%0 Thesis
%9 Skripsi
%A Susi, Aslamiyah
%A Universitas Pakuan,
%A Fakultas Keguruan dan Ilmu Pendidikan,
%A Pendidikan Bahasa Inggris,
%B Pendidikan Bahasa Inggris
%D 2025
%F eprintsunpak:9890
%I Universitas Pakuan
%T EFL STUDENTS’ PRACTICES ON ANNOTATING ACADEMIC TEXTS
%U http://eprints.unpak.ac.id/9890/
%X In the Indonesian academic context, reading English academic texts poses  significant challenges for university students due to text complexity and limited  support. To address these difficulties, students often adopt reading strategies such  as annotation. This research aims to investigate the annotation practices used by  EFL students in reading academic texts. It employed a descriptive qualitative  method involving six students from semester 8 of English Language Education  Study Program at a private university in Bogor. The data were collected through  documentation of students’ annotated texts and semi-structured interviews. The  analysis applied Marshall’s framework, which categorizes annotations into three  types: Anchor Only, Content Only, and Compound (Anchor and Content). The  findings revealed that four students used Anchor Only annotations (highlighting and  underlining), one student used Content Only annotations (notes without text  marking), and three students used Compound annotations (a combination of text  marking and written comments). Interviews showed that students annotated not  only to simplify comprehension, but also to categorize information, compare  sources, and strengthen connections between texts and their own ideas. These  practices show that annotation serves to aid reading comprehension in academic  reading. Therefore, the research suggests that encouraging annotation can be  beneficial for students to engage more actively with academic texts.  Keywords: annotation, academic texts, EFL students