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This study aimed 1) to investigate the degree of effectiveness of both rote learning and meaningful learning on English vocabulary memorization, and 2) to compare the effectiveness of these two learning approaches on English vocabulary memorization for students. The population for this research consisted of 193 students. The participants were 83 students chosen by clustered random sampling. Two groups of students endured 6-weeks of rote learning and meaningful learning respectively. Data were collected through pretest and posttest. Findings revealed that both rote learning and meaningful learning significantly improved students' performance on English vocabulary memorization; moreover, it was discovered that meaningful learning was not more effective than rote learning on English vocabulary memorization for students. Suggestions: 1) both teachers and students should reconsider biased opinions concerning rote learning and judge the effectiveness of its use through personal experience, and 2) educational institutes should not unquestioningly overlook the practicability of rote learning or overestimate the effectiveness of meaningful learning.
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