The effect of selective listening strategy on note taking and summarizing skills of bilingual 5th grade students

Selective listening is listening according to the interests and needs of individuals. This method helps students to take notes and summarize because they are listening according to their interests and needs. Instead of trying to take notes of everything they listen to on this side, it gives an awareness of what is needed in the rested text, just to take a note or summarize what is necessary. In this context, with the aim of studying, it is expected that with the application of the method at the 5th grade level in middle school, the students will be able to note and summarize their listening skills. The research was carried out on the 5th grade students of secondary school who are studying in Tekman district of Erzurum- Çevirme secondary school. The 5th Grade students who make up the working group consist of 11 males and 12 girls. All of the students in the group have acquired Kurdish as their main language and they have started to learn Turkish as a second language at school. It is assumed that the success of the study group does not affect the socio-economic level, gender gap and listening environment. The study is designed according to the Action Research Model, which provides researchers with the opportunity to study multiple aspects of the research topic, revealing quantitative and qualitative data. Quantitative and qualitative data were included in the research and qualitative data were obtained from the "Teacher Interview Form" developed by the researcher and "Listening Process Student Interview Form" and the findings of the study were obtained by analyzing these data by the content analysis method. DBT, which constitutes the quantitative data part of the study, consists of 20 questions considering the renewed Bloom Taxonomy. While 20 questions are 13 multiple choice tests, 5 questions are filled with spaces and the remaining 2 questions are asked in classical style. DBT was prepared accordingly because it wanted to measure the skills of the students for understanding, remembering and analyzing steps. The results of the DBT test made before and after the 12 week practice were interpreted by using the t-test. According to this, thanks to 12 weeks of selective listening education practices, there was a remarkable development in students' note taking and summarizing skills. The Teacher Interview Form was applied to colleagues working at the same place where the researcher was working and at the same time working as a teacher. In the form in which the four teachers expressed their views, the names of the teachers were concealed and named as "K1, K2, K3 and K4", respectively. The answers from the teachers were evaluated by means of content analysis and the responses were classified and classified in general expressions and subcategories. As a result, teachers generally encourage students to be at a normal level of listening and to engage in activities that will give more attention to listening skills. One of the qualitative data of the said action research is the "Student Interview Form" applied to the students. By analyzing the content of the data obtained from this form, it was revealed how the 12-week listening training process according to the students passed. The answers to the questions are tabulated and presented under the subcategories and general expressions. The students said that the listening environment was bad while some said that the positive aspects of the listening activities were more positive and the summarizing and note-taking skills were improved. The results of the research show that the selective listening strategy contributes positively to the ability to taking notes and summarize the Grade 5 students. Such listening exercises should be more practiced by the teachers and should be emphasized at least as literacy skills. Listening education is applied only once a month, depending on the listening texts in each school in the textbooks. There is no application in the field of listening except for the book. Listening education is not effective on the students when the questions about the measurement of this skill are not asked in the exams made. In such a situation it is impossible for students to develop their listening skills at the desired level without practice. Our teachers should do this and so on, which will develop students' selective listening skills and the techniques they use by paying attention to this topic. Selective listening skill enables both teachers and students to save time, allowing them to arrive in a timely and accurate way to take part in the text and use it. For this reason, it is a strategy that can be applied especially in the class which is more in terms of the number of students. Teachers who will apply the strategy can use it for the development of skills other than taking notes and summarizing skills. It can also be used for other courses with the interdisciplinary method to save time in education. Key words: Selective Listening, taking notes, summarizing