUDs where multiple players could interact with each other and achieve goals Yee, 2006. Based on the questionnaire that the gamer students had done, the most favorite MMRPOGs was Warcraft. The other games that they played were Ragnarok, Gun Bound, Dragon Nest, Counter Strike, and others. 50

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

This chapter is divided into two subchapters. The first one is the conclusions and the second one is the recommendations. The conclusions subchapter summarizes the findings of the study. The recommendations subchapter aims at giving suggestions to the readers related to the issues in this study.

A. Conclusions

This research examined the influence of online games on junior high school student s’ vocabulary mastery. The result of this research is that the online games have influence on junior high school students’ vocabulary mastery. The influence of the online games on students’ vocabulary mastery is positive. It increases the vocabulary mastery of students. The online games especially Massively Multiplayer Role Play Online Games MMRPOGs increased junior high school students’ vocabulary mastery because of three reasons that are good graphic and animation, allow language to be learned based on situation, and has chat rooms. MMRPOGs have good graphic that make the gamer students interested in and have good motivation. The second reason is the MMRPOGs allow language to be learned based on situation. The gamer students can experience the words by the games, so the gamer students understand the meaning of the words better. The students will not only know the meaning of the words as literally. They will see how the words are applied. The students can interpret and 51 remember the words by the context. This helps the students to increase their vocabulary mastery because they learn the vocabulary implicitly. Besides, MMRPOGs also has chat rooms. Chat rooms help the gamer students to communicate with other players. In the chat rooms, the player could discuss anything. This insists the students to apply the words. The chat rooms not only placed the students as players to apply the words, but the students could make learning communities in chat rooms. Guessing context from the text is the most common strategy of the gamer. The gamer students used Schmitt’s strategy to learn new words. Usually, when the gamer find difficult word they will try to guess the meaning by looking at the context of the sentences. Some gamers are also chatting with their friends when they play the online games. There are some studies about online games and language learning. The studies before say that online games increased the students’ vocabulary mastery Turgut Irgin, 2009. Indeed, the result of this research agrees with the previous studies. The mean score of gamer students were higher than the mean score of the non gamer students. The non-gamer students got 74.3 as the mean score and the gamer students got 80.26. The range score between the non-gamer and gamer students was 5.96. It means that the online games improve students’ vocabulary mastery. After knowing the influence of the online games on students’ vocabulary mastery, the researcher find the correlation between the frequency of playing the online games with the students’ vocabulary mastery. The researcher used Pearson 52 product-moment correlation in SPSS 20. The coefficient correlation represents by r is 0.533. It means that the significance of the correlation is adequate. The significance correlation is not strong and not weak.

B. Recommendations

This study proposes some recommendations for English Language Education Study Program students and English teachers for the practical use in teaching and learning. Furthermore, the findings in this study also give recommendations to future researchers.

1. For English Language Education Study Program Students and English

Teachers This research is useful for ELESP students and teachers. This research concerns the influence of media on the language skills which in this study specified the influence of online games on students’ vocabulary mastery. This research breaks the assumption that online games decrease the students ’ performance in learning. Online games can be one of the alternative media for vocabulary learning because the students like to play online games which are able to engage the students since they are interesting.

2. For Future Researchers

The researcher finds that the online games can increase junior high school students’ vocabulary mastery. The online games not only affect the vocabulary, but it also affects listening, speaking, writing, and reading skills. There are some effects of 53 the online games on other language skills. The future researchers can analyze and do research on online games focusing on other skills.