43 The researcher used SPSS 20
to analyze the data and find the correlation between two variables. A Pearson product-moment correlation coefficient was
computed to assess the relationship between the days of playing online games and score of vocabulary test. After inputting the data into SPSS 20, the researcher got
the output or result. The result showed that there was a correlation between the frequency of playing online games and the
students’ vocabulary mastery.
Table 4.3 The Output of SPSS 20, Pearson r
Correlations
frequency score
frequency Pearson Correlation
1 .489
Sig. 1-tailed .003
N 30
30
score Pearson Correlation
.489 1
Sig. 1-tailed .003
N 30
30 . Correlation is significant at the 0.05 level 1-tailed.
The output of SPSS correlation coefficient by Pearson product moment formula showed that it had positive relation between the frequency of playing
online games and the score of vocabulary test in IX B students, r = 0.489, n = 30, p = 0.003. The symbol r represented the correlation coefficient, p represented the
statistical significant correlation, and n was the total sample. The correlation of the variables was adequate, because the correlation coefficient r was 0.489. The
correlation between the frequency of playing online games and students’
vocabulary mastery was neither strong nor weak. Therefore, people could say that
44 the correlation between two variables was moderate. The more coefficient
correlation close to 1, the correlation between two variables was stronger.
Figure 4.2 Bar Graph of Cumulative Frequency of Playing and Score
Figure 4.3 Scatter Plot of Frequency of Duration of Playing and Score
The result of the research about the correlation between the frequency of playing online games and students’ vocabulary mastery was showed in Figure 4.2.
68 70
72 74
76 78
80 82
84 86
88
1 2 to 3
4 to 5 6 to 7
Frequency of Playing Online Games and Score
daysweek
45 Figure 4.2, people could see that there was good correlation between the duration
and the score. The bar graphic showed that the more often the gamer students played online games, the higher students’ vocabulary mastery they achieved.
3. Factor that Influence Vocabulary Mastery through Online Games
Based on Table 4.1, the gamer students got higher score �̅= 80.26 than
the non-gamer students �̅= 74.3. The range score between the non-gamer and
gamer students was about 5.96. The online games indeed influenced students’
vocabulary mastery. There were three factors that influenced the students’
vocabulary mastery. First, online games allowed language to be learned based on situation. Second, online games had a discussion room or a chat room for the
player who played it. The last factor was that the online games were interesting. MMRPOGs allowed language to be learned based on situation. The games
put the language into context of dialogue, experience, images and actions. Tomasello 1990 explained that people could apply words for action only when
they have heard those words in interactional dialogue as cited in Gee, 2005, p.16. The games helped the students to realize how to apply the words.
Understanding the meaning of the words didn’t mean that the students could apply the words into a conversation. The games made the gamer students apply the
vocabulary learning strategies. They discovered the meaning of new words by guessing from the context. In online games, the students experienced the actions
and images to which the words apply. Games would not replace teachers and classrooms, but they might replace the textbooks.
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
