Skills Development Assignment: Study Competences For Higher Education

Question

Task: University life requires learning a lot of new information from books, journals and case studies and students need to develop their reading skills to become more efficient readers. Additionally, they need to take regular notes to ensure that they do not forget the new information.

1. Identify important reading techniques that can help students become more efficient readers.
2. Discuss four methods of note taking that will help students remember new information.

Answer

1. Introduction
According to the readings ofBonsaksenet al., (2019, p.34) considered herein skills development assignment, the technique of reading is a crucial component for converting literature into something significant for the individual learner. This method can help learners turn the form of written preference into purposeful languages with authentic ideas, individuality, efficiency, and communication comprehension and comprehension. Composing sentences instead of entire sentences is among the note-taking approaches. The solitary student has memorised the much more essential keywords which the learners need to realize their entire concept. Reading and note-taking strategies have served an essential role in the development of learning capabilities for university students. The project of study development of skills would cover important reading and note-taking approaches, as well as the significance of note-taking and key reading methods for studying the development of skills as well as the procedure of four note-taking approaches.

2. Discussion
2.1 Identification of effective reading techniques to help students become much more efficient readers
Reading is an essential tool for converting writings into something relevant for the individual student. Students can also use this strategy to adapt their form of written orientations into relevant communication with acceptable ideologies, flexibility, competence, and communication understanding (Atikahet al., 2017, p.39). The key reason for implementing the reading strategy is to boost an individual's comprehension and retention as well as for analytic knowledge. Reading also benefits with memory enhancement and emotional stability, which greatly enhances mental skills and analytical skills. In this perspective, different reading strategies are thoroughly explained below.

SQ3R (Survey-Question-Read-Recite-Review)
According to Siregar and Ilham,(2020, p.87), this is one of the fundamental reading and comprehension strategies that enable employees learners at the academic level to acquire the internal conception and fundamental ideologies of the material across the whole reading alignment duration in clear and coordinating activities. The approach is divided into five categories: survey, question, read, recite, and review.

Survey: During the survey element of the technique, students can access fundamental perceptions and ideas about just the specified writing work. For example, this is a much more in as well as concentrated reading of the book's introduction, overview, or abstract would be enough to obtain comprehensive perspectives on the theme.
Question: All through this phase, students are mostly not able to distinguish the actual meaning of subject matters or publications, but they are also capable of putting together numerous questions in their thoughts that apply to the ideas and concepts acquired (Djuanda et al., 2017, p.37). Question preparation during academic topic reading is essential for developing and enhancing the person's strategic planning and analytical thinking.
Read: Throughout this period, learners can find the complete book or educational issue in a precise and methodical manner in analysis to define the distinctive philosophies and ultimate consequence of the material. Recite: Throughout that whole process, specific learners responded to topic-relevant educational concerns in their thoughts, synchronizing phrases to encapsulate the accomplished and compact ideology (Siregar and Ilham, 2020, p.88).

Scanning:
It is one of the significant reading strategies that help individual students at the academic level. This strategy can help the learner for scanning the whole text of the academic papers and books to follow a proper succinct and strategic manner. The primary objective of implementing a checking reading methodology is to accurately identify detailed information. Throughout this scanned period of time, students can improve the purpose of addressing the topic, and then they participate in the detailed evaluating approach to recognize the resolution to the concerns by excluding irrelevant data from the full article. To begin, learners must evaluate the webpage clearly and comprehensively in an attempt to decide the theme and course (Lesmana and Resmini, 2020, p.578). To follow this strategy, learners can pre-read the entire book, title and chapter to gather knowledge about the concept of this academic topic, for that learner can easily understand the overview of their topic. The learners must then scan the pre-existing pictures and search for "strong" or "italicised" keywords all throughout the text to discover particular matter phrases for easier and faster understanding. To examine the medium learning of the academic subject, students should manage to read the abridged version, overview, or opening section in this style of reading approach. This sort of literature assignment generally takes 5-10 minutes to extract the topic's thoughts.

Skimming
This reading approach is used to provide the gist of learning resources from a lengthy text. This procedure should be used by students when pursuing any academic article or magazine. Students could use this methodology to immediately define the major points and fundamental ideologies of the material while skimming over the comprehensive overview of the circumstances. This reading strategy will help learners in giving a comprehensive assessment of the paragraph and preview new ideas and perspectives to recover a better understanding of the academic matter (Darmawan, 2017, p.5). The primary objective of this reading strategy is to enhance students' excellent analytical conceptual knowledge, as well as their capacity to spot essential themes from an array of subjects, which will enable them to improve in their educational endeavours. Skimming is also considered as examining academic literature by recognizing photographs, diagrams, and tables; reading fragments; and recognizing general emphases and monuments to provide the most extensive graphical representation of the topic's information. To collect the central concepts of the material, this skimming method adopts both transverse and longitudinal skimming and reading processes. Skimming techniques are classified into three types: overview, previewing and reviewing (Aritonanget al., 2019, p.102). During the comprehensive skimming procedure, students can quickly skim the issues discussed to understand the significant repercussions of the material and the author's innermost views.

Active reading style
This reading technique aims to get an analytical as well as an understanding of the academic material. Learners actively contribute to the comprehension of the contents with the aid of this methodology. The technique supplies the learners to develop comprehensive comprehension of the theme. In this process, the relevance of the topic has been evaluated which helps the pupils to identify the requirements of the topic. Hence, the understanding level is an important matter in the case of active reading style. During the application of this reading strategy, students must be deeply involved in the materials by employing key techniques such as reading or thinking openly, clarifying, underlining key words, predictions generating, and topic presentation. With the implementation of this kind of reading technique, learners may remain attentive and focused on what they are obtaining from the reading materials, as well as enhance their strategic thinking abilities.

2.2 Discuss four note-taking methods that will support learners in remembering new information.
The note-taking technique includes writing sentences instead of whole sentences. The individual learner has put down the essential terms that the learner needed to understand their entire idea. The Cornell approach, the approach of outlining, the method of mapping and the method of listing are four note-taking strategies. Those four methods of note-taking would be discussed and those four approaches also help the learners for collecting new information about the academic topics and also helps to enhance the study skills of the learner.

The method of Outlining
Outlining is likely the most common method for note-taking skills, and it has been used by college students to improve their learning style and study skills; the outline technique can automatically arrange the material with a highly structured form, and also help to arrange the material in a logical manner, and the approach is also providing a proper skeleton of the chapter or the subject of the lecture of their textbook that helps to serve as the ideal study skeleton. The Outlining approach can help in the organisation and creation of their thoughts in a deliberate and sequential flow (Morehead et al., 2020, p. 754). This strategy also provides learners with identifying significant quotations and information from prior publications, giving researchers a solid foundation and framework before they began the writing process. To establish this highlighting method, students must first end up choosing their topic and then define their objective because so many students are struggling to define about their main emphasis regarding their topic. After that, students should indeed compile a list premised on their key principles, which would be the most thinking up part of the writing process. Eventually, students must start organizing their core concepts and wipe out their central argument.

The Method of Cornell
The Cornell Method is a type of organizational, note-taking, and review strategy. Walter Pauk, a Cornell University lecturer, established this method in the 1950s. The strategy has been used to encourage learners to arrange the material into two lines with a row across the centre (Siegel, 2018, p. 86). The Cornell method comprises 4 processes that even if the learner can implement, their point of clarification capabilities will be increased, those steps are step one learner have documented the notes of their presentation, this step for the note-taking area is recording the provisional licence class notes.
The next step in the process of the Cornel method is to thoroughly consider all note cards that Lerner has gathered from the previous step, and afterwards, the learner has established a column for consciousness (Darmawan, 2017, p.9). Step three of this procedure is for students or learners to summarise their notations, and so they can be primed and ready a legal recognition of their presence in their own statements, and then the student can experiment with those notes by themselves. Cornel's methodology has been designed to follow those principles, and it has also contributed to the enhancement of study capabilities (Lu et al., 2020, p.7). For example, the Cornell method encourages reflective listening by the learners, and this methodology has also proven to be extremely more effective in helping their learners to remember their knowledge.

Mastering the Cornell methodology can also benefit students to develop more productive study habits and enhance their test performance.
The method of the listing
Another kind of note-taking methodology is the listing method, which requires writing with the components of the group as per the listing, which can only be distinguished by commas and surrounded by curly braces. The rule methodology in sets involves expressing the requirement that may have been applied to determine whether an element can belong to the collection (Flanigan and Titsworth, 2020, p.496). Learners have employed this approach to enhance their education, and lists might well be produced with small terms or entire chapters that can provide material in much more clarity. Most students can use this strategy if they haven't been ready to comprehend any other methods. Listing usually necessitates a large number of writing themes, so it might be challenging for the learners to stay consistent with their lectures in their course.

Mapping
Mapping is a method that involves the use of concentrate and processing capabilities to evolve into a note-taking structure to help to link every conception and knowledge or to just about every other notion (Morehead et al., 2019, p.808). Mapping is a diagrammatic display of the lecture's information. If students feel like taking notes employing mapping strategies, they should first write down the massive original subject, then insert and integrate with the sub-headings connected to their current subject, and then integrate those supporting principles with those sub-topics (Latif et al., 2017, p.137). Then, students may add additional information and then go through the notes they obtained to use the mapping procedure.

3. Conclusion
It can be concluded that one of the note-taking strategies is to write phrases rather than whole sentences. The single learner has written down the essential keywords because they need to comprehend their entire theory. Reading is an invaluable factor for translating information into something relevant to a particular learner and reading and note-taking activity has also been essential in the development of university students' learning strategies. This strategy can support students in changing from a form of written emphasis to a functional language with genuine beliefs, independence, proficiency, message comprehension, and retention. The study skills development project has addressed important reading and note-taking methods, as well as the necessity of note-taking and key reading procedures for study skills development, as well as the procedure of four note-taking approaches.

References
Aritonang, I.R., Lasmana, S. and Kurnia, D., 2019. The analysis of skimming and scanning techniques to improve students in teaching reading comprehension.PROJECT (Professional Journal of English Education),1(2), pp.101-106.
Atikah, I., Iswara, P.D. and Djuanda, D., 2017. PenerapanMetode Survey, Question, Read, Recite, Review (SQ3R) DenganPermainan “PosPelangi” UntukMeningkatkanKemampuanMenyimpulkan Isi CeritaAnak Yang Dibaca. Jurnal Pena Ilmiah, 2(1), pp.31-40.
Bonsaksen, T., Småstuen, M.C., Thørrisen, M.M., Fong, K., Lim, H.B. and Brown, T., 2019.Factor analysis of the Approaches and Study Skills Inventory for Students in a cross?cultural occupational therapy undergraduate student sample.Australian Occupational Therapy Journal, 66(1), pp.33-43.
Darmawan, S.L., 2017. THE IMPLEMENTATION OF THE SKIMMING TECHNIQUE TOWARDS STUDENTS READING COMPREHENSION.Premise: Journal of English Education and Applied Linguistics, 5(2), pp.1-10.
Flanigan, A.E. and Titsworth, S., 2020. The impact of digital distraction on lecture note-taking and student learning.Instructional Science, 48(5), pp.495-524.
Latif, H., Khaerunnisa, K., Hamid, R. and Kaimuddin, K., 2017. Interactive Strategy Trainer for Active Reading and Thinking (I start) for the Students' Reading Comprehension. Exposure,6(1), pp.118-138.
Lesmana, Y. and Resmini, S., 2020. STUDENTS RESPOND TOWARD THE USE OF SCANNING TECHNIQUES IN READING RECOUNT TEXT. PROJECT (Professional Journal of English Education),3(5), pp.577-581.
Lu, J., Kiewra, K.A. and Zhang, Y., 2020. Concept map versus matrix note-taking: Achievement, attitude, and note-taking effects.Skills development assignmentInternational Journal of Humanities and Social Science, 10, pp.1-8.
Morehead, K., Dunlosky, J. and Rawson, K.A., 2020. How much mightier is the pen than the keyboard for note-taking? A replication and extension of Mueller and Oppenheimer (2014).Educational Psychology Review, 31(3), pp.753-780.
Morehead, K., Dunlosky, J., Rawson, K.A., Blasiman, R. and Hollis, R.B., 2019. Note-taking habits of 21st-century college students: implications for student learning, memory, and achievement. Memory, 27(6), pp.807-819.
Siegel, J., 2018. Did you take “good” notes?: On methods for evaluating student notetaking performance. Journal of English for Academic Purposes, 35, pp.85-92.
Siregar, N.R. and Ilham, M., 2020. The Influence of Survey, Question, Read, Recite, Review Method Toward Reading Comprehension Ability Mediated by Working Memory. JPI (JurnalPendidikan Indonesia),9(1), pp.85-94.