Abstrak
Alhadi Rahmaddia Jamil, 2319106. An Analysis of English Department Students' Note-Taking Methods in Learning at UIN Sjech M. Djamil Djambek Bukittinggi. A Thesis. State Islamic University of Sjech M.Djamil Djambek Bukittinggi. 2026. Note-taking is a crucial cognitive activity, yet preliminary observations at UIN Sjech M. Djamil Djambek Bukittinggi revealed that many English Department students lack formal knowledge of structured note-taking models. Instead, they rely on personal instincts, unsystematic hybrid strategies, and situational adjustments based on the lecturer's pace, which potentially compromises their learning efficiency. Therefore, this study aims to identify the preferred note-taking methods among the students and to analyze the underlying reasons for their methodological choices in the learning process. This study employed a Mixed Methods approach utilizing an Explanatory Sequential Design, which integrates quantitative and qualitative data. The sample consisted of 70 fourth-semester students of the English Education Department selected through total sampling. The research instruments included a structured questionnaire to map general note-taking preferences and habits, followed by a semi-structured interview guide and documentation of students' actual notes to explore the in-depth, contextual reasons behind their chosen methods. The findings reveal that students predominantly favor active, keyword-driven, and visually connected methods, such as outlining and hybrid strategies, over passive transcription or purely digital recording. A stark contrast exists between high and low performers; high performers strategically utilize structured frameworks like the Cornell and Outlining methods to manage cognitive load, enhance review efficiency, and adapt to complex materials. Conversely, low performers rely on habit and convenience, resulting in unsystematic notes. Furthermore, the study highlights that external factors, particularly the lecturer's speaking speed and vocabulary complexity, significantly dictate students' methodological adaptations and media preferences.