Roihana, Alifa Qonita. 2025. The Effect of Cornell Note-Taking not on 8^th Grade Students’ Listening Achievement at SMP Negeri 24 Banjarmasin. Sarjana’s Thesis. English Language Education Study Program, Faculty of Teachers’ Training and Education, Lambung Mangkurat University, Banjarmasin. The first advisor: Dr. Novita Triana, S.Pd., M.A., the second advisor: Raisa Fadilla, S.Pd., M.Pd.

Keywords: cornell note-taking, listening achievement, note-taking method, teaching listening

Listening is an essential component of language learning that helps students understand spoken information effectively. However, many students still face difficulties in listening due to limited and less engaging teaching methods. Therefore, teachers need to apply appropriate methods to improve students’ listening achievement, such as effective note-taking methods that help learners organize and recall information more easily.

This study aimed to determine whether there is a significant difference in listening achievement between students taught using the Cornell note-taking method and those taught using the Mapping note-taking method. This research employed a quantitative approach with a quasi-experimental design. The population consisted of eighth-grade students of SMP Negeri 24 Banjarmasin, with two classes selected through cluster random sampling as the experimental and control groups. Data were collected through listening achievement tests administered as pre-test and post-test. The data were analyzed using the Mann–Whitney U Test with the assistance of SPSS version 21.

The results showed a significance value of 0.329, which is higher than 0.05. It indicates that the null hypothesis (H?) was accepted and the alternative hypothesis (H?) was rejected. Therefore, it can be concluded that there was no significant difference in listening achievement between students taught using the Cornell note-taking method and those taught using the Mapping note-taking method.