<![CDATA[The main objective of this study was to determine the significant difference in improving students' reading comprehension before and after being taught using the Cornell Note-Taking method. This type of research is quantitative research using a quasi-experimental research design. This study sampled 62 of 287 students. Researchers collected data with pre-and post-tests. The test is multiple-choice with recount text material. The analysis revealed a significant difference between the experimental and control classes. After using Cornell Note-Taking, the experimental class scored 61.03 on the pre-test and 76.52 on the post-test, a 15.49 increase. Without treatment, the control class scored 54.32 pre-test and 67.87 post-test, a 13.55 increase. Experimental class scores were higher. Meanwhile, through the Independent Samples T-test, the T-test sig. (2-tailed) shows 0.000 < 0.050, which means Ha is accepted and Ho is rejected. On the other hand, the result of the t-table test using a significance level of 5%, the resulting t-test value is greater than the t-table (5.410 > 1.670). The resulting p-value of 0.000 is smaller than the significance level of 0.050, so the results of applying the Cornell Note-Taking method are proven effective and can improve students' reading comprehension skills.]]>
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