Is Technology Based Note-Taking More Preferable For Millenial Students?

Exploration Of English Students' Note-Taking Habit

Muhimatul Murtafi’ah, [email protected], UINSA (English Language Education

Department, Faculty of Education and Teacher Training, Surabaya, Indonesia)
Siti Asmiyah, [email protected], UINSA (English Language Education
Department, Faculty of Education and Teacher Training, Surabaya, Indonesia)
Fitriah, [email protected], UINSA (English Language Education Department,
Faculty of Education and Teacher Training, Surabaya, Indonesia)

Abstract: Note-taking is one of important skills students need to practice in order to

understand the content of both printed and unprinted texts effectively. To do note-taking,
readers can do either manually or digitally. However, with the advancement of technology
nowadays especially in this pandemic era, readers can practice note-taking more easily with the
use of technological tools, such as laptop and mobile. This descriptive qualitative research aims
to discover how university students practice note-taking particularly to explore their note-taking
strategy and preference for refining literature review in English academic writing. This included
identifying the strategy they apply in note-taking practices to understand the content of the
articles they read and identifying their note-taking. To explore the issue, the researcher collected
data through questionnaires and interview with 62 English students taking academic writing
who have intense note-taking practices as part of the course activities. The results of this study
showed the majority of millennial students prefer using digital note-taking with 66.12%
responses. They decided to use it as it is faster and easier in doing note-taking. The digital
technology that the students used commonly was mobile phone with 54.84% responses. They
chose this tool to practice note-taking as it is handy.
Key words: Note-taking strategy; Academic Writing; Millennial Students

A. INTRODUCTION

Note-taking is one of the students’ learning techniques or strategies which are popular
since the 1980s. According to Dewitt, (2007) cited in Bahrami & Nosratzadeh, (2017) note-
taking is a newsflash about material that should be kept in mind. In teaching and learning, most
students carry out note-taking. They may think that note-taking practice is important to
understand the point of the teachers’ explanation and the content of the book they read. They
can take a fancy of note-taking because they assume by taking notes they will get easy to review
the material for preparing the test or examination.
Note-taking has some benefits for the students such as their learning can be enhanced
by an effective note-taking (Williams & Eggert, 2002) cited in (Bahrami & Nosratzadeh, 2017).
It means that students can summarize the point that they had heard or read and build their high
order thinking. Another benefit of note-taking is students can perform better in understanding
teachers’ idea than students who only listen to the teachers’ explanation (Witrock, 1974) cited
in (Luo et al., 2018). In other words, students who take notes will understand the teachers’ point
better instead of students who only listen to the teachers’ explanation without having any prior
207 | IJET| Volume. 9, Issue 2. December 2020
Copyright 2020 Muhimatul Murtafi’ah, Siti Asmiyah, and Fitriah are licensed under Creative Commons
Atrribution- ShareAlike 4.0 International License.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

 knowledge and notes. Stacy and Cain, (2015) which cited in Mfaume et al., (2018) believe that
note-taking is the crucial activity for the students who have no precious listening and note-
taking skills to enhance them to be competent practitioner. This activity helps capture
understanding and point from some sources (Puput Arianto, 2017). It is common to practice
note-taking during lecture and reading text book (Mosleh & Baba, 2013).
Several studies identified the positive effect of note-taking on students’ language skills.
For example, note-taking could support students in their learning and improve their writing
(Boch & Piolat, 2005). Ahour & Bargool, (2015) identified that note-taking could facilitate
students’ listening comprehension. One of note-taking strategy that Biria, (2010) found was
Cornell note-taking. Biria, (2010) identified that Cornell Note-taking could support the students
to enhance their reaching. However, Jansen, R.S. (2017) says that note taking is not always
beneficial. It depends on the teacher, how the teacher teach their students to take notes. This is
because every student has different ability in taking notes and one strategy does not always
work well for all students. DeZure et al., (2001) argue that note-taking demands a set of skills
in grasping important points and the interaction between students and teacher.
In the 1980s, people did note-taking manually or traditionally with the use of a book and pen
or pencil (Luo et al., 2018). There are two ways in practicing note-taking. Traditional strategy
and Technology-based strategy (Mosleh & Baba, 2013). Traditional strategy is a manual note-
taking with the use of a paper and pen. In traditional strategy, there are eight methods of note-
taking. Those methods are Two Column method, Cornell method, REAP Method, Outline
Method, Mapping Method, Charting Method, Sentence Method and the Main Map Method.
Two Column Method is dividing the paper into two columns so students can put different
information in each column. The Cornell method is the systematic note-taking method.
According to Mosleh & Baba, (2013) Cornell Method defines the paper into three columns.
Left column is for writing the key word; right side is for writing the notes and the elaboration
of the key points; and the bottom part is for writing the summary or conclusion. Anjarsit et al,
(2017) discovered that Cornell can assist the students in creating a good and effective note-
taking. Another traditional strategy is REAP Method. This method is similar to Cornel Method
which divides the paper into three columns. The Three Columns on REAP strategy have
different functions such as writing down the situation or the event, writing down the point and
the connect information, and elaborating point and attaching the picture (Mosleh & Baba,
2013). Outline Method arranges the information from the general to more specific information.
This method is different from other methods because the information or the point inform of
question. Next method is mapping which uses graphic to represent the information. When using
this method, the students can be more active and critical on writing the information. Charting
Method is another note-taking strategy; it is noting process while listening to the speech or
presentation of the history etc. The column is used for noting the elaboration of the topic and
classified based on the column. The information that noting in this method can be in form of
word, phrase, and main idea. Sentence Method does not need to plan notes; students write all
facts, information and ideas in a certain line and form of sentence. The last strategy is Main
Map Method. This method is considered new note taking practice, and it is assumed as an
effective way in building students’ critical thinking.
In technology- based note-taking strategy or digital strategy, there are nine methods. Six
of them are similar to traditional note-taking (e.g. Cornell Method, Two Column Method,
Charting Method, Outlining Method, Mapping Method and Sentence Method) but the way the
students do note-taking is with the assistance of technology. The other three that cannot be
applied manually are Coloring Method, Symbols or Underlining Method, and Apps Method.
Coloring Method refers to highlighting the sentence or main points of the paragraph with
208 | IJET| Volume. 9, Issue 2. December 2020
Copyright 2020 Muhimatul Murtafi’ah, Siti Asmiyah, and Fitriah are licensed under Creative Commons
Atrribution- ShareAlike 4.0 International License.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

 different colours to relate and compare to different information. Coloring Method can help
students trigger their memory when reviewing the material. Another digital strategy is Symbols
or Underlining Method. It uses symbols to highlight the important information that students
want to emphasize. The last is apps method; there are lot of note-taking apps available for
students to use with their laptop and mobile, for example Coggle, Evernote, Google Drive,
Liquid Text, MindMeister, and Padlet. Stacy & Cain, (2015) argue that most of students may
elect to use technology tools rather than traditional way as typing the notes will be more legible
than writing with hand. It is also faster to do note-taking through mobile than pencil-paper.
However, Jansen, (2017) argues that the most common of note-taking strategy is hand writing
and typing through computer.
The study of note-taking practice was popular around 2015 to 2019. Most studies
identified the effectives of note-taking on reading and listening comprehension found that note-
taking could facilitate reading comprehension effectively. (Bahrami & Nosratzadeh, 2017)
Students can take notes while reading a book. The note is effective in reminding the students to
the material they read. Another research found that SOAR (Select, Organize, Associate, and
Regulate) strategy was effective in reviewing material (Kiewra et al., 2018). As discussed at
the outset, many previous studies of note-taking practices focused on identifying effectiveness
of note taking on reading and listening and the strategies in improving note-taking. The research
of note-taking in refining literature review is less. That is why this research investigated the
practice of note-taking which focuses on refining literature review. The note-taking differentiate
into two, manual note-taking and technology-based note-taking. We decided to include
technology based note-taking as technology has been part of human life and students may also
use technology in practicing note-taking. The aim of this study is to discover how university
students practice note-taking particularly to explore their note-taking strategy and preference
for refining literature review in English academic writing. This includes identifying the strategy
they apply in note-taking practices and to find out whether most millennial students do note-
taking by using technology-based strategy or traditional strategy.

B. METHOD

Qualitative research method is used in this study. This study identified the strategy and
also the types of note-taking used by millennial students during reading the literature review in
English academic writing. In addition, this study also identified how millennial students
practice note-taking. According to (Rajasekar & Veerapadran, 2006) qualitative research is a
research which concern with the qualitative event include the quality. In the qualitative
research, it uses word for explaining and elaborating the data and also in describing the reason
of the event. Qualitative research does not use numerical data. The aim of the qualitative
research is for showing the feeling, the meaning and describing the condition.

The data of this research are information about the note-taking strategy, the kind of note-
taking method used by most of millennial students for doing literature review in English
academic writing. For collecting the data, the researcher used questionnaire, and interview. The
two instruments were developed based on key aspects of note-taking in existing literature about
note-taking strategy such as those are (Luo et al., 2018), (Anjarsit et al., 2017), and (Mosleh &

209 | IJET| Volume. 9, Issue 2. December 2020

Copyright 2020 Muhimatul Murtafi’ah, Siti Asmiyah, and Fitriah are licensed under Creative Commons
Atrribution- ShareAlike 4.0 International License.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

 Baba, 2013). The questionnaire and interview technique were used for collecting the data of
how millennial students do note-taking and the strategy and method of note-taking used by
millennial students. The questionnaire was in three sections; section one is introduction and
identities, section two consist of six questions and six additional questions in form of open
ended question. The questions were the general information about note-taking such as the
importance, the way students do note-taking and the reason. Section three consists of ten close
ended questions. The questions were about note-taking methods. Those asked about the type of
note-taking method used by most of millennia students.
As the source of the study, the researcher read the previous studies to find out the theory
of variety note-taking strategy. However, for the data note-taking strategy used by millennial
students were collected from the millennial students through the questionnaire and the
interview. The source of most common note-taking strategy and types of note-taking used is
millennial students who practicing note-taking for refining literature review in English
academic writing class. The millennial students were the 62 colleges of English language
education department of UINSA (Universitas Islam Negeri Sunan Ampel Surabaya). For
collecting the data, the researcher distributed questionnaire to the 62 college students of UINSA
who practicing note-taking for refining literature review and interviewed 4 college students as
the representative from the 62 college students.

In analyzing the data there were six steps: The first step of data analysis of interview
data was transcript the data from the audio to the written form. The researcher did transcript the
data only for the data needed by the researcher to answer the research question. After getting
the data, the researcher read all the data from both questionnaire and interview which have been
answered by the participants, millennial students. The researcher also read the example or the
sample of the students’ notes. Moreover, the researcher read the data from the study literature.
After reading the data, then researcher highlighted the key point of the answer from the
participant that related to the question or usually it is called as coding. The highlighting here
means by giving underline for each key point. After coding the data, next is the categorizing
the data that have coded before based on the similarities of the data which showed by the color
of highlighter. Categorizing was done by giving different color. Red color is for data refers to
mobile while green color for data refers to laptop. The other data is yellow color for data refers
to note-taking for recall material. After categorizing the data, then the researcher did drawing
the conclusion from the data as the result and answer of the questions.

C. RESULT AND DISCUSSION

After distributing the questionnaire to 62 students of English Language Education

Department (PBI: Prodi Pendidikan Bahasa Inggris) UINSA Surabaya and interviewing 3
students as the sample, almost all students stated note-taking is crucial and benefcial for them
in order to help them in learning. There were 79.09 % students argue note-taking is helpful for
them for reviewing material and recall their understanding. As student A had stated in the
questionnaire “it is helpful to keep and recall the material we have read and learnt”.

210 | IJET| Volume. 9, Issue 2. December 2020

Copyright 2020 Muhimatul Murtafi’ah, Siti Asmiyah, and Fitriah are licensed under Creative Commons
Atrribution- ShareAlike 4.0 International License.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

 Furthermore, student B added “note-taking gives a better understanding toward the material”.
From those two students’ statement, we can conclude most of students mind note-taking is the
crucial thing in the learning process. Note-taking could effects on the students learning. This is
in line with (Bahrami & Nosratzadeh, 2017) note-taking is important because it can help
students in remembering what they have read and learnt. This finding implies that as the
students presume note-taking is important, they must have done note-taking before and to the
future. This aspect is important to know as the reliability for the next aspect that is discovered
in this learning, how they do note-taking.
a. The Result of The Importance and The Use of Digital Notes

No. Item Percentages

1. The importance of note-taking 59.7 % students strongly agree, 33.9

% students agree while the 6.5 %
students undecided

2. The use of digital note-taking: 19.4 % students strongly agree, 27.4

% students agree, 37.1 % students
undecided, 14.5 % students disagree
and 1.6 % students strongly disagree
3. The use of mobile digital note-taking From all students who use digital
note-taking, there were 54.84%
students use mobile
4. The use of laptop digital note-taking From all students who use digital
note-taking, there were 37.09 %
students use laptop
Table 1. Percentage of how students do note-taking
From 62 students, most of them, 59.7 % students stated strongly agree and 33.9 % stated
agree on the importance of note-taking, think note-taking is important. As in the questionnaire,
student E stated “by doing note-taking, I have the file and document of what I have learnt”.
Student C added “it can ease me to learn, recall and understand, the material”. Most students
argue nota-taking is crucial for them because of its benefit for their learning process. The result
of (Boch & Piolat, 2005) showed that note-taking is important for increasing writing skill.
However, this study showed that note-taking is essential for millennial students in order to ease
them in recall material and in refining literature review.
In refining literature review, some students decided to use digital note-taking while
some others, the most, decided to use both digital and traditional note-taking based on the
situation and condition. In the questionnaire, Student C sated “In daring situation, I use digital
note-taking by underlining or using apps and sofware in laptop or mobile”. Student D addaed
“I do digital note-taking but in the learning process, in the class I do traditionally”. In using
digital note-taking, from the open ended question in the questionnaire, there were 66.12 %
students prefer to use digital note-taking because they mind that it make them faster and easier
211 | IJET| Volume. 9, Issue 2. December 2020
Copyright 2020 Muhimatul Murtafi’ah, Siti Asmiyah, and Fitriah are licensed under Creative Commons
Atrribution- ShareAlike 4.0 International License.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

 to do note-taking by using the apps or platform. This is in line with what (Belson & Hartmann,
2016) say about digital tools, such as digital pens can improve the and increase the quality of
the students’ note-taking. Furthermore, from the close ended question of the questionnaire, the
result showed that there were 19.4 % students stated strongly agree, 27.4 % agree in using
digital tools. There were 37.1 % student stated undecided in using digital tools. It means they
did both using digital and traditional tools. However, there were only 14.5 % student stated
disagree and 1.4 % students stated strongly disagree in using digital tools while they doing note-
taking in refining literature review.
In implementing digital tools as the media or the acquipment for taking notes, There
were 54.84 % students decided to use their mobile for taking notes. It is because their mobile
is always handy so that they can directly take notes in current situation. (Mfaume et al., 2018)
state the popular note-taking tools in the digital era is mobile note-taking, mobile photo note-
taking. The other 37.09 % students did note-taking by using laptop because they feel free to
type and explore their note taking with big space on the screen. Student A stated “I enjoy doing
note-taking using my laptop because it prvides wide screen; my document already there in my
laptop”. Millennial students applied digital note-taking because it is easy and fast to access.
Although the percentage of mobile as media to taking notes is higher than laptop, it still draw
the fact that millennial students do note-taking in this digital era using technology.
One of unexpected result is the use of digital note-taking. There are some students do
digital note-taking which have only a bit higher percentage than undecided students. There were
19.4 % students strongly agree, 27.4 % students agree in using digital tools. There were 37.1 %
students undecided. However, there only 14.5 % students disagree and 1.6 % students strongly
disagree. Some more students do digital, some others do both digital and traditional while
minority is use traditional note-taking only. It might because the digital tools are not always
ready to use such as it not in possible time and condition to use the digital tools. However, there
are only a view students do not practice digital note-taking.
b. The Result of the Most Common Note-taking Method
No. Note-taking Methods Percentages
1. Sentense Method 30.6 % strongly agree, 38.7 % agree, 21 %
students undecided, 8.1 % students
disagree and 1.6 students strongly disagree
2. Coloring Method 27.4 % strongly agree, 29 % agree, 24.2 %
students undecided, 16.1 % students
disagree and 3.2 % students strongly
disagree
3. Symbol or Underlining Method 27. 4 % strongly agree, 25.8 % agree, 24.2
% students undecided, 17.7 % students
disagree and 4.8 % students strongly
disagree
Table 2. The percentage of the most used note-taking method

212 | IJET| Volume. 9, Issue 2. December 2020

Copyright 2020 Muhimatul Murtafi’ah, Siti Asmiyah, and Fitriah are licensed under Creative Commons
Atrribution- ShareAlike 4.0 International License.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

 In practicing note-taking, millennial students, students of PBI UINSA Surabaya use
some kind of methods. Those methods were Two Column Method, Cornell Method, Outlining
Method, Mapping Method, Charting method, Sentence Method, Coloring method, Symbols or
underlining methods, Using Apps Method. The most common method used by millennial
students is Sentence Method. In Sentence Method, there was the highest percentage of student
agreement. From the interview, it showed almost all students applied Sentence Method because
this is the simplest way of note-taking. Student A stated “It was the method that usually I use
and it is simple does need more tools or platform”. The others common method used by
millennial students are Coloring Method and Symbol or Underlining Method. More than 50 %
students practice Coloring Note-taking. In Coloring Method, there were 29 % students stated
agree to use Coloring Method and 27.4 % students stated strongly agree for practicing Coloring
Method in order to make their note taking to be good looking and easy. Student E stated “I like
to use Coloring Method because it can make my notes be more wonderful and it helps me easier
to learnt, each color has meaning”. However, in symbol or underlining method, there were 25.8
% students stated agree in practicing Underlining Method and 27. 4 % students stated strongly
agree. Students like to do underlining which based on their learning style. It was the students’
style and habit of having read books or articles then underlining the key point.
One bold interesting finding from this study is the Sentence Method as the highest
percentage, the most common note-taking used by millennial students. One possible factor that
might influence this finding is the efficiency of the sentence note-taking. By using Sentence
Note-taking, using their own sentences, it might ease students in reread. Reddington et al.,
(2015) argue that writing is process to express idea in written. Doing note-taking in the form of
sentence means that the students express their idea about what they understand in the process
reading literature review. The result of their note-taking make them do not need to spend more
effort for rereading and understanding the whole material because students already know what
they have written. As the three interesting method, those are not only Sentence Method but also
Coloring and Underlining Methods. It might because the three methods are easier and more
practical rather than other methods such as Cornell, Charting and some other methods. From
that, it showed that most millennial students prefer to use practical note-taking strategy.
Another interesting finding in this research is the use of apps as media to do note-taking.
This phenomena is in line with the fact that millennial students born in digital era. It also fits
the liking of the millennial students’ soul with applications which are easy to used and
accessible through their gadget. They are used to take a fancy of various digital media to help
their daily need, in this case is doing note-taking for refining literature review. This statement
is in accordance to what Martin, (2007) says about millennial students use application because
of its benefit. It can record the notes for longer time. However, from the result of interview,
millennial student use app because it’s already there in their mobile or laptop. Furthermore, the
template and the feature provided in the application is the solution for students who have
difficulties in designing and managing their note.
Moreover, some students also enjoy to use apps or platform in practicing note-taking by
using apps which already there on the both mobile and laptop. Some others enjoyed to use
specific apps they downloaded from play store. Student A stated “usually I use apps or platform
which already there in my mobile and laptop” while student E stated “Sometimes, I download
some apps for my specific note-taking from my mobile”. Some apps which used by the
millennial students are Memo app, Color notes, MIUI notes, Microsoft Word, Notes, Sticky
213 | IJET| Volume. 9, Issue 2. December 2020
Copyright 2020 Muhimatul Murtafi’ah, Siti Asmiyah, and Fitriah are licensed under Creative Commons
Atrribution- ShareAlike 4.0 International License.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

 notes, Google keep, and WordPad. Wyk & Ryneveld, (2018) say that the majority students
prefer to use applications in taking notes. They might use more than one application for
supporting them in creating notes. It depends on their software developers of their mobile.
c. The least used Note-taking Method
No. Note-taking Methods Percentages
1. Cornell Method 4.8 % agree, 8.1 % strongly agree, 41. 9 %
students undecided, 22.6 % students
disagree, 22.6 % students strongly disagree
2. Charting Method 19.4 % agree, 8.1% strongly agree, 38. 7 %
students undecided, 17.7 % students
disagree and 16.1 % students strongly
disagree
3. Two Column Method 17.7% agree, 11.3% strongly agree, 32.2
% students undecided, 22.6 % students
disagree and 16.1 % students strongly
disagree
Table 3. The percentage of the lest used note-taking method

On the other hand, three the least used method by students are Cornell Method, Two
Column Method, and Charting Method. The highest percentage here is by Charting method
that showed 17.7 % students agree and 11.3 % students strongly agree for doing Charting
Method. This was far from what Sentence Method result which had more than 50 % students
practiced Sentence method in doing note-taking. The least percentage came from Cornell
Method that showed 4.8 %students agree and 8.1 % students strongly agree to do Cornell
Method.
One of the least stood out finding of this research is Cornell Method as the lowest
percentage note-taking used by millennial students. There were only view students used this
method while they are reading literature review. Factor that might influence this finding is the
low students’ literacy level. There were only view students know that Cornell Note-taking
Method is existed. They are already implemented the Sentence Method when doing note-taking
and did not think of using any other method than what they were used to. Other factor, it might
because by using Cornell Method its takes more time for the preparation. It also takes more
time in practicing note-taking by using this method. Furthermore, it might because most of
millennial students are not familiar with the Cornell Method. Because of the low literacy level,
the students have limit experience and knowledge about the Cornell Method. Although, the
Cornell Method is good for increasing students’ learning and notes. Cornell Method gives
positive effect on the students’ achievement (Alzu'bi, 2018). However, this finding showed that
there is only a few students, 4.8 % and 8.1 % students, do Cornell Method.
From the explanation above, the result of this research showed that most of the
millennial students practice both traditional and technology-based note-taking. It based on the
situation and condition of the students and their needs. In practicing traditional-based note-
214 | IJET| Volume. 9, Issue 2. December 2020
Copyright 2020 Muhimatul Murtafi’ah, Siti Asmiyah, and Fitriah are licensed under Creative Commons
Atrribution- ShareAlike 4.0 International License.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

 taking, almost all millennial students decided to use their mobile due to the mobile is always
being handy. Using mobile as the digital tool, in practicing note-taking for refining literature
review, the majority of the millennial students implement sentence, coloring and symbol or
underlining method as the most common method used.

D. CONCLUSION

To sum up, the result of this study showed almost students practiced digital note-taking.
Most students did digital note-taking in order to help them be faster and easier in creating note-
taking. In which, digital note-taking can be done through laptop and mobile which are always
in hand of most students. So that, students can direct do note-taking through their mobile. By
using mobile, the method of digital note-taking which is the most common millennial students
did, as the highest percentage is sentence method. The second most common note-taking
methods are Coloring and Symbol or Underlining Methods. As the suggestion for the next
further researcher to examine the implementation of some other methods, uncommon methods,
such as two column method and charting method for the refining the literature review so that
students can know the other note-taking method that they can practice. Moreover, it can help
students to know other effective note-taking for refining literature review.
From the questionnaire, we can conclude that a bit more students use Technology-based
Strategy. Although the majority of approved students use Technology-based strategy with those
students who do not select (those who do both Technology-based and Traditional Strategies),
the difference is not significant, 39.8 % (include agree and strongly agree) and 37.1 %.
Furthermore, the difference between the approved and unapproved students is significant, 39.8
% students and 16.1 %. In implementing Technology-based strategy, the most common
methods use are Sentence, Coloring and Underlining Methods.

E. REFERENCES
Ahour, T., & Bargool, S. (2015). A Comparative Study on the Effects of While Listening
Note Taking and Post Listening Summary Writing on Iranian EFL Learners’ Listening
Comprehension. Theory and Practice in Language Studies, 5(11), 2327.
https://doi.org/10.17507/tpls.0511.17
Anjarsit, Y., Adnan, A., & Padang, U. N. (2017). the Use of Cornell Note Taking Technique
To Improve Listening Comprehension of Senior High School Students. Journal of
English Language Teaching, 6(1), 9–15.
http://ejournal.unp.ac.id/index.php/jelt/article/download/7120/5648
Bahrami, F., & Nosratzadeh, H. (2017). The Effectiveness of Note-Taking on Reading
Comprehension of Iranian EFL Learners. International Journal of Applied Linguistics
and English Literature, 6(7), 308. https://doi.org/10.7575/aiac.ijalel.v.6n.7p.308
Belson, S. I., & Hartmann, D. (2016). Digital Note Taking: The Use of Electronic Pens with
Students with Specific Learning Disabilities. June 2013.
https://doi.org/10.1177/016264341302800202
Biria, R. (2010). Note-taking Strategies and Academic Achievement. Dil ve Dilbilimi
Çalışmaları Dergisi: Uluslararası Çevrimiçi Dergisi, 6(1), 0–109.
215 | IJET| Volume. 9, Issue 2. December 2020
Copyright 2020 Muhimatul Murtafi’ah, Siti Asmiyah, and Fitriah are licensed under Creative Commons
Atrribution- ShareAlike 4.0 International License.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

 https://doi.org/10.17263/jlls.39297
Boch, F., & Piolat, A. (2005). Note taking and learning: A summary of research. The WAC
Journal, 16(September), 101–113.
DeZure, D., Kaplan, M., & Deerman, M. A. (2001). Research on Student Notetaking:
Implications for Faculty and Graduate Student Instructions. CRLT Occaisional Papers,
16(August), 8.
Kiewra, K. A., Colliot, T., & Lu, J. (2018). Note This: How to Improve Student Note Taking.
IDEA Paper #73. The IDEA Fund, 73(January), 1–18.
Luo, L., Kiewra, K. A., Flanigan, A. E., & Peteranetz, M. S. (2018). Laptop Versus Longhand
Note Taking: Effects On Lecture Notes And Achievement. Instructional Science, 46(6),
947–971. https://doi.org/10.1007/s11251-018-9458-0
Martin, M. (2007). The Millennial Student: A New Generation of Learners. 2, 42–46.
Mfaume, H., Bilinga, M., & Mgaya, R. (2018). From paper and pencil to mobile phone photo
note-taking among Tanzanian university students: Extent, motives and impact on
learning. International Journal of Education and Development Using Information and
Communication Technology (IJEDICT), 14(2), 83–98.
https://files.eric.ed.gov/fulltext/EJ1190028.pdf
Mosleh, M. a a, & Baba, M. S. (2013). Overview of Traditional Note Taking. Educational
Psychology Review, Cole 2005, 1–28.
Puput Arianto. (2017). English Education: Jurnal Tadris Bahasa Inggris. The Implementation
of Note-Taking Strategy in Listening Class, 10(1), 119–134.
Rajasekar, S., & Veerapadran, C. (2006). Research Methodology. January.
Reddington, L. A., Peverly, S. T., & Block, C. J. (2015). An examination of some of the
cognitive and motivation variables related to gender differences in lecture note-taking.
Reading and Writing, 28(8), 1155–1185. https://doi.org/10.1007/s11145-015-9566-z
Stacy, E. M., & Cain, J. (2015). Note-taking and handouts in the digital age. American
Journal of Pharmaceutical Education, 79(7). https://doi.org/10.5688/ajpe797107
Williams, R. L., & Eggert, A. C. (2002). Notetaking in College Classes: Student Patterns and
Instructional Strategies. The Journal of General Education, 51(3), 173–199.
https://doi.org/10.1353/jge.2003.0006
Wyk, M., & Ryneveld, L. (2018). Affordances of mobile devices and note-taking apps to
support cognitively demanding note-taking.

216 | IJET| Volume. 9, Issue 2. December 2020

Copyright 2020 Muhimatul Murtafi’ah, Siti Asmiyah, and Fitriah are licensed under Creative Commons
Atrribution- ShareAlike 4.0 International License.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id