Dhesi Wulansari, 0203513069 (2016) THE EFFECTIVENESS OF CORNELL-NOTE- TAKING AND THINK-ASK-LISTEN-SAY STRATEGIES FOR TEACHING LISTENING COMPREHENSION TO STUDENTS WITH HIGH AND LOW ANXIETY LEVELS (The Case at the Fifth Semester Accounting Management Students of Sultan Agung Islamic University in the Academic Year of 2015/2016). Masters thesis, Pascasarjana.

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Abstract

This quantitative research investigated the effectiveness of Cornell Note Taking and Think-Ask-Listen-Say strategies for enhancing students’ listening comprehension of TOEFL mini talk test to students with high and low anxiety by using experimental factorial design 2x2. The participants of this study were 40 students of the fifth semester of Accounting Management namely 20 students of Accounting Management Class F as the first experimental group treated by Cornell Note Taking Strategy and 20 students of Accounting Management Class G as the second experimental group treated by Think-Ask-Listen-Say Strategy in teaching listening comprehension at Sultan Agung Islamic University majoring Accounting Management program. The finding of this study showed that Cornell Note Taking and Think Ask Listen and Say strategies had no significant effect for teaching listening comprehension among the students with high anxiety. But, on the other hand, Cornell Note Taking and Think-Ask-Listen-Say strategies had significant effect for the students with low anxiety. The finding also showed Think-Ask-Listen-Say strategy had better effect than Cornell Note Taking Strategy using for teaching listening comprehension among the students with high and low anxiety. But, the low anxiety students had better effect than the students with high anxiety after being treated by using those two strategies. The last finding showed that there was no interaction between two strategies and students’ anxiety level. To sum up, there were some significant differences of the effectiveness of Cornell Note Taking and Think Ask Listen and Say strategies for enhancing students’ listening comprehension among the students with high and low anxiety. But, the two strategies had better effect for the students with low anxiety. Furthermore, Think- Ask-Listen-Say strategy was better for teaching listening comprehension among the students with high and low anxiety than Cornell Note Taking strategy. Unfortunately, there was no interaction between those strategies and students’ anxiety level.

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