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From the statement above, therefore, the indicators of having a capability in linguistic intelligence can be stated as follows:
1 grammar rule
2 language usage
3 spelling
D. Previous Relevant Studies
To support this research, it is considered necessary to review several studies related to the research. There are some previous researches related to the
Note-Taking Pairs technique. First, I. A. Olaofe 1994 in his research article entitled:
“ Teaching Listening Comprehension in Large Classes”
applied the Note-Taking in his class and found that by using this technique, practice in note-taking was being
intensified and whole-class participation enhanced, thus minimizing the usual rowdiness accompanying group presentation. Where necessary, the firmness of
the teacher also kept the noise down. Second, Marianela Najul and Giancarla Marchi 1994 in their research
article entitled:
“ Note-Taking: The Link between Oral and Written Production”
promoted an important learning technique especially for second language learners to have a meaningful learning experience. Note-Taking as the learning technique
in this research is used for gaining the information from oral to written form. It elaborated the note-taking guidelines, strategies and points to ponder in taking
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important and detail information. Students should be aware of the verbal and non- verbal signals and visual elements.
Third, Clara Perez Fajardo 1996 in her research article entitled:
“ Note- Taking: A Useful Device”
used Note-Taking in her class and summarized that Note-Taking assists the listener, reader, or observer in achieving a better
understanding of what is presented, and it facilitates recall of facts as well as oral and written expression. The students language level and the purpose which the
notes are to serve will determine the type of guidance the teacher must provide to help them to take notes in class and later on the job.
Forth, Amirullah Khan 1999 in his research article entitled:
“ Note- Taking”
concluded in his research on some ideas about note-taking that will help students to understand how implementing this important aid can improve their
learning. Note-taking is an important skill that should not be neglected by English language teachers and English language learners. Students need to develop their
skills at note-taking, not only because it will help them preserve relevant information for their future use, but also because during the note-taking stage they
reach the highest level of comprehension. Fifth, Elizabeth F. Barkley, et al. 2005 in their book entitled:
“ Collaborative Learning Techniques”
proposed the Note-Taking Pairs as a collaborative learning technique concerned on the student’s reading competence.
This technique can help reinforce course concepts, but it can also reinforce inaccuracy if both students in a pair have faulty information. Repeat and
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emphasize the main concepts frequently, and review and assess the notes periodically to make sure that students are learning the correct information.
Sixth, Akio Oshiro 2010, et al. in their research article entitled:
“ Can A Collaborative Note-Taking Method Facilitate External Connections between
Lecture Material and Student’s Prior Knowledge”
conducted a study of collaborative note-taking, where the result showed no significant difference in the
number of external conditions between the Pairs condition and the Single condition. However, significance different was observed in their variance values.
Analysis of notes of the high-performance pairs showed that the Note-Takers in those pairs were good at recording important points of the lecture in a sentence
form, and that the Note-Monitors had rich background knowledge and experience and other flexible relating skills.
From those previous studies related to Note-Taking Pairs as the teaching techniques, there some are similarities compared to the techniques used for this
research: 1.
Note-Taking Pairs is a collaborative learning technique. 2.
Note-Taking Pairs can be used to measure the student’s reading competence. 3.
Note-Taking can rich the student’s with a higher level of comprehension. 4.
In Marianela Najul and Giancarla Marchi, by using Note-Taking technique the students should be aware of the verbal signal and visual elements which
in this research refer to the verballinguistic intelligence and graphic organizers used in Note-Taking Pairs technique.
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Besides, those similarities above, several differences are also can be concluded from those previous related studies. They are as follow:
1. The research conducted by Akio Oshiro 2010 was observing the difference
influenced of note-taking between the Pair condition and the Single condition. Meanwhile, in this research, the researcher observed Note-Taking
Pairs as the teaching technique compared to other technique DR-TA. 2.
The research conducted by I. A. Olaofe 1994 was focusing in enhancing the whole-class participation, and minimizing rowdiness. In addition, the
research conducted by Akio Oshiro 2010 was involving the external variable of student’s background knowledge and experience, and other
relating skill. Meanwhile, in this research, the researcher used the student’s linguistic intelligence as the moderate variable.
3. The research conducted by Clara Perez Fajardo 1996 resulted in
determining the teacher’s type of guidance toward the students. Meanwhile, in this research, the researcher intended to get the evidence which teaching
technique was more appropriate to different levels of the student’s linguistic intelligence.
E. Rationale
