Massively-Multiplayer Online Role Play Games
21 the goals of the roles that they play. For example, the students play a role as a
soldier or a doctor. The games demonstrate how the students embed inside these games. On the other hand, the games practice of deep learning that transfers to
school-based skills and conceptual understandings. Some online games have chat room to communicate Gee, 2005. Students
who play will interact with others and they will communicate to discuss and share something. According to Peterson 2011, the network-based gaming in CALL
draw on two influential perspectives in second language acquisition those are psycholinguistic and sociocultural. Based on Lafford 2007, the psycholinguistic
and sociocultural of second language acquisition draw on differing conceptions of the processes ar work in language learning, both share a concern with
understanding the role played by interaction. Warschauer and Ken 2000 cite that net chat or chat room is ideal communication tools and networking tools, because
it provides the players medium both to convey thoughts and negotiate with others, and that makes the chat room particularly useful for second language acquisition.
However, the most important goal of learning a new language is to be able to express idea or comprehend others’ thought successfully. Gee 2005 finds that
students who play online games can form new forms of learning communities because in massive multiplayer games like World of Warcraft, City of Heroes,
Guild Wars , and others, people creating new ways to build and share knowledge
for the better or worse. Ghanbaran and Ketabi 2014 find that games can increase vocabulary
mastery of students because games have an aspect to increase motivation and
22 fostering a deeper processing of vocabulary’s students. Yip and Kwan 2006
conduct a study and get a result that learning vocabulary through multimedia games led to a change in the attitude of learners towards language learning as
cited in Ghanbaran Ketabi, 2014, p.492. A study in Tukey by Turgut and Irgin 2009 revealed that students who are playing online games have better
performance of language skills, especially in vocabulary skill. Gee 2005 cites that “words do not have just general dictionary-like
meaning” p.15. A single word can contain many meanings. For example the word coffee, it can be coffee as grains, and as liquid and also the word work it can
be work as an effort or something which is realistic like thesis. Gee 2004 further explains that “a good deal of school is based on being able to understand complex
academic language” as cited in Gee, 2005, p.15. Students need to understand a text either verbally or situated. When students understand language only verbally,
they can deal that the word as a word, they can describe the word appropriately. Gee 2005 further explains about understanding language verbally p.16:
They can pass the paper and pencil tests, but they often cannot use the complex language of the text to facilitate real problem solving, because
they do not actually understand how the language applies to the world in specific cases for solving such problems. If they do understand how the
words apply to specific situations and for specific problem solutions, they understand the words in a situated fashion.
Garder 1991 defines that some great school students cannot use their knowledge to solve problems even though they have good grades on paper and pencil tests as
cited in Gee, 2005, p.16. In online games, students experience the images and actions to which the
words apply Gee, 2005. Tomasello 1990 explains that people can apply words
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.