38 The students did the test in different ways from one to another. Some of
the students did the easy part first rather than answering the test numerically. Some of the students did it numerically, when they could not answer the question
they stopped for a while and continually answered the question after they answer the difficult question. At the end of the test, the researcher found that the gamer
students did the test faster than the non-gamer students.
B. Data Analysis and Discussion
The researcher analyzed the vocabulary tests and the questionnaires which were used for answering the research questions. From the research, the researcher
found the result that could answer the research question. First research question was about the
influence of online games on the students’ vocabulary mastery. This research question was answered by the knowing the mean score of the non-gamer
students and gamer students. For knowing the mean score of the participants, the researcher analyzed the data from the vocabulary test. The researcher checked the
student vocabulary tests answers with the key answers. Then, the researcher scored the test. The second research question was about the correlation between
the frequency of playing online games and the students’ vocabulary mastery. This
research question would be answered by analyzing the data from the vocabulary test and the questionnaire of gamer students. The researcher used the
questionnaire to find the frequency of playing online games and kinds of the online games that the participants played.
39
1. Comparing the Score of Non-gamer Students and Gamer Students
To find the influence of online games in the students’ vocabulary mastery,
the researcher tested 30 non-gamer students and 30 gamer students. The researcher tested the non-gamer students and gamer students to compare the
results of both sides, because the researcher wanted to know whether online games would give good influence on students’ vocabulary mastery or bad
influence. In this research, the researcher summed all the scores of non-gamer
students and gamer students in three classes that were IX B, IX C, and IX D in SMP Negeri 2 Yogyakarta
. After the researcher summed the total score of the non-gamer and gamer students of the three classes, the researcher divided the total
score with the number of each group participants n = 30 to find the mean score of both sides which were non-gamer and gamer students. The mean scores of non-
gamer students and gamer students were used by the researcher as the criterion or standard scores for comparing the scores.
The researcher used a computer software to find the mean score. The result of the research could be seen in Table 4.1 which showed all of the scores, the
accumulation and the mean scores of all the participants in this research. The comparison of the non-gamer
students’ and gamer students’ mean scores could be seen in the Figure 4.1.
Table 4.1 The Total Score of Non-gamers and Gamers
NO NON-G
GAMERS 1
77 80
2 65
80 3
88 77
40
Continued Table 4.1
NO NON-G
GAMERS 4
85 88
5 80
83 6
80 85
7 88
77 8
91 80
9 71
94 10
68 65
11 77
77 12
83 77
13 45
91 14
80 80
15 68
77 16
83 80
17 74
74 18
60 71
19 51
85 20
54 91
21 51
60 22
80 91
23 85
80 24
91 74
25 54
88 26
65 85
27 85
88 28
85 85
29 91
80 30
74 65
2229
2408 �̅
74.3 80.26
Table 4.4 showed that two non-gamer students had 91 as the highest score in the non-gamer students and a gamer student had 94 as the highest score in the
gamer students. The lowest score in non-gamer students was 45 and the lowest score in gamer students was 60.
