23 for action only when they have heard those words in interactional dialogue as
cited in Gee, 2005, p.16. Games allow language to be situated because they put language into the context of dialogue, experience, images and actions. Gee 2003
further explains that good games give verbal information “just in time” or “on demand” means that when the students as the player need for it and is ready for it
as cited in Gee, 2005, p.17.
B. Theoretical Framework
In order to conduct the research, the researcher should look for some theories which settle appropriately with the topic of the study. The theoretical
framework summarizes and synthesizes the relevant theories that have been explained in theoretical description. In this part, the researcher relates the theories
with this research. There is an assumption that learning second language can be considered as
a difficult thing for students Oxford, 2003. To learn second language, students can start from learning the vocabulary first, because vocabulary is one of the
important aspects in language. Without vocabulary, students do not know the meaning of a sentence, and even a word. In short, the students need to master
vocabulary. The larger the vocabulary mastered, the better will be one’s
performance in all aspects of language works Burton, 1982. Vocabulary mastery is both knowledge of language and the ability to put language to use in context
Read, 2000.
24 However, the students easily get bored when they learn language. It needs
technique and learning media to make them know some words to develop their vocabulary. Students expect their learning can be fun and interactive. Therefore,
the students prefer to learn English through alternative media. Students love playing online games. Online games are games that have
2D 3D graphics, sound, and animation, and rules to play, it can include storyboard or storyline, and it can be single player or multiplayer through the
internet or computer network Derryberry, 2007. Online games can be the alternative media to learn vocabulary.
The researcher believes that online games affect the students language learning. In this research, the researcher analyzes the influence of online games on
students’ vocabulary mastery. The researcher uses theories about the influence of online games on language learning. Some researchers claim that online games
give good influence on language learning Ghanbaran Ketabi, 2014; Turgut Irgin, 2009; Warschauer Ken, 2000; Peterson, 2011. However, some
researchers believe that online games give poor academic performance Craton, n.d..
In this research, the researcher uses Massively Multiplayer Online Role Playing Games MMORPGs. MMORPGs is computer games where thousands of
players interact with each other online in a persistent virtual world Zhuang et al., 2007, p.1. According to Steinkuehler n.d. highly graphical 2- or 3-D
videogames played online, allowing individuals, through their self-created digital characters or “avatars,” to interact not only with the gaming software but with
25 other players
’ avatars as well. In MMORPGs, people can make their virtual role and play it.
To provide clear relation between the online games and students’
vocabulary mastery, the researcher looks for the factors. Mc Clarty et al. 2012 say that there are some factors that make online games in
fluence on students’ vocabulary mastery. This theory is supported by Gee 2005 theory. Both explain
that the MMORPGs have characteristics that influence language learning. There are three factors of online games influence the students’ vocabulary mastery those
are, the online games is interesting, have chat rooms, and allow words to be learned by situation. Besides, the online games give psychology benefits which
are risk taker, and critical thinking.
C. Hypothesis
The conceptual hypothesis of this study is stated as follows: The online games will influence junior high school students’ vocabulary mastery. The
influence can be seen in the significant difference between the mean score of the non-gamers group and gamers group.
26
CHAPTER III RESEARCH METHODOLOGY
This chapter discusses the research method, research participants, research instruments, data gathering techniques, data analysis techniques, hypotheses, and
research procedure.
A. Research Method
In this study, the researcher used the survey method. Survey research is a versatile method of collecting data on the same characteristics from a substantial
number of respondents Check and Schutt, 2012.
1. Survey
Survey research is one of the most common forms of research methodology to collect data about the communities. A survey is a method of collecting data in a
consistent, or systematic, way Guyette, 1983. Survey can be useful because it has purposes. More specifically, it can be useful for determining the characteristics of a
population or a community, defining existing conditions in a community or region, documenting community opinion, and comparing groups of communities.
According to Wiersma 1995 survey research i s “probably the single most
widely used research type in educational research” p.169. Wiersma 1995 further
defines that survey research were used to measure opinions, achievements, attitudes, and any number of variables in natural setting. It is useful because it can present
some examples that illustrate the characteristics of broad scope.
27 All of the purposes that were mentioned by Guyette 1983 and Wiersma
1995 could be directly applied to the development and management of community resources. The design of the survey research that the researcher used was cross
sectional survey. Cross sectional survey is a set of survey that collects information for a sample at one point in time. The data may be collected from a sample of the
population or from the entire population or community Guyette, 1985.
B. Research Setting
In this section, the researcher describes two settings related to the research implementation. They are the school setting and class setting.
1. School Setting
This research was conducted in SMP Negeri 2 Yogyakarta. SMP Negeri 2 Yogyakarta is a junior high school that is located at Panembahan Senopati Street 28,
Yogyakarta. SMP Negeri 2 Yogyakarta had 19 classes; each of the class consisted of 30-35 students.
There is one reason why SMP Negeri 2 Yogyakarta is chosen to be the school setting. SMP Negeri 2 Yogyakarta is located in the centre of the town. All of the
students there are global students. They were familiar with computers and technology. The researcher found on the relation between a phenomenon of
technology and the students ’ vocabulary mastery when the researcher did her
teaching practice there.
2. Class Setting
This research was conducted in class IX B, IX C, IX D. It was held on the 18
th
August 2014 until 20
th
August 2014, during the first semester of the academic
