Exploring Students' Strategies on Note-Taking Use in Listening Comprehension: A Case Study in the English Education Department of UIN Sunan Gunung Djati Bandung

Nurfathya, Syifa (2023) Exploring Students' Strategies on Note-Taking Use in Listening Comprehension: A Case Study in the English Education Department of UIN Sunan Gunung Djati Bandung. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

This study was conducted to explore students’ strategies for note-taking use in listening comprehension. It aimed to answer three research questions: 1. What kinds of note-taking strategies are used by the students in the listening classroom? 2. How do students use note-taking strategy in the listening classroom? 3. What challenges do students face in doing note-taking in the listening classroom? This study employed a qualitative methodology because it focuses on individuals, specifically students who take notes during listening class. Using a case study methodology, the researcher analyses research phenomena from multiple viewpoints, including the experiences and perspectives of each student. This study utilized classroom observation, interviews, and questioners with twenty students from classes 2E and 2A who met the criteria for participation. The data results indicated that most students used outline and sentence strategies. They used them because they are easy to apply and have limited time. Most students did note-taking while listening. Depending on their listening capability, they can play the audio or video more than once. While doing note-taking, there were challenges that students faced. The most significant factors are multitasking when they note while listening, lack of vocabulary, and lack of concentration. In conclusion, most students' strategies when taking notes depend on their previous knowledge and listening ability level. In listening class, many students were multitasked. As a result, their concentration would occasionally break. It became one of the obstacles encountered by students while listening. Limited vocabulary was another factor that affected their note-taking performance.

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