Correlation between Frequency of Playing and Result of Vocabulary

46 Besides the MMRPOGs allowed language to be situated, the MMRPOGs had chat rooms to increase the students’ vocabulary mastery. Gee 2005 stated that some online games have chat room to communicate. In the chat rooms, the students as players could discuss and share some things with the other players. They interacted with other players and applied the words. This made the students’ vocabulary mastery increase. Warschauer and Ken 2000 defined that the net chat or the chat room was ideal communication tools and networking tools, because it provided the players medium both to convey thought and negotiate with others, which made the chat room particularly useful for second language acquisition. The chat rooms were not only places for the students as the players to apply the words but they also placed to form learning communities. The students who played online games can form new forms of learning communities because in MMRPOGs like World of Warcraft, Guild Wars, and others, people were creating new ways to build and share knowledge for the better or the worse. The gamer students played online games which were MMRPOGs because these games were interesting. Online games were games that had 2d3d graphics, sound, animation, and rules to play. Besides, it could include a storyboard or storyline, and it can be single player or multiplayer through the internet or computer network. MMRPOGs were new classes of online games Yee, 2006. Based on Zhuang et. al 2007, MMRPOGs are computer games where thousands of players interact with each other online in persistent virtual world. Massively Multiplayer Online Role Play Games had good graphic 2D or 3D video games, allowed individuals to make avatars or digital characters to interact not only with 47 the gaming software, but also the other players. The gamer students could make their own characters as they wanted. They played virtual roles in online games. Online games could simulate authentic learning experiences. It aims that games provided the gamer students to demonstrate the words and experienced it. For example, the gamer students played a role as a police or a terrorist in Counter Strike. The gamer students learned vocabulary about guns, kinds of bombs, and command words. The gamer students learned the vocabulary of the games. The visual animation and graphic that the MMRPOGs offered helped the gamer students to learn the vocabulary of the games. The gamer students played online games because they felt that online games were fun. Games had often been used to give motivation to the gamer students and made gamer students practice the words because games had been conceptualized as “the fun factor” of language learning. The students expected their learning environment could be fun. Online games could engage the gamer students with the narrative story in them. Not all of the online games had story boards but most of MMRPOGs usually had a story board. They increased the gamer students motivation to learn second language, because they thought that they were new fun way of learning second language. MMRPOGs used ongoing storyline, there would be new goals to achieve and the games would continue. These made the students were motivated to learn the words. Sometimes the students didn’t realize that they learned while they were playing online games. The implicit learning had done in playing online games increase their vocabulary mastery. 48 There were some findings about the influence of online games on language learning and teaching. Ghanbaran and Ketabi 2014, found that games could increase vocabulary mastery of students because games had aspects to increase motivation and foster a deeper process ing of vocabulary’s students. Turgut and Irgin 2009 did a research in Turkey and revealed that the students who played online games had better performance of language skills, most in vocabulary skill. These claims were applied in this research. On the other hand, Anderson and Dill 2000 assumed that online games decreased the students’ achievement. Craton n.d. also said that online games usually affect the students, so they got poor academic performance Assosiation for Christians in Students Development, personal communication, November 1, 2014. That issue did not apply in this study. In fact, the result of the research showed that the online games indeed increased the students’ achievement in vocabulary mastery of junior high school students. This finding could break the assumption of the people that online games had negative effect on students’ vocabulary learning. Table 4.3 showed the result of Pearson product moment correlation by using SPSS 20. The result showed that the significance correlation between the frequency of playing online games and students’ vocabulary mastery was moderate. However, Figure 4.2 showed the frequency of playing online games and students’ vocabulary mastery. 49

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.