THE INVESTIGATION INTO PRIMACY EFFECT ON STUDENT’S VOCABULARY MEMORIZATION

Authors

  • Delli Sabudu Manado State University

DOI:

https://doi.org/10.22219/celtic.v6i1.8750

Keywords:

Primacy, Recency, vocabulary, Memorization

Abstract

This study aimed to examine whether primacy positions are more dominant in memorizing words, in other words, this study intends to test which ones are easier to remember words that are at the top or the beginning or words that are at the bottom or end in the word memorization list. In this study, the authors used a sample of first grade SMP Negeri I students. From a number of parallel classes the author takes the class as a sample. Data collection is done through tests in the form of a post-test. By using the t-test formula, the collected data is then analyzed to test the hypothesis whether there is a significant difference between the two groups of students who memorize the primacy position and the students who memorize the recency position. The experimental group gets a higher number in memorizing words in the primacy position in memorizing vocabulary. By using a two-tailed test, proved that Ho is rejected. For this reason, it is expected that teachers who teach English or other foreign languages can teach vocabulary by placing difficult words on the memorizing list in the top or primary position.

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References

Good, T.L & Brophy, J.E. (1982). Educational Psychology. New York: Prentice Hall

Holtzman, W.H. (1978). Introduction to Psychology. New York: Harper & Row, Publishers.

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Shavelson, R. (1981). Statistical Reasoning for the Behavioral Science. Boston: Allyn & Bacon.

Ur, P. (1996). A Course in Language Teaching: Practice and Theory. New York: Cambridge University Press.

Walker, J.T (1996). The Psychology of Learning. Upper Saddle River: Prentice Hall Inc.

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Published

2019-06-28

How to Cite

Sabudu, D. (2019). THE INVESTIGATION INTO PRIMACY EFFECT ON STUDENT’S VOCABULARY MEMORIZATION. Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics, 6(1), 21–30. https://doi.org/10.22219/celtic.v6i1.8750

Issue

Vol. 6 No. 1 (2019): June 2019

Section

Articles

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