The influence of online games on SMP Negeri 2 Yogyakarta Students` vocabulary mastery
THE INFLUENCE OF ONLINE GAMES ON SMP NEGERI 2
YOGYAKARTA STUDENTS’ VOCABULARY MASTERY
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Maria Yosefina Meinadia Sekar Kinanti Aswirawan Student Number: 101214147
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
(2)
i
THE INFLUENCE OF ONLINE GAMES ON SMP NEGERI 2
YOGYAKARTA
STUDENTS’ VOCABULARY M
ASTERY
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Maria Yosefina Meinadia Sekar Kinanti Aswirawan Student Number: 101214147
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
(3)
(4)
(5)
iv
Life is short,
So make it what you wanna
…
I dedicate this thesis to my Jesus,
Elok, Hans, Dias, Satria,
(6)
(7)
(8)
vii
ABSTRACT
Aswirawan, Maria Yosefina Meinadia Sekar Kinanti. (2014). The Influence of
Online Games on Students’ Vocabulary Mastery. Yogyakarta: Sanata Dharma
University.
Students love playing games especially computer online games. Massively Multiplayer Online Role Playing Games (MMORPGs) are one kind of most popular online games on the internet. Many researchers said that technology especially online games affect students. The influence can be beneficial or the opposite. Thus, the researcher is interested to study about the influence of online games on students’ vocabulary mastery.
There were two research problems addressed in this research. There are 1) what is the influence of online games in students’ vocabulary mastery? 2) is there any correlation between the frequency of playing online games and students’ vocabulary mastery? Therefore, the objectives of this research are 1) to find out about the influence of online games on students’ vocabulary mastery and 2) to find out whether there is any correlation between duration of playing online games and students’ vocabulary mastery.
The study was survey research. The data was gathered from participants consist of 60 ninth graders, 30 gamer students, and 30 non gamer students of a Junior High School in Yogyakarta. Test, questionnaire and interview were chosen by the researcher to collect the data. To answer the research problems, the researcher used the mean score and Pearson product moment correlation.
Based on the result, there is an influence of online games on students’ vocabulary mastery. The gamer students obtain higher score (�̅= 80.26) than the non-gamer students (�̅= 74.3). The researcher also finds that there is a correlation between the frequencies of playing online games with students’ vocabulary mastery which is shown through the coefficient correlation on 0.489. This means that the correlation was adequate. This research gives benefits to learning and teaching. Teachers will understand this phenomenon and use technology to support their teaching. In addition, this research can inspire the readers to conduct research about the influence of technology on learning process.
Keywords: online games, vocabulary mastery, Junior High School, gamer, correlation
(9)
viii
ABSTRAK
Aswirawan, Maria Yosefina Meinadia Sekar Kinanti. (2014). The Influence of
Online Games on Students’ Vocabulary Mastery. Yogyakarta: Sanata Dharma University.
Para murid senang memainkan permainan online di komputer. Massively
Multiplayer Online Role Playing Games (MMORPGs) merupakan salah satu
jenis permainan online yang sangat disukai diinternet. Banyak peneliti
mengatakan bahwa teknologi terutama permainan online dapat mempengaruhi
para murid. Pengaruh tersebut bisa positif atau negatif. Maka dari itu, peneliti
tertarik untuk meneliti pengaruh dari permainan online terhadap penguasaan
kosa kata para murid.
Ada dua pertanyaan pada penelitian ini. Pertanyaan pertama adalah 1)
apa pengaruh dari permainan online pada penguasaan kosa kata para murid?
2)apakah ada korelasi antara frekuensi bermain permainan online dan
penguasaan kosa kata pada para murid? Maka dari itu, tujuan dari penelitian ini
adalah untuk 1) untuk menemukan pengaruh yang diberikan permainan online
pada penguasaan kosa kata para murid dan 2) menemukan ada tidaknya korelasi
antara frekuensi bermain permainan online dengan penguasaan kosa kata pada
para murid.
Penelitian ini adalah penelitian survey. Data diperoleh dari para responden yang terdiri dari 60 siswa kelas sembilan, 30 siswa yang bermain
permainan online dan 30 siswa yang tidak bermain permainan online di sebuah
Sekolah Menengah Pertama di Yogyakarta. Peneliti mengumpulkan data dengan melakukan tes, kuisioner, dan wawancara. Untuk menjawab pertanyaan pada penelitian ini, peneliti meggunakan rumus nilai rata-rata dan korelasi Pearson.
Berdasarkan hasil dari penelitian, ada pengaruh permainan online pada
penguasaan kosa kata para murid. Para murid yang bermain mendapat skor yang lebih tinggi dari para murid yang tidak bermain. Jarak antara skor mereka adalah 5,96. Peneliti juga menemukan korelasi antara frekuensi bermain permainan online dengan penguasaan kosa kata para siswa. Koefisien korelasi nya adalah 0,533. Ini menunjukan bahwa korelasi antara frekuensi bermain
permainan online dan penguasaan kosa kata siswa adalah sedang. Penelitian ini
memberikan masukan untuk pembelajaran dan pengajaran. Guru akan mengerti tentang fenomena ini dan pemakaian teknologi yang mendukung pembelajaran. Di sisi lain, penelitian ini menginspirasi para pembaca untuk melakukan peneliatian tentang pengaruh teknologi para proses pembelajaran.
Keywords: online games, vocabulary mastery, Junior High School, gamer, correlation
(10)
ix
ACKNOWLEDGEMENTS
First and foremost, I would like to greatly thank Lord Jesus Christ for His great blessings in my life and my thesis. He gives me health, spirit, and strength to finish my study and to be someone more awesome than previous.
I would like to express my deepest gratitude to my advisor, F. X. Ouda Teda Ena, M.Pd., Ed.D. for generously guiding and assisting me during the process, making himself available for consultations anytime and anywhere, and giving attention and suggestions until the final process of writing this thesis. It is a great blessing for me to have a super kind advisor like him. I specially thank Barli Bram, Ph.D. for helping me to check my grammar. I got precious suggestions even though it was only one meeting. I also thank my academic advisor, Henny Herawati, M.Hum. I thank all lecturers of the English Language Education Study Program for lecturing me in Sanata Dharma University. I would also thank all secretariat staff of English Language Education Study Program and Faculty of Teachers Training and Education of Sanata Dharma University
and all librarians for giving the best and friendly service.
I would like to thank my family especially my parents, Hans and Elok, who always pray for me, encourage, take care of me, and threaten me that I have to pay the bill by myself. I sincerely address my special gratitude to all friends in PBI and kene wae yo chat group. I thank PBI 2010, especially Class C. They always cheered me up when I was stuck doing my thesis. I thank Chacha, Tiwi,
(11)
x
special appreciation to Bondan, Venni, Amel, Disa, Ineke, Lina “Makibo”, Nadia “Ijah”, Estu “Kapuk”, Ratri, Sunu, There “d’rempong”, Gorry, Veti, Putri, Maria, Monna, Wucing.
I would like to thank myself, to beat the laziness and all who have supported and helped me to finish my thesis. May God bless them always.
(12)
xi
TABLE OF CONTENTS
TITLE PAGE...i
APPROVAL PAGE ... ii
DEDICATION PAGE... iv
STATEMENT OF WORK’S ORIGINALITY ... v
PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ABSTRACT ...vii
ABSTRAK ... viii
ACKNOWLEDGEMENTS ... ix
TABLE OF CONTENTS ... xi
LIST OF TABLES ... xiv
LIST OF FIGURE ... xv
LIST OF APPENDICES ... xvi
CHAPTER I. INTRODUCTION A. Research Background ... 1
B. Research Problems ... 4
C. Problem Limitation... 4
D. Research Objectives ... 4
E. Research Benefits ... 5
F. Definition of Terms ... 6
CHAPTER II. REVIEW ON RELATED LITERATURE A. Theoretical Description ... 8
1. Language Learning ... 8
a. Vocabulary Mastery ... 9
b. Vocabulary Learning Strategy ... 9
2. Learning Technology ... 12
(13)
xii
4. Online Games ... 14
5. Massively-Multiplayer Role Play Online Games ... 17
6. Online Games and Language Learning ... 19
B. Theoretical Framework... 23
C. Hypothesis ... 25
CHAPTER III. RESEARCH METHODOLOGY A. Research Method... 26
1. Survey ... 26
B. Research Setting ... 27
1. School Setting ... 27
2. Class Setting ... 27
C. Research Participants... 28
1. Population ... 28
2. Sample ... 28
3. Sampling ... 29
D. Instruments and Data Gathering Technique ... 29
1. Test ... 30
2. Questionnaire ... 30
E. Data Analysis Technique ... 31
F. Hypothesis ... 33
G. Research Procedure ... 34
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. Research Implementation ... 36
1. Before the Test ... 36
2. During the Test ... 37
B. Data Anaysis ... 38
1. Comparing the Score of Non-gamer Students and Gamer Students ... 39
2. Correlation between Frequency of Playing and Result of Vocabulary ... 42
(14)
xiii
4. Other Findings ... 49
CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS A. Conclusions... 50
B. Recommendations ... 52
REFERENCES ... 54
(15)
xiv
LIST OF TABLES
Table page
Table 3.1 Coefficient Correlation and Significance of the Relationship ... 33
Table 4.1 The Total Score of Non-gamers and Gamers... 39
Table 4.2 Score and Duration in a Week of 30 Gamer Students ... 42
(16)
xv
LIST OF FIGURE
Figure page
Figure 4.1 Mean Score of Non-gamer and Gamer Students ... 41 Figure 4.2 Bar Graph of Cumulative Frequency of Playing and Score ... 44 Figure 4.3 Scatter Plot of Frequency of Duration of Playing and Score... 44
(17)
xvi
LIST OF APPENDICES
Appendix page
Appendix A: Vocabulary Test ... 61
Kuisioner ... 63
Questionnaire... 64
Appendix B: Surat Ijin Dinas Perijinan ... 66
(18)
1
CHAPTER 1
INTRODUCTION
This chapter consists of six subchapters. Those are the research background, research problems, problem limitation, research objectives, research benefits, and definition of terms.
A. Research Background
Crystal (2003) states that English is a global language. People can hear it on televisions or radios spoken by politicians, educators, and others from all over the world. In other words, English is everywhere. People can see English signs and advertisements in hotels or restaurants. It also can be found in computers or laptops. English is close to technology, economy, and many aspects which give influence to this globalization era.
Indonesian educational system considers English as a compulsory subject starting from elementary school up to senior high school. The government thought that English is useful. English is taught to the students since the government wants to improve the students’ ability in understanding the information, transferring of knowledge in many fields (e.g.: technology, science, education) and making a good relations among nations.
Learning English as a foreign language is considered difficult by many students in a non English speaking country, such as Indonesia. The students only learn English in the classroom. According to Nurhanifah and Widayati (n.d.),
(19)
“English is rarely used outside the classroom”. The students have little opportunity to use and apply English in their lives. The students do not really understand English both spoken and written because they do not get the meaning of the words that are used in the text.
According to Burton (1982) a stock of words in a language that can support the students to learn the skills of language called vocabulary. If students have limitations on the vocabulary, they will have some difficulties on writing, reading, listening, and speaking. Vocabulary is the first aspect which should be taught to students rather than other aspects. It is basic for communication and also important for the acquisition process (Krashen, 1981).
There are some strategies to learn about words and develop the vocabulary. According to Schmitt (1997), learning vocabulary can be maximized by using strategies. Schmitt (1997) divided vocabulary learning strategies into four that are using memory strategies, context, cognates, and word building.
According to Schmitt (1997), there are some ways to increase vocabulary mastery, such as memorization, guessing from context, and analyzing the root of the words. Vocabulary mastery is needed by students to enhance their language skills. Lack of vocabulary can affect the other skills such as writing, speaking, listening and reading.
One of the problems faced by the students is that they easily get bored when they learn language. It needs technique and learning media to make them know some words to develop their vocabulary. Margono (2010) defines that media, such as games, songs, pictures, cards cassettes, tapes, radio, televisions,
(20)
videos, films, over head projector slides, and examples are now commonly used in teaching English particularly in improving vocabulary mastery of students.
Students nowadays are the native of the technology (Presnky, 2001). They were born when some magnificent gadgets grows. This era makes the students often use the computer and do some activities with the computer, like: reading online magazines, writing their blog, and playing online games. There is a new medium that is commonly used now, the internet. According to Noytim (2006) the internet is a network of people and information, linked together by telephone lines which are connected to computers. People can do many things with the internet, such as browsing, chatting, and gaming. Games which are connected to the internet are called online games. Playing online game is a good alternative medium for teaching vocabulary.
Online games can be a stimulant to make students imagine their role in
order to improve students’ ability in English vocabulary, because the students will know some words that will be used by their virtual character. Some online games have story board. The students need to do some missions and find clues to win the game. Besides, the online games can be played in the computer. Many of the house productions offer good graphic to interest people. In short, online games are interesting. Then, the students will be more actively engaged in learning activities. They do not feel bored and they can improve their vocabulary. In this study, the researcher wants to find the influence of online games on students’ vocabulary mastery by testing the students who play and who do not play online games.
(21)
B. Research Problems
Considering the research background, the researcher wants to answer these research questions:
1. What is the influence of online games on SMP N2 Yogyakarta
students’ vocabulary mastery?
2. Is there any correlation between the frequency of playing online games and the SMP N2 Yogyakartastudents’ vocabulary mastery?
C. Problem Limitation
In this part, the researcher presents problem limitation based on the research problems above. The researcher focuses on the influence of the online games on the students’ vocabulary mastery. Other factors may still be there, but the researcher will not count the other factors in the research. Massively-Multiplayer Role Play Online Games (MMRPOGs) are the online games which the researcher observed in this study. The correspondents of this research are the students from SMP N 2 Yogyakarta class IX B, IX C, IX D.
D. Research Objectives
The objectives of the research are as stated as follows:
1. To find out the influence of online games on junior high school
students’ vocabulary mastery.
2. To find out the correlation between the frequency of playing online
(22)
E. Research Benefits
This study has the benefits for students and teachers especially those who learn about English language. Furthermore, this study is beneficial for the next researchers. There are two kinds of benefits in this research, they are theoretical and practical.
1. Theoretical Benefits
a. This study can be used as the reference for those who want to conduct research in improving vocabulary mastery.
b. This study can be used as an input in improving students’ vocabulary mastery.
2. Practical Benefits
a. For Students
The benefit of this study for students is that the students will find the benefit of an online game for their vocabulary mastery, so that they can make strategies to build the other English skills from another media which is fun and attractive.
b. For Teachers
This study helps teachers to find and make another medium or way to teach vocabulary and other English skills as communicative as online games. Teachers can have some new activities that can make the students’ vocabulary mastery improved.
(23)
c. For Next Researchers
This study is beneficial for the next researchers who are interested in conducting a study on the similar or related topics. Here, the researcher wants to find the relation between vocabulary and online games. This study can be an inspiration to study further about the relation of vocabulary skill and online games.
F. Definitions of Terms
There are some terms that are applied in this study. The researcher gives the definition of the terms to avoid misunderstanding of the topic discussed.
1. Vocabulary Mastery
According to Chapelle (1994) vocabulary mastery is both knowledge of language and the ability to put language to use in context (as cited in Read, 2000). Vocabulary mastery is important. If someone has good vocabulary mastery, he or she will have good language performances. Vocabulary mastery is the students’ ability to understand the meaning of words by using the context.
2. Internet
Internet is a home to billions and billions of websites on virtually any subject and it is explorable through the use of web browser. According to Lewis (2004) the internet is integrated text, sound, video, and picture in it. Internet is network connection by the telephone lines.
(24)
3. Online Games
Online game is a game that has storyboard or storyline, including 2D/3D graphics, sound, and animation, and rules to play it. It can be single player or multiplayer through the internet or computer network (Derryberry, A. 2007). The researcher uses Massively Multiplayer Online Role Play Games (MMORPGs) in this research. MMORPGs are games that usually contain of storyboard. It is multiplayer online games. It has many goals, and the player can decide their own goals.
4. Ninth Grade Students of Junior High School
Ninth Grade Students of Junior High School are students on the highest grade in Junior High School. Their ages are around fifteen to sixteen. In this research, the researcher chose ninth grade students of SMP Negeri 2 Yogyakarta class IX B, IX C, and IX D. The researcher took 10 students to be the participants in every class. The ninth grade of Junior High School is the only grade that applying 2006 curriculum.
5. Gamers
Gamers are people who often play games. In this research gamers are people who play online games at least a day in a week for 3 months or more. The researcher takes 30 participants that play online games in this research. The participants are the ninth grade students of SMP Negeri 2 Yogyakarta class IX B, IX C, and IX D.
(25)
8
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of two subchapters: theoretical description and theoretical framework. The theoretical description presents the theories related to this study matter. The theoretical framework discusses all of the major relevant theories to assist the researcher in answering the research problems.
A. Theoretical Description
This theoretical description gives a clear description of the theories related to the topic of this research. The theoretical description presents theories about vocabulary, vocabulary learning strategy, language learning, online games and language games.
1. Language Learning
Learning a second language is complex. Brown (2000) breaks the component of the definition of learning. Brown (2000) says that learning is skill, acquisition, and retention of information. Furthermore, retention implies storage systems, memory, cognitive organization, and learning involves active, conscious focus on and acting upon events outside or inside the organism. Learning can change the behavior of learners because learners will be influenced by new culture. Besides, learning involves some forms of practices. Rubin (1987) says that learning is “the process by which information is obtained, stored, retrieved, and used”.
(26)
a. Vocabulary Mastery
People who learn a second language should master the vocabulary of that language. Vocabulary helps learners arrange the words to become a sentence or sentences. Without vocabulary, people cannot share and receive ideas. The larger the vocabulary mastered, the better will be one’s performance in all aspects of language works (Burton, 1982). It means that if someone has good vocabulary mastery, he or she will have good performance at all aspects of language skills like listening, writing, speaking, and reading, and when someone has bad vocabulary mastery, the English skills will be bad. Vocabulary mastery is one of the things that we have to consider as an important thing. There are some theories about the definition of vocabulary mastery. Nunan (2003) defines that students who have vocabulary mastery are the students who know multiword units, word families, and core meanings. According to Chapelle (1994), vocabulary mastery is “both knowledge of language and the ability to put language to use in context” (as cited in Read, 2000, p.28).
b. Vocabulary Learning Strategy
Vocabulary learning strategy has been suggested that teaching vocabulary should not only consist of teaching specific words but also aim at equipping learners with strategies necessary to expand their vocabulary knowledge (Hustjin, 1993, cited in Morin & Goebel, 2001). Vocabulary learning strategy goal is gaining the vocabulary mastery for production and comprehension in a foreign or second language. There are some taxonomies or classifications of vocabulary learning strategies by Schmitt and McCarty (1997).
(27)
Schmitt and McCarty (1997) differentiates vocabulary learning strategies into two. First category is strategies for the discovery of a new word’s meaning and the second is strategies for consolidating a word once it has been encountered. Schmitt and McCarty (1997) differentiates vocabulary learning strategies into two. First category is strategies for the discovery of a new word’s meaning and the second is strategies for consolidating a word once it has been encountered.
When students do not know a word, they must discover the new word’s meaning by guessing from their structural knowledge of the language, guessing from the context, or asking someone else. Schmitt and McCarty (1997) founds that there are two strategies in knowing the meaning of the new word or discovering the new word, determination strategies and social strategies. In determination strategies, there are some ways and strategies. The learners can analyze the part of speech of the new words, analyze the affixes and the roots, guessing from the first language cognate, analyze any available pictures or gestures. Besides that, learners may be able to guess the meaning from textual context and use a dictionary (bilingual or monolingual).
Guessing meaning from context is one of the strategies that most often discussed in the literature. This strategy can make learners be independent learners. Decarrico (2001) defines that guessing meaning from context is a key of vocabulary learning skill for the learners who are dealing with low-frequency vocabulary, particularly in reading authentic texts. Some researchers have found that few studies of guessing words from context indicate that a large proportion of
(28)
the unknown words (at least 80 percent) can be successfully dealt with in this way (Nation, 1990).
Learners may be able to use a dictionary for knowing the meaning of new words. Bilingual or monolingual dictionaries can be used to help learners know the meaning of new words. However, Schmitt and McCarty (1997) cites that those monolingual learners dictionaries have been much improved by a careful consideration of the kinds of information that the learners need and also the use of large corpora to ensure natural usage.
One of the strategies in determination strategy by Schmitt and McCarty (1997) is using any available pictures or gestures. There are some other learners’ strategies like vocabulary notebooks, using flashcards, word lists, etc. Nation (1982) suggests that word lists can be very useful for initial exposures to a new word. N. Schmitt and D. Schmitt (1995) recommend arranging the notebook, a loose-leaf binder or index card file, or any paper with good space for learners to write word pairs and semantic maps that can help the learners to visualize the connection between new and familiar words.
The second way to discover of a new words’ meaning based on Schmitt vocabulary learning strategy taxonomy is social strategies. The core strategy of the social strategy is asking someone who knows. The learners can ask the teachers or friends. Teachers are the subjects that are often to be asked in this position, they can help in a variety of ways like giving the first language translation, giving a definition by paraphrase, using new word in a sentence, giving the synonym, or any kind of these combination. Schmitt and McCarty
(29)
(1997) defines that giving the first language translation is fast and easily understood by students but most translation pairs are not exact equivalents. Giving the synonyms of the new words is good to develop learners’ vocabulary. By giving synonyms, learners can see the relationship between words of similar meaning and also help the learners to generalize and classify words and concepts.
2. Learning Technology
Technology is becoming increasingly important in both our personal and social lives. People use technology to do anything nowadays. According to Levy annd Murnane, (2004) “the next generation of jobs will be characterized by increased technology use, extensive problem solving, and complex communication (as cited in McClarty, Orr, Frey, Dolan, & Vassileva, 2012, p.4). Technology is an enabling force behind globalization, knowledge work and entrepreneurship (“Maximizing the Impact:The pivotal role of technology in a 21st century educational system,” n.d.). It shows that technology is part of our lives. Technology is important in this modern era.
Therefore, technology can be used to learn language. NCREL and Meitiri (2003) say that students of today are growing up with laptops, tablets, cell phones, and video calls, and they expect to use this technology in their daily interactions (as cited in in McClarty et al, 2012, p.4). Teachers who use technology as their learning make their students have skills in language learning and technology like operating and updating software, installing operation system, etc. It is like kill two birds with one stone. New technologies are transforming current literacy and literacy practices, whether intentionally or unintentionally. These new
(30)
technologies impact on literacy instruction in classrooms (Hagood, Stevens & Reinking, 2003; Lankshear & Knobel, 2006; Lewis & Finders, 2002). Dudeney and Hockly (2007) find that technology offers new ways for practicing language and assessing performance. According to Fabos (2001), when the technology comes to the education from victorals, slide and film projectors, radios, televisions, overhead projector, computers, the internet, and others, it plays a role in education for increasing student engagement, improving classroom efficiency, and solving teacher shortages (as cited in McClarty et al., 2012, p.6). Those theories prove that technology is playing a role in language learning.
3. CALL (Computer Assisted Language Learning)
Using computers in language learning is not new phenomenon right now. Dudeney and Hockly (2007) define that in the early of 1980’s, computer-based material for language teaching often referred to as CALL appeared. CALL involves I in applying the principles of computer-assisted learning to language learning context by applying the computer programs to develop learner’s understanding. CALL is an instructional or educational approach that incorporates the use of technology into second language learning (Technology-Enhanced Instruction for English as a Second Language (ESL) and Bilingual Education, 2010, p.8).
There are some advantages of CALL based on Lai and Kristsonis (2006). CALL can make learners practice through experiential learning, increase learners’ motivation, enhance student achievement, enlarge authentic materials for study, encourage better interaction between teachers and students, students and peers,
(31)
emphasize what the needs of each learner and teacher, regard independence from a single source of information, and broaden global understanding. The previous theory is supported by Borras (1993) that in recent year, the computer programs in CALL have suggested for simulating learners to communicate with others to
enhance the development of learners’ competence in second language
communication. However, Dunkel (1990) states that learners should be introduced CALL into a program starting with a word processing rather than other applications like simulations or tutorials.
There are some roles of computer in CALL which are directive and non-directive. Based on the CALL survey that Levy (1997) held, he finds that:
“computer as non-directive roles have most frequent responses, and the directive roles for the computer, as in a manager task, an expert system, or a surrogate teacher, are showed less frequently with the computer actually taking the place of the teacher the least frequent of all” (p.127).
However, the most fundamental role of the computer is the computer as language practice. According to Levy (1997) language practice role was the most frequently recorded within the context of the self-access mode.
4. Online Games
The development of technology becomes more innovative, some people apply technology like computers for second language acquisition. There has been an increasing interest expressed in the literature on literacy and computer assisted language learning, of the opportunities for learning provided by digital games (Kam, Kumar, Jain, Mathur & Canny, 2009; Ang & Zaphiris, 2008). Computer and term “online” are interconnected with each other. Online games can be one of the learning media. According to Derryberry (2007), online game is a game that
(32)
has 2D/ 3D graphics, sound, and animation, and rules to play can include storyboard or storyline, and it can be single player or multiplayer through the internet or computer network. A game without internet connection cannot be said as online game.
Based on McClarty et al (2012), digital games which are online or offline have claims. The claims that games are built on sound learning principles, games provide personalized learning opportunity, games present more engagement for the learner, games teach 21st century skills, and games offer an environment for authentic and relevant assessment. Those claims show the advantages of digital games.
Games are built on sound learning principles, mean that games teach learners about how to learn something. Ginsburg (2007) cites that playing is “an important element for healthy child development, including learning development” (as cited in McClarty, 2012, p.8). Based on Gee (2009) games provide failure for learners to start new experience again. Failure here serves as an integral part of learning (as cited in McClarty, 2012, p.8). Without failure, learners cannot appreciate the opportunities that the games give. Learners will improve their work when they were given constructive feedback (Black & William, 1998).
Games provide a personalized learning opportunity, is the second claims of games by McClarty et al. According to McClarty et al. (2012), “games also meet the unique teaching and learning needs of students when new concepts are introduced as a logical learning progression” (p.11). According to Masters and Forster (1996), learning progressions are often described as the path that students
(33)
take to learn a set of knowledge or skills (as cited in McClarty et al., 2012, p.11). There are learning progressions in every game that students play. Every game has its characteristic which is different from other games. However, Kiili (2005) describes that to maximize the engagement of learners, games should present players with challenges that are matched with their ability (as cited in McClarty et al., 2012, p.12). Based on Squire (2002), games can be the best couple with effective pedagogy (as cited in McClarty et al., 2012, p.13). Games will not replace teachers and classrooms, but they might replace some textbooks and laboratories (Steinkueler, & Chmiel, 2006; as cited in McClarty et al., 2012, p.13). Students always expect that their learning would be fun. Warschauer and Healey (1998) state that in language teaching, games have often been used to simulate motivation and authentic communicative practices, as games have been conceptualized as “the fun factor” of language learning. Besides that, games can make a person to play a virtual role (Gee, 2005). Based on Barab, Arici, and Jackson (2005), “students are also more engaged when a narrative story is present within the games” (as cited in McClarty et al., 2012, p.14). Those are the factors that make games present more engagement for learners.
Games teach 21st century skills to students. According to Gee and Shaffer (2010, p.3) :
Games require the kind of thinking that we need in the 21st Century because they use actual learning as the basis for assessment. They test not only current knowledge and skills, but also preparation for future learning. They measure 21st Century skills like collaboration, innovation, production, and design by tracking many different kinds of information about a student, over time (as cited in McClarty et al., 2012, p.16).
(34)
There are some aspects which are important in 21st century skills like problem-solving, procedural thinking, and collaboration that can be got from games (Johnson et al., 2011, as cited in McClarty et al., 2012, p.16).
Gee (2005) states that researchers have suggested that video games simulated authentic learning experiences (as cited in Kong, Masaki, Ackerman, Borengasser, & Leong, 2010, p.159). Games can provide students an environment for demonstrate strategic and critical thinking and others (McClarty et al., 2012). Besides that, McClarty et al.(2012) define that “games can give students opportunities for authentic and appropriate knowledge representation of complex ideas” (p.18).
There are some types of online games like arcade games, board games, massively-multiplayer role play online games, and others. Arcade games are games like Pac Man, and Pinball machine. Board games are games like casino or monopoly. Massively-Multiplayer Role Play Online Games are at present one of the most popular online games. World of Warcraft, Star Wars, Ragnarok, and others are included in this type of online games. The research will focus on Massively-Multiplayer Role Play Online Games (MMRPOGs).
5. Massively-Multiplayer Online Role Play Games
Massively Multiplayer Online Role Play Games as known as MMORPGs and Massively-Multiplayer Online Games (MMOGs) are new classes of Multi User Domains (MUDs) online environments where multiple users can interact with each other and achieve structured goals (Yee, 2006). It is supported with the theory of Peterson (2011) that the development of MMORPGs was influenced by
(35)
early online adventure games known as MUDs. “Massively-Multiplayer Online Games are computer games where thousands of players interact with each other online in a persistent virtual world” (Zhuang, Pang, Bharambe, Seshan, 2007, p.1). Based on Steinkuehler (n.d.), Massively-Multiplayer Role Play Online Games are highly graphical 2-D or 3-D videogames played online, allowing individuals, through their self-created digital characters or “avatars,” to interact not only with the gaming software (the designed environment of the game and the computer-controlled characters within it) but with other players’ avatars as well. “Massively multiplayer online role-playing games (MMORPGs) are one of the most interesting innovations in the area of online computer gaming” (Hussain and Griffiths, 2009, p.563). That theory is supported by Yee’s statement. He states that every day, millions of people interact with each other in online environments known as MMORPGs.
MMORPGs become so interesting and attractive because MMORPGs have characters. According to Yee (2005), MMORPGs are so appealing because people have different motivation for playing it. Chan and Vordere (2006) have described six board characteristics of MMORPGs based on the persistence, physicality, social interaction, avatar-mediated play, vertical game play, and perpetuity (as cited in Hussain & Griffiths,2009). The persistence of MMORPGs means this game could be played anytime the player could. The second characters that bring MMORPGs interesting are the physicality. The MMORPGs’ physicality here is the physical environment and the usual notions of time and space that has been reproduced in virtual world that apply offline also apply
(36)
online. MMORPGs contain specific features that allow the gamers to communicate with others gamers as a group or individually. The gamers can use their own avatars that represent the gamers’ characters. MMORPGs have a vertical game play which refers to progress and how it is assessed by a character’s level in the game, the quality of the equipment, or the amount of the wealth. Another character is perpetuity; perpetuity is a distinctive feature of the MMORPGs’ experience that makes them different to other videogame formats like using ongoing storyline. There will be new goals to achieve and the game will continues.
Many people play MMORPGs. There are many games of MMORPGs such as Ever Quest, World of Warcraft, Ragnarok, Gun Bound, and others. Large numbers of players may now access the most popular MMORPGs that is World of Warcraft (Blizzard Entertainment, 2004).
6. Online Games and Language Learning
Students nowadays are the native digital (Prensky, 2001). They grow up with the technology like computer, tablets, cell phones, and others. Students expect their learning environment can include the technology to be the acquisition. Graham (2006) states “in recent years traditional face-to-face learning environments and distributed learning environments have begun to converge, creating new learning paradigms, of which blended learning is one” (as cited in JALT CALL Journal, 2011, p. 103).
Teachers use many media and strategies like games, flashcard, memorizing, and others to grab learner’s attention and teach them as effectively as
(37)
they can. “It is not surprising that there is a large and growing interest in the applicability of games in education” (McClarty et al., 2012, p.6). Craton says that playing video games usually affects the society with poor academic performance (Association for Christians in Student Development, personal communication, November 1, 2014). According to Anderson and Dill (2000), there is negative correlation between students achievement and time spent playing video games. On the other hand, Claxton (2008) believes that games stimulate students and provide them with opportunity play an active role in their own learning (as cited in Ghanbaran & Ketabi, 2014, p.492). Games which are combined with the computer can be a great tool for learning. Ke (2009) and O’Neil, Wainess, and Baker (2005) say that there is a relationship between computer games and academic performance by very little research (as cited in McClarty et al., 2012). McClarty et al. (2012) say “A digital game, then, further refines the definition by requiring the game system to incorporate technology” (p.6).
“Different types of games can have different effects” (Gee, 2005, p.1). Some researchers say that video games are good for learning (Gee, 2003). That theory is supported by Gee’s theory (2005). He states that video games are natural tools for teaching and learning because it externalizes the search for affordances to match the character and the world by activating human instinct of thinking and learning.
Gee (2005) states that students have deep learning of school-based skills and conceptual understanding by video games. He further explains, in video games the students will play role as somebody else and the students should know
(38)
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
(39)
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
(40)
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).
(41)
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
(42)
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 influence 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.
(43)
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 is “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.
(44)
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 18th August 2014 until 20th August 2014, during the first semester of the academic
(45)
year 2014-2015. The researcher took 10 non gamer students and 10 gamer students. Then, the researcher tested the participants in 2 days. The test was held in 100 minutes. The first day was for class IX D, and IX C. The second day was for class IX B.
According to Mistar (2005), a number of vocabulary items that junior high school should master are 1500 words (as cited in Ena, 2013). Therefore, the final grade students of junior high school should master 1500 words.
C. Research Participants
1. Population
A population is a group of individuals, objects, or items from among which samples are taken for measurement (Wiersma, 1995). The population of this research was the students of SMP Negeri 2 Yogyakarta class IX B, IX C, IX D.
2. Sample
Sample is the subsets of the people who are usually used for research by the researcher from the population (a Web-Based Course from the University of Connecticut, personal communication, October 23, 2014). According to Webster (1985) a sample can be defined as a finite part of a statistical population whose properties are used to make estimates about the population as a whole (as cited in Singh, 2007). When dealing with people, it could be defined as a set of target respondents selected from a larger population for the purpose of a survey (Singh, 2007). In this research, the researcher would choose two different sample groups; the first group was the non-gamer students group and another group was the gamer students group. Both of the samples were students from SMP Negeri 2 Yogyakarta.
(46)
Each of the sample group had 30 participants. The researcher had 30 non-gamer students and 30 gamer students. Each of the class was represented by 10 gamer students and 10 non-gamer students. The researcher took three classes to conduct this research.
3. Sampling
Sampling is a technique to take a sample or respondent. According to Johnson and Christensen (2012), it is an important “consideration in any study in which concern about the sample providing adequate representation of the population” (p. 303). In this study, the researcher used purposive sampling or which sometimes called judgmental sampling. In purposive sampling, the researcher specifies the characteristics of the interest and then tries to locate individuals who had those characteristics (Johnson and Christensen, 2012). The researcher chose the respondent deliberately, by selecting gamer and non-gamer students. The researcher used questionnaire to differentiate the gamer and non-gamer students. The numbers of the gamer and non-gamer students were 60 participants. Purposive sampling was used by the researcher because purposive sampling made the researcher knew more information and the characteristics of the target participants. Random selection is inappropriate in this research because this research does not aim to generalization.
D. Instruments and Data Gathering Techniques
It is important to select measuring instruments that provide the best and most accurate measure to measure the variables that the researcher intended to investigate. In conducting the research about the influence of online games on vocabulary
(47)
mastery, the researcher used some instruments to collect the data. The instruments were test and questionnaire.
1. Test
Test is one of the common instruments that can be used in a quantitative research for purposes, such as to measure attitudes, personality, self-perceptions, aptitude, and the performance of the research participants (Jhonson, and Christensen, 2012). According to Cohen, Manion, and Morrison (2011), “the test researchers have at their disposal a powerful method of data collection, an impressive array of tests for gathering data of a numerical rather than verbal kind” (p. 476). The researcher gave the participants the test to measure their vocabulary mastery. The aim is to get the data from the participants. Published standardized tests often can be used effectively for research on achievement. Based on Wiersma (1995), the researcher should review the content of the test as should any norms that may be used. To construct a good test the researcher should believe the issue of reliability and validity. Reliability refers to the consistency or stability of the test scores, while validity refers to the accuracy of the inferences or interpretations made from the test score (Jhonson, and Christensen, 2011). Therefore, the researcher used a published designed test. The test that the researcher used was taken from a test book Word Power 1500 published by Oxford in 1982. It is a test book to measure the achievement in vocabulary mastery. The researcher chose the set of the test that contains words in some MMORPGs.
2. Questionnaire
The researcher gave a questionnaire to each participant. The aim of giving the questionnaire to each participant is to obtain the information from the students and get more information related to this research. The researcher used close-ended
(48)
questionnaire. Close-ended questionnaire is a questionnaire which specifically, the questionnaire used in this study asks about the kind of online games, how many hours and how long they play online games.
E. Data Analysis Techniques
According to Wiersma (1995), “data could take many forms, and when a data take numerical forms such as scores or frequencies, the usual course of action is to perform an appropriate type of statistical analysis” (p.337). The choice of the data analysis technique depended on several factors such as the type of variable, the nature of variable, the shape of the distribution of a variable, and the study design adopted to collect information about the variables. The researcher used a statistic calculation to analyze the data. Correlation statistic is the best choice for the researcher to analyze the data since the researcher wants to know about the relationship between the frequency of playing the game by the gamer students and the score of vocabulary test to find the influence of the online games.
The researcher assumed a linear relationship between the two variables which were frequency of playing online games and the score of vocabulary test. This relation could be analyzed using the Pearson product moment. Pearson product moment is a formula for finding the correlation between x and y expressed as a number (Deauna, 1996). Besides using Pearson product moment, the researcher looked for the influence of online games on students’ vocabulary mastery by analyzing the mean score of each non-gamer and gamer students’ scores. The mean scores became the standard score of each variable (non-gamer students and gamer students). It was used to know the vocabulary mastery of non-gamer and gamer
(49)
students. The formula to find the correlation coefficient by the Pearson product moment and the mean of the vocabulary test score is showed below.
Pearson Product Moment:
= ∑�=1 −�− ̅ �− ̅ = ∑ −
� = any x value
̅ = mean of x
� = any y value
̅ = mean of y
= standard deviation of x = standard deviation of y = number of pairs of x and y
= standard score for x = standard score for y
Mean Score: ̅ = ∑
̅ = mean of m ∑ = sum of m
= number of m
Based on Siregar (2013), the correlation between two variables can be known through the coefficient of correlation. Positive correlation appears if the coefficient is close to +1, while negative correlation appears if the coefficient of correlation is close to -1. There is no correlation if the coefficient of correlation is 0.
There are some ways to measure the correlation between variables. Pearson product moment was chosen to analyze the data because Pearson product moment
(50)
can measure the significance of a linear association between two variables (which was derived from the r).
According to Siregar (2013), the number of coefficient correlations can show the significance of the relationship of two variables. Coefficient correlative starting from 0.00 to 0.199 shows a very weak relation. Coefficient correlative starting from 0.20 to 0.399 shows weak relation. Coefficient correlative starting from 0.40 to 0.599 shows an adequate relation, it is not weak nor strong. Coefficient correlative starting from 0.60 to 0.799 shows strong relation, and 0.80 to 1 shows that two variables has very strong relationship. Below is a table of coefficient correlation ( r ) and the strength of the relationship.
Table 3.1 Coefficient Correlation and the Significance of the Relationship
Coefficient Correlation ( r ) Significant Relationship
0.00 – 0.199 Very weak
0.20 – 0.399 Weak
0.40 – 0.599 Adequate
0.60 – 0.799 Strong
0.80 – 1 Very Strong
As cited in Siregar (2013)
F. Hypotheses
In this research, the researcher proposes two hypotheses. The hypotheses would be explained below:
1. Mean Score
H0 = The mean score of gamer students is lower than or the same as the mean score of non-gamer students. (Ho = ̅ ≥ ̅
(51)
H1 = The mean score of gamer students is higher than the mean score of non-gamer students. (H1 =̅ < ̅
2. Pearson Product Moment
H0 = There is no statistically significant relationship between the frequency of playing online games and the score in the students’ vocabulary test. (H0 : =
H1 = There is a correlation between the frequency of playing online games and the score in the students’ vocabulary test (H1: ≠0).
G. Research Procedure
This research was a survey research. Based on Wiersma (1995), there are seven steps procedures to conduct a survey research. The procedures to conduct the survey research are planning, developing and applying of sampling plan, constructing of questionnaire schedule or interview, collecting the data, translating data, analyzing data, and making a conclusion or reporting the research.
First, the researcher made plans to do the survey research. Planning the survey research is the important and critical thing to do in conducting survey research. In planning the survey research, the researcher defined the research problem, reviewed the literature and developed the survey design.
Second, the researcher developed and applied the sampling plan. In this step, the researcher decided on the population of the research. Besides, the researcher identified the subpopulations and did sampling. Then, the researcher selected the data.
Constructing the questionnaire schedule and interview was the third step of this survey research. The researcher selected the instruments of the research. Here, the researcher used a questionnaire and a test to conduct the research.
(52)
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.
(53)
36
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.
(54)
2. During the Test
The researcher conducted the test in 2 days which was in 19th and 20th 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 19th of August and class IX D was on 20th 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.
(55)
The students did the test in different ways from one to another. Some of the students did the easy part first rather than answering the test numerically. Some of the students did it numerically, when they could not answer the question they stopped for a while and continually answered the question after they answer the difficult question. At the end of the test, the researcher found that the gamer students did the test faster than the non-gamer students.
B. Data Analysis and Discussion
The researcher analyzed the vocabulary tests and the questionnaires which were used for answering the research questions. From the research, the researcher found the result that could answer the research question. First research question was about the influence of online games on the students’ vocabulary mastery. This research question was answered by the knowing the mean score of the non-gamer students and gamer students. For knowing the mean score of the participants, the researcher analyzed the data from the vocabulary test. The researcher checked the student vocabulary tests answers with the key answers. Then, the researcher scored the test. The second research question was about the correlation between the frequency of playing online games and the students’ vocabulary mastery. This research question would be answered by analyzing the data from the vocabulary test and the questionnaire of gamer students. The researcher used the questionnaire to find the frequency of playing online games and kinds of the online games that the participants played.
(56)
1. Comparing the Score of Non-gamer Students and Gamer Students
To find the influence of online games in the students’ vocabulary mastery, the researcher tested 30 non-gamer students and 30 gamer students. The researcher tested the non-gamer students and gamer students to compare the results of both sides, because the researcher wanted to know whether online games would give good influence on students’ vocabulary mastery or bad influence.
In this research, the researcher summed all the scores of non-gamer students and gamer students in three classes that were IX B, IX C, and IX D in
SMP Negeri 2 Yogyakarta. After the researcher summed the total score of the
non-gamer and gamer students of the three classes, the researcher divided the total score with the number of each group participants (n = 30) to find the mean score of both sides which were gamer and gamer students. The mean scores of non-gamer students and non-gamer students were used by the researcher as the criterion or standard scores for comparing the scores.
The researcher used a computer software to find the mean score. The result of the research could be seen in Table 4.1 which showed all of the scores, the accumulation and the mean scores of all the participants in this research. The comparison of the non-gamer students’ and gamer students’ mean scores could be seen in the Figure 4.1.
Table 4.1 The Total Score of Non-gamers and Gamers
NO NON-G GAMERS
1 77 80
2 65 80
(57)
Continued Table 4.1
NO NON-G GAMERS
4 85 88
5 80 83
6 80 85
7 88 77
8 91 80
9 71 94
10 68 65
11 77 77
12 83 77
13 45 91
14 80 80
15 68 77
16 83 80
17 74 74
18 60 71
19 51 85
20 54 91
21 51 60
22 80 91
23 85 80
24 91 74
25 54 88
26 65 85
27 85 88
28 85 85
29 91 80
30 74 65
2229 2408
�̅ 74.3 80.26
Table 4.4 showed that two non-gamer students had 91 as the highest score in the non-gamer students and a gamer student had 94 as the highest score in the gamer students. The lowest score in non-gamer students was 45 and the lowest score in gamer students was 60.
(58)
The symbol of represented the sum or the total score. The total of the non-gamer students score was 2229 and the sum of gamer students was 2408. After knowing the total scores in each variable, the researcher divided the total score into 30 to find the mean score of each variable. The symbol �̅ in the table 4.3 was the symbol of mean score. The researcher found the mean score of non-gamer students was 74.3 and the mean score of the non-gamer students was 80.26. The gamer students had higher score than the non-gamer students. In short, the range of both sides’ non-gamer students and gamer students was 5.96. Figure 4.1 showed the range of both sides. The result of this research was the gamer students had better vocabulary mastery than the non-gamer students of SMP Negeri 2
Yogyakarta.
In conclusion, there was an influence of online game in students’ vocabulary mastery. The online games increased the vocabulary mastery of the gamer students. It was proved by the result that showed the mean score of the gamer students was higher than the non-gamer students.
Figure 4.1 Mean Scores of Non-gamer and Gamer Students 65
67 69 71 73 75 77 79 81 83
The range
non gamers gamers
(59)
2. Correlation between Frequency of Playing and Result of Vocabulary
For looking for the correlation between the duration of playing online games and the result of vocabulary test, the researcher conducted vocabulary test and questionnaire for the gamer students. Then, the researcher analyzed the result. The data was shown in Table 4.2.
Table 4.2 Score and Duration in a Week of 30 Gamer Students
No Score Days/week
1 80 4
2 80 4
3 77 2
4 88 4
5 83 4
6 85 4
7 77 4
8 80 6
9 94 6
10 65 2
11 77 2
12 77 1
13 91 4
14 80 6
15 77 1
16 80 4
17 74 2
18 71 2
19 85 4
20 91 2
21 60 1
22 91 6
23 80 4
24 74 4
25 88 6
26 85 1
27 88 4
28 85 6
29 80 2
(60)
The researcher used SPSS 20to 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
(61)
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
(62)
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.
(63)
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 2d/3d 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
(1)
62
D. WORDS IN SENTENCES1 You make two mistakes in the first _____ of your letter.
Center, sentence, servant, two lions 2 Caroline is studying at an art ____. Calling, carriage, close, college 3 At the end of our course at college we have
to pass ____.
Discussions, examinations, excuses, exercises 4 Do t eat too u h. You do t eed it.
You re just ei g ____.
Glad, sick, gray, greedy 5 She arri ed o Saturday, ut I ha e t see
her ____ then.
During, for, since, while 6 In my work at the bank, I have to ___ with
all kinds of people.
Daily, dear, deal, double 7 It ss o i g! That s ery ___, e ause
e e e er had s o here so early efore!
Straight, strange, string, strong 8 I used to see a lot of dogs on our street, but
there seem to be very few ___.
Lastly, late, lately, later 9 We should help old people. Thats one of
our ____ in life.
Dates, diaries, dusts, duties 10 When the water boils, ____ will come up
from it.
Smoke, steam, storm, stream
________THANK YOU_______
(2)
63
KUISIONER
1.
Apakah kamu bermain online game?
a.
Ya
b. Tidak
2.
Menurut mu, bermain online game merupakan kegiatan yang ...
a.
Harus dilakukan
b.
Sebaiknya dilakukan
c.
Bisa dilakukan
d.
Tidak penting
3.
Seberapa sering kah anda bermain online game dalam seminggu?
a.
Setiap hari
c. Dua kali dalam seminggu
b.
3-4 hari
d. Sekali dalam seminggu
4.
Berapa lama anda bermain online game?
a.
7 jam atau lebih c. 2-3 jam
b.
4-6 jam
d.
½ atau 1 jam
5.
Apa jenis permainan online game yang anda mainkan?
a.
Warcraft (strategi)
c.Ragnarok (Petualangan)
b.
Gun Bound (tembak-tembakan
c.
Ragnarok (Petualangan)
d.
Get Rich (Hobi)
(3)
64
Questionnaire
1.
Have you ever played online games?
a.Yes
b. No
2.
In your opinion, how do you consider playing online games?
a.
Must do
c. Can do
b.
Should do
d. Not necessary
3.
How often do you play online games within a weak?
a.
Daily
c. Twice a weak
b.
3-4 days
d. Once a weak
4.
How long will you play online games?
a.
7 hours or over
c. 2-3 hour
b.
4-6 hours
d. ½ or 1 hour
5.
What kind of online games that you play?
a.
Warcraft (Strategy)
c. Ragnarok (Adventure)
b.
Gun Bound (Shooting)
d. Get Rich (Hobby)
(4)
65
APPENDICES
B
(5)
(6)