THE IMPACT OF ONLINE GAMES ON THE ACQUISITION OF THE ENGLISH

LANGUAGE

UNDERGRADUATE THESIS

BY
CINTA RAHMA HASARI
NIM 205110100111013

STUDY PROGRAM OF ENGLISH

DEPARTMENT OF LANGUAGES AND LITERATURE
FACULTY OF CULTURAL STUDIES
UNIVERSITAS BRAWIJAYA
2023
 DECLARATION OF AUTHORSHIP

Herewith I,
Name : Cinta Rahma Hasari
NIM : 205110100111013

declare that:
1. this undergraduate thesis is the sole work of mine and has not been written in collaboration
with any other person, nor does it include, without due acknowledgement, the work of any
other person.
2. if at a later time, it is found that this undergraduate thesis is a product of plagiarism, I am
willing to accept any legal consequences that may be imposed upon me.

Malang, 22 Agustus 2023

(Cinta Rahma Hasari)

NIM 205110100111013
 ABSTRACT
Children have become more proficient in English in the past few decades. One of the main
reasons is the influence of video games. Students are exposed to video games to a great
extent which allows them to learn the English Language proficiently. This research aimed to
highlight the impact of video games on the acquisition of the English Language. This study is
descriptive quantitative with a descriptive survey approach. The writer chose the student of
SMA Negeri 1 Genteng as the subject of the research and asked their perceptions on the
impact of online video games could also make them acquire English vocabulary.
 TABLE OF CONTENTS

Page
DECLARATION OF AUTHORSHIP...............................................................................................2
ABSTRACT.........................................................................................................................................3
TABLE OF CONTENTS....................................................................................................................4
CHAPTER I INTRODUCTION........................................................................................................5
1.1 Background of the Study...........................................................................................................5
1.2 Problems of the Study...............................................................................................................9
1.3 Objectives of the Study..............................................................................................................9
1.4 Definition of Key Terms............................................................................................................9
CHAPTER II LITERATURE REVIEW.........................................................................................11
2.1 Theoretical Framework...........................................................................................................11
2.1.1 Online Games....................................................................................................................11
2.1.2 Video Games.....................................................................................................................12
2.1.3 Language Acquisition.......................................................................................................13
2.1.4 Vocabulary........................................................................................................................14
2.2 Previous Studies.......................................................................................................................15
CHAPTER III RESEARCH METHODOLOGY...........................................................................18
3.1 Research Design.......................................................................................................................18
3.2 Data Source..............................................................................................................................19
3.3 Data Collection.........................................................................................................................19
3.3.1 Instrument for Data Collection........................................................................................20
3.3.2 Procedure how to collect the data....................................................................................20
 3.4 Data Analysis...........................................................................................................................21
3.4.1 Organizing the Data..........................................................................................................21
3.4.2 Classifying the Data..........................................................................................................21
3.4.3 Analyze the Data...............................................................................................................21
3.4.4 Verify the credibility.........................................................................................................22

CHAPTER I

INTRODUCTION

1.1 Background of the Study

Globalization has brought notable changes to the field of education. Nowadays
students get education not only from books but also through technology. Kaur (2000 as cited
in Ramadhan 2016) stated that nowadays with technology, schools could facilitate various
technologies like email, online discussion, and virtual games. In that case, education has
become less physically binding and more individuals can gain access to education. It can be
implied that an improvement in technology might have changed the behaviour and life of
people. Now people prefer online interaction rather than physical one. Similarly, online
learning is common nowadays and ways of learning online are becoming advanced due to
technological turbulence (Huda et al., 2018, as cited in AlJemely, 2022). Nowadays, learning
a language is a pleasurable experience because of the aid of technology. Aside from being
more enjoyable, technology allows students to access the learning process from anywhere, at
any time. Studying English as an EFL student may be more difficult than learning English as
a native speaker. Students do not speak in such a manner in their everyday lives. However,
with the help of technology, they may learn to use and practice the language in their daily
tasks.
English has become Lingua Franca in all matters of life and people from around the
world have been learning it to open up new horizons in life (Mauranen, 2009, as cited in
ElJemely, 2022). Poai (2022) stated that English is an international language in this
postmodern era. It has become our necessity to use English in everyday life in all matters of
life. In Indonesia. The need to use and learn English can be seen in all fields. People are
learning it as a source to show their full potential, as well it is a source of entertainment and it
has become the most important part of human life (Kongkerd, 2013, as cited in ElJemely,
2022). Some studies support the idea that informal learning environments are beneficial for
developing second language proficiency. The study of how people pick up new languages
once they have mastered their native language is known as language acquisition.
English is used as an obligatory subject in the Indonesian education system at
secondary level. Poai (2022) explain that this is an effort to improve human resources, with
the hope that students can communicate globally, and can grasp information, and transfer that
knowledge to various fields. Sometimes students easily get bored when they learn a language.
The teacher needs techniques and learning media to make them learn English. Ramadhan
(2016) stated that teachers in the modern era must be able to gain a deeper understanding of
technology, which is engaging, familiar and motivating the students, especially in English
learning. Video gaming is one of the phenomena that have the potential in educating children
and teenagers as stated by Gee (2005 as cited in Ramadhan, 2016). In fact, many children and
teenagers in the entire world have been playing video games in their daily life. In this case,
the English teacher can use a kind of video game as the teaching medium in their English
teaching.
Gee (2005, as cited in AlJemely, 2022 ) explained that good game designers and
practical theoreticians make the games in such a way that they enable the players to use their
learning muscles unintentionally. The game developers develop the games so players can feel
the world experience. Therefore, video games are the most powerful learning machines.
AlJemely (2022) stated that for the last five decades, educationists and researchers are keen
to know the potential of technology in teaching language informally and formally. They
highlighted that technological advancements like personal avatars, voice chats, network-
based text, and goal-based interaction can influence the learning of ESL students
(Cunningham, 2019, as cited in AlJemely, 2022).
Today's students have grown up with technology. The internet is a media that is now
widely used. The internet is a global network of people and information connected by
computers and phone lines. People can use the internet to browse, talk with others, and play
games, among other activities. Games that are connected to the internet are called online
games. In this era, many children and teenagers have been playing online games such as
video games in their free time for their enjoyment. As Green & McNessee (2007, as cited in
Ramadhan, 2016) stated that children of ages between 2 and 18 years old reported spending
between 20 and 33 minutes per day in gaming habits. It means that Indonesia's children spend
their free time about 20 and 33 minutes per day playing video games. Then, they can acquire
the languages from video games that have already been set by the programmer of the video
games. In addition, everyone can play, use, and learn from video games. In this era, many
users of video games are mostly adolescents such as junior high school students and senior
high school students.
The growing popularity of video games has inspired the writer to look deeper into the
influence of playing video games on students in acquiring English vocabulary. The reason
why the writer uses video games as the study is that video games have brought significant
change in education in this globalization era. Online gaming has been a trend that has
dramatically increased in popularity since the 1990s (Jack, 2017). Most of video games have
storylines, instructions and chats, which were mainly constructed with English as the primary
language. Despite the traditional beliefs that playing games was unproductive, a waste of
time and non-utilitarian. This belief can no longer be applied to this century as the
communication environments provided by video games presented valuable opportunities for
language development. Online games could help in developing gamers' language learning,
especially in vocabulary aspects, as they engaged in interaction with other gamers by using
the English language as a lingua franca.
 There are many types of online games such as Multiplayer Online Battle Arena games
which are mostly played by students. Multiplayer online battle arena (MOBA) is a subgenre
of strategy games. The deepest of the other games in this genre are Mobile Legends: Bang
Bang, Defense of the Ancient II (DotA2), League of Legends and more. From the various
types of games, the researcher chose Mobile Legends because most of the students played
this game. It is proven by the Mobile Legends competition held by the school, for example
SMA Negeri 1 Genteng. Moreover, the recent outbreak of Covid-19 has changed the learning
system. The pandemic period requires students to study online and makes them more free
time. One of the results of the situation is gaming gaining more attention than ever before. In
these trying times, people began to use gaming as a way to pass the time.
From playing video games, students can understand and think about how to finish the
video games. The students solve the problems based on the video games by understanding the
instructions of the game and understanding what the children should do in the next step or
stage in the video games. As Gee (2005 as cited in Ramadhan 2016) stated that video games
can build an authentic and safe environment where learners improve their knowledge and
skills by solving “well-ordered problems 'from the video games'. It means that, in solving the
stage or the problems in the video games, students must read and understand the instructions
of the game, although the language is not their first language, they will find a way to make
them understand and solve the stages.
Some video games are a suitable tool to improve the English Language Because it
provides a language learning environment. This is because, for playing video games, the
players need to know the basic English language in order to understand the instructions. As
Smith & Mann (2002, as cited in Ramadhan, 2016) states that they will develop their
knowledge of English as they play the games. Through a well-planned game, learners can
practice different English skills, most importantly vocabulary. From playing video games, the
player will acquire new vocabulary. It is also supported by vocabulary acquisition evident if
learners know the words spoken and written forms, grammatical patterns and collocations,
function, and meaning as stated by Nation (1990, as cited in Ramadhan, 2016). Therefore,
when the players understand the meaning of the instructions of the video games, it means the
players acquire vocabulary from the video games themselves.
The researcher is motivated to conduct this research as there has been research related
to the impact of online games on the acquisition of the English language. One of the most
notable previous research that caught the research’s attention is by AlJemely (2022) entitled
“Impact of Online Video Games on the Acquisition of the English Language”. His study
mainly discusses the impact of video games on English language learning, communication,
vocabulary, and pronunciation. However, the study needs more information about how the
student gets the enhancement of that English learning skills from the game.
By conducting this research, the researcher hopes that many people would have a
better understanding of the impact of online video games on the student to help them learn
the language. This way, they can engage in the discussion without feeling resentment towards
the content creator and thus resulting in civilized discussion. As for educational purposes, the
researcher hopes that this research would contribute to influencing future researchers to shape
their own research on the same topic.
1.2 Problems of the Study
According to the background of the study, the statement of problems can be stated as
follow:
(1) What is the impact of online games on the student’s acquisition of the English
Language?
(2) Which English language component is affected more by video games?
1.3 Objectives of the Study
Related to the problems of the study mentioned above, the objective of the study are:
(1) To find out the impact of online games on the student’s acquisition of the English
Language.
(2) To find out which English language component is affected more by video games.

1.4 Definition of Key Terms

The key terms in this study are:
(1) Language is a system that is created by humans to interact and communicate with
each other with different approaches and intentions.
(2) Video Games are electronic games played on a video screen (normally a
television, computer monitor, or built-in screen when played on a handheld
machine).
(3) Online game is a video game that is either partially or primarily played through
the Internet or any other computer network available.
(4) Language acquisition is the process by which humans acquire the capacity to
perceive and comprehend language (in other words, gain the ability to be aware of
language and to understand it), as well as to produce and
use words and sentences to communicate.
(5) Vocabulary is all the words of the language. Vocabulary plays an unimportant
part in learning to read and to speak. Children learn the meaning of most words
indirectly, through everyday experiences with oral and written language,
 CHAPTER II

LITERATURE REVIEW

2.1 Theoretical Framework

In the theoretical framework, the researcher discusses theories in three areas of study
as the framework for this study, which are online games, video games, language acquisition,
and vocabulary.

2.1.1 Online Games

Online games refer to all games that require an internet connection to connect with
other people. Therefore games without the internet are not online games. Online games can
usually be accessed online at the game provider's website, or in the form of an application
that must be downloaded to a computer or mobile device. Derryberry (2007) stated that an
online game is a game with 2D/3D graphics, sounds, and animations, and the rules of the
game include a scenario.
Rollings and Adams (2006, as cited in Poai, 2022) stated that online games are more
correctly referred to be a technology than a game genre; a mechanism for connecting players
together rather than certain patterns in a game. Online games are categorized as more
complex games, which require an internet connection and interaction with other players. This
can make online games a social activity because the interactions of the players often create
virtual communities.
According to Rollings and Adams (2006, as cited in Poai, 2022), there are several
types of online games. They are puzzle games, adventure games, sports game, construction
and simulation, vehicle simulation, role-playing (RPG), action and arcade game, and strategy
games. Based on the type of online games mentioned above, there are types which are
developed and played by the community, called Multiple Player Battle Arenas (MOBA). The
researcher used this type of online game as a research tool, choosing one game called Mobile
Legends.
Online gaming is one of the most commonly used recreational hobbies of many
people (Islam et al., 2020 as cited in Lenny, 2022). Some people have said that playing online
games has a variety of reasons to play because it can be a stress reliever, a challenge and
competition, relaxation, fun, social interaction, and even a mental escape from the real world.
For most people, online gaming is one of the best past times that have to gain particularly in
teenagers and students. According to Kuss and Griffiths (2011), teens who play online games
are just having fun. They do not just actually play because of some sort of seriousness, but
also because they just want to feel relief most especially students who are stressed out cause
after doing school work and studies. Lenny (2022) stated that the internet, as a source of
knowledge, plays an important role in improving one’s mind and life experiences by
producing effective work in classrooms, offices, and even at home.
2.1.2 Video Games
A video game is defined as “a game which we play thanks to an audio visual
apparatus and which can be based on a story” (Esposito, 2005 as cited Heiden, 2019). In the
last few years, the amount of scientific research devoted to video game playing has increased
(Ferguson, 2015 as cited in Heiden, 2019)). Most scientific studies in this area of research
have focused on the extent of video game play and its diverse correlates.

Computers have changed people’s lives then video games are one that has been part of
that revolution (Ramadhan, 2016). According to Gee (2005, as cited in Ramadhan, 2016),
video games can clearly consume the attention of children and adolescents. However, video
games provide a context in which participants can discuss scenarios and outcomes in order to
facilitate their understanding of other concepts and can improve children‟s reading, spelling,
and spatial abilities and critical-analyzing techniques. Schlimme (2002 as cited in Ramadhan,
2016) states that some simulation video games present players with unfamiliar words that
need to be understood in order to succeed in the video games.
 In video games, players communicate with other players and with non-player agents
during gameplay through various types of communication functions, such as synchronous
chat channels, tools for voice chat, and texts. The diverse communication features allow
players to utilize both visual and auditory channels for interaction and communication in
order to progress their individual in-game characters. As Black, Sykes & Thorne (2009, as
cited in Ramadhan, 2016) states that on-globalized gaming platforms, gamers can interact
with others in their first language or a foreign language, although English is often used as the
foreign language. In summary, Ramadhan (2016) stated that the critical learning principle and
the practice principle indicate that a video game requires a learner to actively practice a
language in a security that is enjoyable rather than boring, where they experience “ongoing
success”.

2.1.3 Language Acquisition

Second Language Acquisition (SLA) refers both to the study of individuals and
groups who are learning a language subsequent to learning their first one as young children
and to the process of learning that language (Troike, 2006) However, to fully acquire certain
languages, it takes long steps and times since language is complex and dynamic. We need to
comprehend the whole features of language, such as grammar, skills (reading, listening,
writing, speaking) and linguistic areas. Not to mention, as time goes by, language is always
changing.
Language acquisition occurs subconsciously, while it happens, people are not aware
that it is happening, they think that when they are just having conversations, reading books,
watching movies, and playing video games. but at the same time, they might be acquiring
language. As Krashen (2013) states that people are not usually aware that anything has
happened; the knowledge is stored in our brains subconsciously. Krashen (2013)states that
the research strongly supports the view that both children and adults can subconsciously
acquire language. In addition, both spoken and written language can be acquired. The
acquisition is sometimes referred to as “picking up” a language. Ramadhan (2016) stated that
by the age of five, children have mastered most of the constructions of their language, even if
their vocabulary is still growing, the basic syntactic constructions are acquired and used.
Given the complexity of the task, this is amazingly fast.

2.1.4 Vocabulary
The Oxford Basic English Dictionary (2006, as cited in Ta’uno, 2022) defines
vocabulary as "all the words that someone knows or that are used in a specific book or
subject, or all the words in a language." Everyone's vocabulary is different and increases with
age. Vocabulary plays an important role in forming a language. As Harmer (1991, as cited in
Poai, 2022) said, "If language structures are the skeleton of a language, vocabulary is the
flesh and vital organs." Vocabulary and grammar are inseparable. Both support each other for
the purpose of communicating. Correct grammar without proper vocabulary makes sentence
nonsense. Indeed, without vocabulary language is a meaningless matter. As explained by the
Oxford Basic English Dictionary, vocabulary is divided into 3 levels. The first level is more
personal, that is, all the vocabulary that a person knows. The second level is all the
vocabulary that has been used from the beginning to the end of the literature. Third, to be on
its own, vocabulary is all words that make up a language.
Vocabulary acquisition is evident if learners know the words spoken and written
forms, grammatical patterns and collocations, function, and meaning as stated by Nation
(1990, as cited in Ramadhan, 2016). Vocabulary learning is a life-long process; therefore,
mastery of this word knowledge type is gained gradually and randomly and at different rates
stated by Schmitt (2000, as cited in Ramadhan, 2016). In order to make this process more
efficient, learners consciously use different learning strategies. Learning strategies refer to the
techniques that are used for the enhancement of second language knowledge through self-
directed learning activities. Moreover, language proficiency is closely linked to the effective
application of these techniques as stated by O‟Malley and Chamot (1990 as cited in
Ramadhan, 2016).
 Schmitt (2000 as cited in Ramadhan, 2016) states that second language learners
acquire vocabulary initially through the discovery of the word‟s meaning (discovery
strategies) and then by remembering the word (consolidation strategies) when its meaning has
been already discovered. The meaning can be reached either independently (determination
strategies) by guessing from contextual clues or socially (social strategies) by asking teachers
or peers for help.

2.2 Previous Studies

Three previous studies have been done by various researchers in their field and
regarding that, they influence this research as they might have some correlation that helped
the construction of the current research. Each of the previous studies is discussed in detail in
the following paragraphs.
The first study is entitled “Students’ Perception Towards Video Games to Acquire
English Vocabulary” by Said Ramadhan (2016). This study discussed the student’s
perception of online video games in acquiring English vocabulary. The study aims to find out
the perceptions of 7th grader students of SMP SHALAHUDDIN Malang towards video
games to acquire English vocabulary.
In this research, the writer used a qualitative approach as the research method to
answer the research questions. The writer also used observation, questionnaire and interview
guide as the research instruments. The writer choose 7th graders of SMP SHALAHUDDIN
Malang and the English teacher as the participants, to reach the following objectives, (1) to
find out 7th grader students of SMP SHALAHUDDIN Malang perception towards video
games to acquire English vocabulary. (2) To find out the English teacher perception, about
her students' video games hobby.
The results of this research show that most of the participants agree or are positive
that video games can help them in acquiring English vocabulary. The finding shows that 7th
graders of SMP SHALAHUDDIN Malang positive that the video games can make them
acquire English vocabulary with 59.8% from 117 students choosing to agree. It was also
supported with the result of the interview with the English teacher that she believes from
playing video games the player will acquire English vocabulary.
The second study entitled "Impact of Online Video Games on the Acquisition of the
English Language" by Yousef A AlJemely (2022). This research discussed students who are
exposed to video games to a great extent which allows them to learn English proficiently.
This research aimed to highlight the impact of video games on English language learning,
communication, vocabulary, and pronunciation.
In this study, the writer used qualitatively in nature and all the data was gathered from
different valid sources including journals and books. In order to maintain the validity and
reliability of this research, the collected data was taken from reliable resources. Furthermore,
the data for this research was gathered from literature, and such data is also called secondary
data. Therefore, the collected data was linked with the literature aspect to justify every
proposition of the research.
The results show that Video games impact our language learning behavior in certain
ways, allowing us to use various phrases and statements in our everyday life, and they make
our pronunciation better and build up our courage to do spot-on communication.
Pronunciations, vocabulary, use of certain phrases, and communication are the main factors
that are influenced by playing video games. When children play games, they learn new words
and their communication gets better, which is the main reason that children nowadays are
more proficient in English in school.
The third study is entitled "The Impact of Online Games On Students In Learning
English Vocabulary" by Ilona Beatrice Ta'uno and Sherliane Trisye Poai (2022). This
research discussed the influence of online games on learning English vocabulary for students.
The purpose of this study is to find out the impacts of an online game which is Mobile
Legends in English Vocabulary learning in SMA GKST 2 Tentena.
In this study, the researcher used a descriptive quantitative method, and survey as the
research design. The researcher used interviews to collect the data. The population of the
research is The students of Eleventh Grader of SMA GKST 2 Tentena Poso totaling 12
students. The sample of the research is all the population totalling 12 respondents. The data
was analyzed by a descriptive method.
The results of the research is that online games have an impact on students' ability to
learn English vocabulary through the chosen online game which is Mobile Legends games.
The first impact is that students can find out many new words that come from the application
itself.
Based on the previous studies above, the researcher tries to adopt the theory and data
collection method in acquiring the data which are online video games for students from these
previous research into the current one with different analysis and subject that is being
analyzed. Thus current research differs from other previous studies in the context of research
problems, subject, and analytic process.
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research method that consists of research design, data
sources, data collection, and data analysis for this study. The research method concerns how
the writer conducts this study.

3.1 Research Design

The design of the study is descriptive quantitative with a descriptive survey approach.
A descriptive survey is intended to describe quantitatively the tendency, behaviour, and
opinion of a certain population by taking some samples as the representation as stated by
Creswell (2012). This research described numbers of percentages of the student perceptions
about the topic of the research, and the numbers are served in the form of a table to simplify
the description. Zuriah (2010, as cited in Ramadhan, 2016) stated that quantification is
defined as a numerical method of describing information or a result of a study and it deals
with a mathematical calculation to analyze the data and to search out for the results. As a
quantitative approach, this research described numbers of percentages of the student’s
perceptions about the topic of the research, and the numbers are served in the form of a table
to simplify the description.

3.2 Data Source

This research will be conducted at SMA Negeri 1 Genteng which is located at Jl. KH.
Wahid Hasyim No.20, Dusun Kopen, Genteng Kulon, Genteng, Banyuwangi. The reason for
choosing this school is because the school have been an active participant in some
tournament of Mobile Legend in Banyuwangi Regency besides that the school also held the
competition of Mobile Legend by itself. The school has many facilities such as a lab, a
mosque, Wi-Fi, a yard, etc. The way of choosing the samples was stratified random sampling.
In stratified random sampling, the chosen samples were classified based on the stage, first,
second, and third grade. Stratified Random Sampling is a proper method to be used if there is
a possibility for the population to be identified by some sub-groups that differ from the
population and possess different parameters with the concerned variables as stated by
Zulganef (2014). The writer chose the student of SMA Negeri 1 Genteng as the subject of the
research and asked their perceptions on the impact of online video games could also make
them acquire English vocabulary. The writer observed the students, while the writer went to
the school.

3.3 Data Collection

Based on Cresswell (2012) there are five steps to collect the data in qualitative
research. The first is to identify participants and sites to study and to engage in a sampling
strategy. The second is to gain access to the individuals and sites by obtaining permissions.
The third is to consider what types of information will be the best answer to the research
question. Fourth, is to design the protocols or instruments for collecting and recording the
information. Fifth, is to administer the data collection with special attention to potential
ethical issues that may arise.
Based on the steps above, the writer concludes several processes to collect the data,
there are:
3.3.1 Instrument for Data Collection
In this part, the writer explains the instruments used in the conducting data, the
instruments are observation, questionnaire and interview guide.
3.3.1.1 Observation
Observations in this study will be conducted before the questionnaire is given to the
participants, the goal of observation is to see the students whether play online video games in
school or not and when they play video games at home or cyber café. The researcher will try
to look for information from the student by asking random students that look like they were
playing Mobile Legends from each class.
3.3.1.2 Questionnaire
 In order to collect the data which will be required for this research, questionnaires
using Bahasa Indonesia with 10 statements will be given to the participants, which were
adapted from other writers. The questionnaire is based on Likert Scale, which means
participants need to choose from strongly agree, agree, neutral, strongly disagree and
disagree. Bahasa Indonesia was chosen to help the students understand the statements better
so they would not have a problem choosing the right thing they will choose. The statements
will be presented since the participants might have different answer other than the answers
provided in the questionnaire. The questionnaires would cover the student’s perceptions
towards online video games that impact the acquisition of English vocabulary.

3.3.2 Procedure how to collect the data

A research permission letter about the research will be given to the headmaster. This
was to ensure that the school knew about the research so they will help the writer in the data
collection process. After that, the writer will meet the headmaster to discuss how the data will
be collected. For this research, the writer provides the questionnaires and distributes the
questionnaire with the English teacher to the students. After the entire questionnaire has been
distributed to the students, the writer will interview the teacher about her students playing
online video games.

3.4 Data Analysis

The writer analyzed the data that were collected from the students. After all, data is
collected, the writer chooses and analyzes data based on Creswell (2013) steps to analyze the
qualitative data, the first is, engaging the data and organizing it. The second is developing a
more general picture of the data. Third, representing the findings through narratives. Fourth is
making an interpretation of the meaning of the results by reflecting personally on the impact
of the findings and on the literature that might inform the findings. Fifth, is to validate the
accuracy of the findings. Based on the theory above, the writer analyzed the data based on the
procedure as follows:
3.4.1 Organizing the Data
In this step, from the questionnaire the writer organizes the data based on how many
students choose strongly agree, agree, neutral, strongly disagree, and disagree. Therefore, the
next step will be easy to do.
3.4.2 Classifying the Data
In this step, the writer will copy or write all collected data and the data will be
organized. So, all the data will be written exactly the same as the questionnaire that is given.
In addition, the writer answers the research question from the all collected data.
3.4.3 Analyze the Data
In this step, the writer will analyze the data from the questionnaire. The writer will
count the result carefully and make the interval in order to make the result easier to be
understood by the reader from this thesis. The interval is to examine the questionnaire, the
writer will use three intervals, which are: 1) Agree (Strongly Agree and Agree), 2) Neutral
and 3) Disagree (Strongly Disagree and Disagree). The writer will count every statement
chosen by participants from the questionnaire and decide whether the result is Agree, Neutral,
or Disagree. Then the result from all statements was counted on how many agreed, neutral
and disagree.
3.4.4 Verify the credibility
To verify the credibility of the data, the writer used data triangulation. The writer
rereads and re-checks the data, which had been analyzed and interpreted. After that, the data
will be checked for its accuracy to the theory by the expert. So that the data were accurate
and credible to be used as a finding and conclusion of the study.
3.4.5 Drawing conclusion
For the result, if many participants strongly agree and agree, the result will be positive
and they believe that video games can acquire their English vocabulary. On the other hand, if
they choose neutral, they believe online video games can acquire and also can't acquire
English vocabulary. Meanwhile, if many of them strongly disagree and disagree the result
will be negative because they believe online video games cannot acquire English vocabulary.
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