THE EFFECT OF GAMES AND MOTIVATION ON STUDENTS’ VOCABULARY MASTERY

The objectives of this study were (1) to find out whether or not computer vocabulary games and board games significantly affect the students’ vocabulary mastery, (2) to find out the extent of the students’ motivation give influences to the students’ vocabulary mastery, and (3) to find out whether there is an interaction between games and motivation on the students’ vocabulary mastery. This study was conducted by using Factorial designs, which compared the application of two games; Computer Vocabulary Games and Board Games. There were 300 students of second semester of 2013/ 2014 Academic Year of STMIK Potensi Utama Medan included as the population of this research. 60 students were chosen as the samples by using Cluster Random Sampling technique. The samples were divided into two groups which consist of 30 students (experimental group 1 and experiment group 2). Students’ type of motivation was measured by using a motivation test in the form of questionnaire. The first experimental group was treated by using Computer Vocabulary Games and the second experimental group by using Board Game. After 8 meetings, a Vocabulary Mastery Test was conducted to all groups to evaluate the students’ vocabulary mastery. The data were analyzed by applying two-way ANOVA with 2X2 Factorial design. The data was computed by using Statistics Softwares like SPSS version 15 and Microsoft Excel. The result reveals that (1) Computer Vocabulary Games and Board Games significantly affect the students vocabulary mastery (Fobserved = 9.156 > Ftable =3.16). The students’ Vocabulary Mastery taught by using Computer Vocabulary Games is higher than the students taught by using Board Games (80.13 > 73.20), (2) The students’ motivation significantly affects the students’ vocabulary mastery (Fobserved = 10.532 > Ftable =3.16). Students who have intrinsic motivation have higher vocabulary mastery than the students who have extrinsic motivation (80.13 > 72.97), (3) There is significant interaction between games and motivation on students’ vocabulary mastery (Fobserved = 15.315 > Ftable =3.16). The analysis using Scheffe test reveals that the students who have intrinsic motivation have higher vocabulary mastery if they are taught by using Computer Vocabulary Games and Students who have extrinsic motivation is more effective if they are taught by using Board Games. Thus, it can be concluded that the application of games and the understanding of students’ motivation affect the students’ vocabulary mastery.