eprintid: 9890
rev_number: 7
eprint_status: archive
userid: 48
dir: disk0/00/00/98/90
datestamp: 2025-09-15 07:24:51
lastmod: 2025-09-15 07:24:51
status_changed: 2025-09-15 07:24:51
type: thesis
metadata_visibility: show
creators_name: Susi, Aslamiyah
creators_NPM: 031121028
contributors_type: http://www.loc.gov/loc.terms/relators/THS
contributors_type: http://www.loc.gov/loc.terms/relators/THS
contributors_name: Atti, Herawati
contributors_name: Leora, Grahadila A
contributors_NIDN: 0029016801
contributors_NIDN: 0405088602
corp_creators: Universitas Pakuan
corp_creators: Fakultas Keguruan dan Ilmu Pendidikan
corp_creators: Pendidikan Bahasa Inggris
title: EFL STUDENTS’ PRACTICES ON ANNOTATING ACADEMIC TEXTS
ispublished: pub
subjects: 20
divisions: Pro_PBEN
full_text_status: public
abstract: 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
date: 2025
date_type: published
institution: Universitas Pakuan
department: Pendidikan Bahasa Inggris
thesis_type: Skripsi
thesis_name: Sarjana
citation:   Susi, Aslamiyah  (2025) EFL STUDENTS’ PRACTICES ON ANNOTATING ACADEMIC TEXTS.  Skripsi thesis, Universitas Pakuan.   
document_url: http://eprints.unpak.ac.id/9890/1/FIX%20BANGET%20SUSIASL_EFL%20STUDENTS%27%20PRACTICES%20ON%20ANNOTATING%20ACADEMIC%20TEXTS_compressed.pdf