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TAKING AND MAKING NOTES FOR KNOWLEDGE: 
ELEVATING JUNIOR HIGH STUDENTS’ READING 

COMPREHENSION 
 

Rani Rizqi Ambarwati1, Ruslin2, Zulfikri3, Afifah4 

1,2,3,4 English Education, Datokarama State Islamic University Palu, Sulawesi Tengah, Indonesia 
 

ruslin@uindatokarama.ac.id     
 

ABSTRACT 

Reading comprehension remains a persistent challenge for many EFL learners, especially at 
the junior high school level, where students often struggle to actively engage with texts. This 
study, however, examined the effectiveness of the Taking and Making Notes (TMN) 
technique in improving reading comprehension in these situations. This study used a 
quantitative quasi-experimental design with 64 eighth-grade students at SMPN 1 Palu 
involving two parallel classes. The experimental class was taught using the TMN technique, 
while the control class was taught using the conventional method. Data were obtained 
through pre- and post-tests, consisting of 20 multiple-choice questions and essays. SPSS 
version 31 was used to conduct statistical analysis, including descriptive statistics, normality 
and homogeneity tests, Independent and Paired Samples t-tests. The results showed that the 
experimental class achieved a significant increase in the mean score from 49.06 during the 
pre-test to 80.78 during the post-test; meanwhile, the control class's score only increased 
from 53.75 to 66.56. By increasing students' active engagement, improving retention, and 
enhancing their thinking skills, the independent samples t-test showed a statistically 
significant difference between the two groups (p < 0.05), indicating that TMN can be a useful 
method for improving students' reading comprehension. 

Keywords: EFL Teaching, Reading comprehension, TMN technique 

INTRODUCTION 

Reading comprehension is a vital life skill for academic success and allows students to interact 

with and understand the world of knowledge. Students acquire a wealth of information 
through reading, which enhances their comprehension and critical thinking skills (Grabe & 
Stoller, 2019). Therefore, reading is considered not only a school subject; it is also considered 
a vital life skill for success, both academically and non-academically. 

Reading is becoming increasingly important in learning English as a foreign language 
(EFL) because it provides students with the opportunity to interact with the target language 
and grasp meanings deeper than mere literal comprehension (Zhambylkyzy & 
Molotovskaya, 2021). Well-designed reading texts can demonstrate authentic language use, 
enrich vocabulary, and improve students' writing skills (Nation & Macalister, 2021). 

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Therefore, teachers must provide reading lessons that are relevant, meaningful, and 
supported by appropriate teaching approaches. 

Reading learning is greatly influenced by high-quality teaching materials and 
strategies. Students can gain an understanding of cultural elements, native language, and 
idiomatic expressions through good reading materials, which is useful for improving their 
language skills (Alamri, 2025; Salame et al., 2024). However, conventional teaching 
approaches that only present text without interaction often reduce students' motivation to 
learn and make them less engaged (Almaagbh, 2020). This can lead to student boredom and 
negatively impact their academic achievement (Al-Amri, 2025). Therefore, interactive learning 
strategies that encourage active participation are crucial. 

According to experts, reading is an active process that creates meaning. Duke & Cartwright 
(2021) considers reading as a process of guessing, verifying, and refining hypotheses. Thus, Juan et 
al (2023) state that successful readers use cognitive and metacognitive strategies to comprehend 
texts. However, many students struggle to use these strategies because they are not accustomed to 
using them (Khellab et al., 2022). A study conducted in Indonesia showed that students in that 

country have low metacognitive awareness, meaning they are more likely to passively engage 
with complex texts (Mustopa et al., 2024). Similar findings were made in other situations 
where understanding results were adversely impacted by students' restricted usage of 
strategies (Meyer et al., 2024; Voyer et al., 2022). Junior high school students, in particular, 
still experience difficulties in finding main ideas, inferring implicit meanings, and connecting 
reading to academic contexts (Tawali, 2021).  

Various strategies are used to improve reading comprehension, one of which is the 
technique Taking and Making Notes (TMN). TMN technique helps students rewrite 
information in their own words, making it easier to understand and remember the reading 
content (Bakri et al., 2022; Fausia et al., 2021; Rusdiansyah, 2019; Siswanto, 2019). Recent 
research also confirms that TMN technique is effective in improving comprehension and 
critical thinking (Linh & Kien, 2025; Pahrizal et al., 2025; Seo, 2025). 

However, other studies have shown that some note-taking methods have no significant 
effect on reading comprehension. Leonard et al (2021)and  Xu et al (2024) found that note-taking 

highlighted in paper texts had no significant effect compared to the no-note condition. Supporting 
factors such as review activities determine their effectiveness; the benefits of note-taking are 
limited in the absence of review (Jin & Webb, 2025). Furthermore, Li & Yan (2024) stated 
that differences between note-taking and print reading media did not affect students’ 
comprehension outcomes.  

Based on these diverse findings, previous research still places more emphasis on taking 
notes rather than making notes. Studies on the TMN technique in EFL contexts, particularly 
at the junior high school level, are still limited. Most previous studies focused on high school 
or college students (Khan et al., 2021; Permana et al., 2019; Syahputra & Inayah, 2022) and 
only assessed final outcomes without examining metacognitive processes. Furthermore, low 
metacognitive engagement and critical thinking skills among Indonesian students remain a major 
problem (Ruslin et al., 2022). Therefore, quasi-experimental research to test the effectiveness of TMN 
technique at the junior high school level is needed to fill this gap.  

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Initial observations in July 2025 at SMP Negeri 1 Palu confirmed this problem. The majority of 

eighth-grade students had not yet mastered essential reading techniques. They often copied text 
directly without finding the main idea or rewriting it in their own words. According to 
Hüseyin (2019), low strategic engagement prevents students from systematically 
identifying, summarizing, and recording important information. As a result, their reading 
comprehension is limited. 

Based on the results of initial observations and literature review, the research problem 
is formulated as follows: Is the TMN technique effective in improving the reading 
comprehension of eighth-grade students of SMPN 1 Palu? Therefore, this research aims to 
examine whether the use of TMN technique to improve reading comprehension of the 
eighth-grade students at SMPN 1 Palu. This research is expected to provide theoretical 
contributions and practical benefits also to provide new insight into the use of TMN 
technique in teaching reading comprehension. 

METHODS 

Quantitative research refers to scientific theories that are tested by examining 
relationships between measurable variables. Research instruments are used to assess them, 
and statistical techniques are used to analyze the results (Creswell & Creswell, 2023). 

In language education research, quasi-experimental designs are highly recommended 
because they can determine how effective a learning intervention is in the field (Adeoye, 
2023). In line with this framework, the present study applied a quantitative approach with a 
quasi-experimental design to explore the effectiveness of the TMN technique in improving 
reading comprehension of the eighth-grade students at SMPN 1 Palu.  

The design was employed to ascertain whether there was a distinction between the 
experimental class, which received instruction using the TMN technique, and the control 
class, which was taught through conventional methods. The quasi-experimental design was 
selected because the participants could not be randomly assigned to groups. 

The population of this study comprised all eighth-grade students of SMPN 1 Palu, with 
a total of  351 learners. The sampling technique applied was purposive sampling, as two 
classes were deemed the most appropriate to meet the research objectives. These classes 
were identified as having relatively lower learning abilities compared to the others. 
Consequently, class VIII D, consisting of 32 students, was designated as the experimental 
group, while class VIII E, with 32 students, served as the control group. 

The data collection was carried out using tests aimed at measuring students’ learning 
outcomes within the cognitive domain. The instrument included 20 multiple-choice and 
essay questions, was administered in two stages: a pre-test and a post-test. These tests were 
used to evaluate students’ reading comprehension in both the experimental and control 
groups, before the application and after the application of the treatment. 

The test items were piloted with a group of students from a different class at the same 
school and examined by two English education specialists to guarantee the instrument's 
validity. Changes were made in response to expert input and the outcomes of pilot tests. 
Cronbach's alpha was then used to assess the instrument's reliability; the result was a 

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coefficient of 0.82, suggesting that the test had high internal consistency and was 
appropriate for use in research. 

The data obtained from the pre-test and post-test were analyzed with SPSS version 31 
for Windows in several stages: descriptive statistics to describe and summarize the data 
(mean, minimum, maximum and standard deviation) before further analysis. A normality 
test and a homogeneity test are used as an absolute requirement before conducting the T-
test. The T-test is used to determine whether a difference between the means of two samples 
is significant. According to Pallant (2020), many educational experimental studies 
recommend the T-test to measure the difference in means between two groups. The T-table 
and T-calculated values are compared at a significance level of 0.05 to make a decision. The 
researcher used T-test statistics or T-count, which were compared with the T-table to 
examine the effectiveness of  TMN technique aimed at improving the reading comprehension 
of eighth graders. 

Ethical principles such as scientific integrity, confidentiality, anonymity, and 
"confirmation of information" were used in conducting this research (Kozinets & Gretzel, 
2024; Zhang et al., 2024). Permission was obtained from the school, and written consent 
from parents and students was obtained. Furthermore, this research adhered to the 
Research Integrity Policy Statement of Datokarama Islamic University, Palu, which sets high 
standards for research integrity (KTI, 2021).  

The principles of trustworthiness and methodological triangulation helped maintain 
data authenticity (Mirza, 2023). Researcher committed to maintaining accurate data, 
preventing manipulation, and obscuring participant identities. After verification, sensitive 
documents were discarded to ensure compliance with international ethical standards. 

RESULTS 

The findings of data derived from a quasi-experimental study concerning the 
effectiveness of the TMN technique to improve reading comprehension of the eighth-grade 
students at SMPN 1 Palu as are presented in the following way. This research applied a quasi-
experimental design; one experimental group was taught using the TMN technique, and the 
other control group was taught through the conventional method. This study consisted of 
two main variables: TMN technique (X) as the independent variable and students’ reading 
comprehension (Y) as the dependent variable. The instrument was a test comprising 20 
multiple-choice and essay items. The collected data were processed and analyzed using SPSS 
software 31 to provide a clearer depiction of the research results. The descriptive statistics 
of the pre-test and post-test outcomes are presented in the following table, which 
summarizes the data and the analysis conducted in relation to the research problem. 

Table 1. Descriptive statistics of Pre-Test and Post-Test 

Class Test Mean Minimum Maximum Std. deviation 

Control 
Control 
Experiment 
Experiment 

Pre test 
Post test 
Pre test 
Post test 

53.75 
66.56 
49.06 
80.78 

25 
40 
20 
55 

80 
95 
75 
100 

14.591 
15.629 
13.164 
13.566 

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Descriptive statistics serve to present and summarize the data. They are primarily 

concerned with outlining the characteristics of the sample. Referring to the table, the mean 

score of the experimental group demonstrated a considerable increase, rising from a poor 

level (49.06) to a good level (80.78) after the treatment. On the other hand, the control group 

experienced only a modest improvement, increasing from a fair level (53.75) to still within 

the fair level (65.56). Additionally, effect sizes were calculated for clarity. Cohen's d value 

was 0.97, indicating a large category. This suggests that TMN technique can improve 

students' reading comprehension. 

Testing Assumptions  

Normality and homogeneity tests were performed before inferential testing. 

Normality Test: All data (pre-test and post-test for both groups) had significance values more 

than 0.05, according to the findings of the Kolmogorov-Smirnov method. Therefore, the data 

were normally distributed. Homogeneity Test: The Levene's test revealed homogenous 
variances in the data, with a significance value of 0.400 (> 0.05). 

After completing the descriptive analysis, the researcher continued with the normality 

test as the subsequent stage. The study involved a total sample of 64 students. Aslam 

(2024),explains how researcher should interpret the p-value results of normality tests and 

the ability to choose the level of significance according to the characteristics of the data. The 

results of the normality test are presented in the following table : 

Table 2. Test of normality 

 Kolmogorov Smirnov 
Class 

   

  Statistic Df  Sig.  

 Pretest (control) .100 32 .200* 

Result Posttest (control) .128 32 .199 

 Pretest (experiment) .122 32 .200* 

 Posttest (experiment) .133 32 .158 

*. This is a lower bound of the true significance.  
a. Lilliefors Significance Correction 
 

Based on the normality test results shown in the table, the significance value of the 
control class pre-test was 0.200 and the post-test was 0.199, both of which are higher than 
0.05. Meanwhile, the significance value of the experimental class pre-test was 0.122 and the 
post-test was 0.200, which are also greater than 0.05. Therefore, it can be concluded that the 
data from both the control and experimental classes are normally distributed. 

To verify the reliability of the data, a homogeneity test was carried out to determine 
whether the variances were uniform across the groups. The analysis was performed using 
SPSS, the decision-making criteria in the homogeneity test were: if the significance value > 
0.05, then the variance of two or more groups of population data can be said to be 
homogeneous (Emerson, 2022), and the findings are displayed in the table : 

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Table 3. Homogeneity test 

 Class Levene Statistic Df 1 Df2. Sig. 

 Based on Mean .717 1 62 .400 
 Based on Median .696 1 62 .407 

Result Based on Median and with 
adjusted df 

.696 1 61.187 .407 

 Based on trimmed mean .716 1 62 .401 

Based on the data, the significance value obtained from the mean is 0.400, which 
exceeds the threshold of 0.05. This result confirms that the data possess homogeneous 
variance.  

Inferential Results 

Since both the normality and homogeneity tests indicate that the variances are uniform 
and the data are normally distributed. A t-test for independent samples was performed to 
examine whether a significant difference exists between the experimental and control 
groups. To compare the means of two groups that are independent of each other, this test 
was chosen because it meets the assumptions of normality and homogeneity of variance 
(Muhammadpour & Khalili Sabet, 2024) . The results are presented in the following table: 

Table 4. Independent Sample T-Test 

  Levene's Test for 
Equality of Variances 

 

  
F Sig. T Df 

Sig. (2-
tailed) 

Result 
Equal variances 

assumed 
.717 .400 3.887 62 .001 

 Equal variances not 
assumed 

  3.887 60.799 .001 

 
Based on Levene’s Test for Equality of Variances, the significance value was 0.400 > 

0.05, indicating that the data have homogeneous variances. Therefore, the Independent 
Sample t-test was conducted under the assumption of equal variances. The significant value 
(Sig. 2-tailed) of the Independent Sample t-test result was 0.001 < 0.05, which means there 
is a statistically significant difference between the experimental class taught using the TMN 
technique and the control class taught with conventional methods. 

After obtaining the results of the Independent Sample t-test comparing the two groups, 
a Paired Sample t-test was carried out to examine the presence of a significant difference 
between pre-test and post-test results within the experimental class.Hariyanti et al (2024), 
also stated this test is relevant because it compares two measurements from the same 
participant before and after treatment to evaluate the internal intervention effect (the 

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Kolmogorov-Smirnov & Levene test has been met). The outcome of the Paired Sample T-test 
is presented in the table below: 

Table 5. Paired sample T-test 

   Paired Differences    

  
Mean 

 
Std. 
Dev 

 
Std. Error 

Mean 

95% Confidence 
Interval of the 

Diference 

 
t 

 
df 

 
Sig. (2-
tailed) 

    Lower Upper    
Pretest-
Posttest 

31.719 18.431 3.528 38.364 25.074 9.735 31 .001 

Based on the Paired Sample t-test result, it is shown that the t-count value is 9.735 with 
a significance value (2-tailed) of 0.001. Since this value is lower than 0.05, H0 is rejected 
while Ha is accepted. This indicates that there is a significant difference between the pre-test 
and post-test results after the used of the TMN technique. In addition, the hypothesis testing 
is further supported by comparing the t-count with the t-table. At a significance level of 0.025 
(derived from 0.05/2) with 34 degrees of freedom (df), the t-table value is 2.032. Because 
the t-count (9.735) is much higher than the t-table value (9.735 > 2.032), it confirms that H0 
is rejected and Ha is accepted. In addition, the effect size was calculated to strengthen 
interpretation Cohen’s d = 0.97, which indicates a large effect. This demonstrates that TMN 
technique has a substantial and significantly impact on improving students’ reading 
comprehension. 

DISCUSSION 

This study shows that the TMN technique improves reading comprehension in eighth-
grade students at SMPN 1 Palu. Students in the experimental class achieved significantly 
higher post-test scores than those in the control class, indicating that TMN technique is more 
effective than conventional learning approaches. 

The results of this study align with numerous international studies that emphasize the 
benefits of active and interactive TMN technique. For example, Linh & Kien (2025) in 
Vietnam and Seo (2025) in South Korea reported that students' reading comprehension 
improved and they were more engaged in learning when using structured note-taking 
methods. Similarly, Voyer et al (2022) and Meyer et al (2024) demonstrated that generative 
strategies such as paraphrasing and reorganizing ideas can improve comprehension and 
long-term retention. Khellab et al (2022) found that metacognitive reading strategies had 
positive effects in the Middle East. Conversely, Juan et al (2023) found that training in 
cognitive and reflective strategies can improve reading ability. These consistent cross-
contextual results enhance the effectiveness of  TMN technique as a learning method. 

Theoretically, this research supports the view of reading as a process active 
psycholinguistics (Duke & Cartwright, 2021), where readers form hypotheses, monitor, and 
construct meaning from text. TMN technique actualizes this theoretical perspective by 
engaging students in both cognitive processes (identifying and organizing information) and 

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metacognitive processes (monitoring and reflecting on understanding). Pedagogically, the 
results of this study indicate that implementing TMN technique in EFL classrooms can create 
more interactive and engaging reading lessons, while simultaneously improving 
comprehension skills and encouraging students' independent learning. 

However, this study has limitations. First, it was conducted in only one school (n = 64), 
so the results cannot be broadly generalized. Second, the study only measured short-term 
outcomes through a post-test, without assessing long-term retention. Third, the data used 
were solely quantitative, excluding qualitative data such as classroom dynamics or student 
perceptions. Therefore, future research could expand on the findings by collecting more 
qualitative data (Mirza, 2023). 

Overall, this study has both theoretical and practical benefits. Theoretically, it 
strengthens the empirical evidence on the TMN technique for improving reading 
comprehension at the junior high school level, an area that is still rarely studied in the EFL 
context in Indonesia. Practically, this study offers an organized approach for teachers to 
improve students' reading skills by encouraging them to actively participate in TMN 
technique. Furthermore, these findings are relevant for others in EFL who struggle with 
passive reading habits. Therefore, TMN technique can be used as a pedagogical method to 
support students' academic success and independent learning. 

CONCLUSION 

This study showed that the TMN technique significantly improved students' reading 
comprehension, as indicated by higher post-test scores in the experimental class and the 
rejection of H0 in both t-tests. This method helped students find core concepts, summarize 
important information, and reorganize texts more effectively than conventional methods. 

The results show that TMN technique can help students overcome passive reading 
habits by encouraging student-centered and active learning. Furthermore, TMN technique 
improves students' comprehension and critical thinking skills. Practically, teachers are 
encouraged to design more engaging and rewarding reading lessons with TMN technique. 
To enhance the benefits of TMN technique, further research should be conducted to test its 
effectiveness on other language skills, long-term memory, different educational levels, and 
broader learning contexts. 

ACKNOWLEDGMENT 

The author sincerely expresses gratitude to the English Education Study Program for 
granting permission and providing continuous support during the research process. Special 
appreciation is also extended to the eighth-grade students of SMPN 1 Palu for their active 
participation as research subjects, as well as to the observers who kindly assisted in the 
technical aspects throughout the study. Furthermore, the author also expresses deepest 
gratitude to the two supervisors for their continuous guidance, direction and motivation so 
that this research can be completed well.  
  

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