THE EFFECT OF USING NOTE TAKING TECHNIQUE ON THE ELEVENTH YEAR STUDENTS’ LISTENING COMPREHENSION ACHIEVEMENT AT SMAN 1 LUMAJANG IN THE 2011/2012 ACADEMIC YEAR

Abstract

This experimental research was intended to know whether or not there is a significant effect of using Note Taking technique on the eleventh year students‟ listening comprehension achievement at SMAN 1 Lumajang in the 2011/2012 academic year. SMAN 1 Lumajang was chosen purposively as the research area because the English teacher never teaches listening by applying Note Taking technique to the eleventh grade students. In addition, it was possible to get permission to conduct the research. This experimental research covered the stages of administering homogeneity test; determining two classes as the experimental group and the control group; giving treatment that was teaching listening comprehension by using Note Taking technique to the experimental group, while control group were taught by using question and answer only as usually applied by the teacher; giving listening comprehension test to the two groups; analyzing the mean score of the two groups by using t-test; drawing a conclusion based on the data analysis results. The primary data was collected by administering the listening comprehension test after the treatment given. The supporting data were collected by interview and documentation. Homogeneity test in the form of listening comprehension test was conducted to know the homogeneity of the population. Based on the calculation by using ANOVA formula the condition of the eleventh grade classes of SMAN 1 Lumajang was homogenous, therefore lottery was done to determine the research respondents and divided them into the experimental group and the control group. Based on the result of lottery, class XI IPS 4 was treated as the experimental class and XI IPS 3 was the control class. Before giving post test, try out was conducted to know the reliability of the test and the suitability of the test to the eleventh grade students‟ of comprehension. In this research, the analysis of the try out scores proved that the test items were reliable since the result of the whole score of the test reliability was 0.67. It was considered reliable since the standard reliability coefficient of teacher made test  0.50. So, the researcher did not have to make any changes of the test items and the test items of the post test were administered. Another consideration was the time allocated for the students to do the test was enough. In addition, the instruction of the test was well understood by the students. So, it was not necessary for the researcher to revise the instructions and the time available for doing the test since it was clearly understood by the students and the students did not have problems with the time given. The post test was given to both groups after each group received teaching learning process twice. The result of t-test analysis on the students‟ listening comprehension achievement test scores that the statistical value of the t-test was higher than that of the value of t-table with significant level of 5% (4.45 > 2.00). Consequently, the formulated hypothesis: “There is a significant effect of using Note Taking technique on the eleventh year students‟ listening comprehension achievement at SMAN 1 Lumajang in the 2011/2012 academic year” was accepted. Based on the result above, it could be stated that Note Taking technique significantly affected the students‟ listening comprehension achievement. DRE was applied in order to know how far the effect of Note Taking Technique gave effect to the students‟ listening comprehension achievement. The degree of relative effectiveness was 12.2%. It means that the use of Note Taking technique was 12.2% more effective in teaching listening comprehension than without applying Note Taking technique that was question and answer technique. In conclusion, the result of this research proved that Note Taking Technique had a significant effect on listening comprehension achievement. It could be a consideration for the English teacher to use Note Taking as a technique in teaching listening comprehension to make more active situation when the teaching learning process of listening comprehension was running. Therefore, the students were suggested to learn listening comprehension by using note taking technique, so that the teaching learning process of listening comprehension can be effective. In addition, the result of this research can be used as a reference and information for future researchers to conduct a further research dealing with the effect of note taking technique by using different language skills, in similar research design, for example the effect of note taking technique on the students‟ reading comprehension achievement.