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Note-Taking Pairs technique is one of the alternatives in teaching and learning process of reading comprehension. The following is the elaboration discussion of
the research findings.
1. Students who are taught using Note-Taking Pairs technique have better
reading competence than students who are taught using DR-TA technique
The ability of note-taking is crucial for students, especially for the university students since they have to read various sources of materials, for their
effective learning process and for gaining a good achievement in their study. Barkley, et al. 2005: 135 stated, “Being able to take good notes is an important
learning skill, yet many students are poor note takers; their note is incomplete and inaccurate.” In addition, “Effective note-taking is an important practice to master
at university. You have a lot of new knowledge and you need to develop reliable mechanisms for recording and retrieving it when necessary.” University of
Reading, 2011. It is also believed that it can improve their understanding in reading where
the students are provided with an arranged step. Barkley, et al. 2005: 135 state, “Although Note-Taking Pairs was originally designed to improve lecture notes,
teachers now also use it to help students improve their notes on reading assignment and other kinds of learning activities.”
Note-Taking Pairs is student-centered teaching technique. It requires different way in teaching and learning process. Because this strategy includes
collaborative learning, the students will work collaboratively in teaching and
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learning process especially in reading class. According to Barkley, et al. 2005: 135,
In Note-Taking Pairs, student partners work together to improve their individual notes. Working with a peer provides students with the
opportunity to revisit and cross-check notes with another source. Partners help each other acquire missing information and correct inaccuracies so
that their combined effort is superior to their individual notes.
In addition, the idea above is supported by another thought. It is stated in CTL up Dates, 2008,
Basically, all Note-Taking Pairs involves is asking students to work for a few minutes with a partner summarizing for each other the notes they’ve
taken and mutually addressing any gaps or questions. This can improve not only the quality of students’ notes, but can also serve as a mini-
review that drives home the lecture’s main points.
This collaboration will develop their ability in their social and human relation. Note-Taking Pairs must be arranged to ensure the students achieve
reading competency well. It can promote student’s learning and academic achievement especially in reading.
Different with Note-Taking Pairs technique, DR-TA technique focuses the student’s attention on the purpose of reading itself. The teacher plays a big role in
reading class. All the activities in the class based on the teacher’s instruction whether the students have to start or to stop the reading time. This technique
makes the students become less independent during the teaching and learning process. It is an explicit teaching technique that focuses student attention on the
purpose for reading. West Virginia Department of Education, 2011. Furthermore, “the teacher needs to prepare for the activity ahead of time by
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reading the book and deciding in advance where the stopping points will be for each section.” Schultz, 2010.
In applying DR-TA technique, the students should have some background knowledge of their reading materials. Thus, it is a challenge for teachers who
teach the students who studied English as the second language where most of the students are not quite familiar with different cultural background of the reading
texts. “Since it involves predicting what will happen next, DR-TA must be used with a story that is unfamiliar to the students. However, students should have
some background knowledge.” Schultz, 2010. Based on the discussion above, it can be concluded that students who are
taught using Note-Taking Pairs have better reading competence than students who are taught using DR-TA technique.
2. Students having high linguistic intelligence have better reading
