Abstract
This study aims to reveal the role of note-taking in improving listening skills and exposing learning resources besides TED.COM. The skill of note-taking in academic activities is subject to the incompetency of note-taking in standard form. This research was a classroom action research approach for third-semester students at the Universitas Muhammadiyah Surakarta that focused on TED.COM’s contribution to students’ skills. The results of the initial research found obstacles, first, students were getting to know note-taking and TED.COM for the first time. Second, the high speed of native speakers impacts lost vocabulary understanding. Third, the tone, accent, and intonation are also separate challenges. The results of the cycles showed first, there was a positive change since the students got an extra note-taking theory and variations of audio listening. Second, students have varied learning resources, so it is recommended for educators to also understand student learning resources. In conclusion, TED.COM contributed to the academic listening improvement and in the future, the Podcast program can be explored for note-taking drilling besides TED.COM.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: PUPIL: International Journal of Teaching, Education and Learning
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
