35 Collecting the data was the forth step for conducting this survey research. The
researcher gave the instruments of the research which were a questionnaire and a test to each participant. The researcher gather the data after it and did the follow ups.
The next step was translating the data. The researcher did coding of the data based on categories, such as the frequency of playing online games, the vocabulary
score, the feeling of playing online games, and the strategy of knowing new words. After that, the researcher prepared the data for the next step.
Analyzing the data was the sixth step of this survey research. The researcher analyzed separately between the individual and groups of items. The researcher then
synthesized the result and interpreted it. The last step of this survey research was making the conclusion and
reporting. The researcher made the conclusion based on the result that the researcher gathered. After knowing the result, the researcher reported the research result in the
form of a report.
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CHAPTER IV RESEARCH RESULTS AND DISCUSSION
This chapter presents the research results and the discussion of the influence of online games and student’s vocabulary mastery. This section has two
parts, namely the research implementation and data analysis and discussion.
A. Research Implementation
In this research the researcher wanted to find out the influence of the online games especially Massively Multiplayer Role Play Online Games
MMRPOGs on SMP Negeri 2 Yogyakarta students’ vocabulary mastery.
MMORPGs are new kind of online games. The implementation of the research is divided into two parts, before the test and during the test.
1. Before the Test
Before conducting the test, the researcher gave the questionnaires to all of the students in three classes namely IX B, IX C, and IX D. Then, the researcher
analyzed the questionnaires. Afterwards, the researcher divided the students into two groups: the gamer students and the non-gamer students. The researcher took
20 students which consisted of 10 students of gamer and 10 students of non-gamer from each class of IX B, IX C, and IX D. The total number of the students were
60 students for all of the classes, consisted of 30 gamer students and 30 non- gamer students.
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2. During the Test
The researcher conducted the test in 2 days which was in 19
th
and 20
th
of August 2014. The researcher gave vocabulary test to the students to assess
students’ vocabulary mastery. According to Chapelle 1994 vocabulary mastery is when someone having knowledge of language and the ability to put language to
use in context as cited in Read, 2000. Students who have vocabulary mastery are the students who know multiword units, word families, and core meaning.
Vocabulary test also can measure the students performance in language learning because the larger the vocabulary mastered, the better their language learning.
There were 35 item questions in the vocabulary test. Those 35 questions were divided into four parts. There were five item questions for guessing words by
picture, 10 items for synonyms, 10 items for opposites, and 10 items for words in sentences. Mostly, the non-gamer students got bad score in words in sentences,
and the gamer students got bad score in opposites. The researcher selected 35 item questions from the test book Word Power 1500 published by Oxford in 1982. This
book is a published standardized test. The duration of conducting the vocabulary test was an hour. The
researcher gave the test to the students in three classes. The test for class IX B, and IX C was held on 19
th
of August and class IX D was on 20
th
August 2014. Students response was vary, when the researcher explained the rules of the
test. The students answered the questions by circling the correct answer. Some of the students asked some questions to the researcher. Most students who asked the
questions of the rules to the researcher were gamer students.
