Students’ Annotation in Reading Recount Text at Grade 8 Of SMP Swasta Hosana

Reading comprehension is an essential skill for junior high school students,
particularly in understanding recount texts that involve vocabulary comprehension,
text structure, chronological order, and language features. This study aimed to
identify the types of annotations made by students in reading recount texts and to
explain the reasons why students make annotations. This research employed a
descriptive qualitative design. The data were collected from students’ annotated
worksheets, classroom observation, and semi-structured interviews with six
selected students of grade VIII-B at SMP Swasta Hosana Medan. The data were
analyzed through data condensation, data display, and conclusion drawing. The
findings revealed that students made various types of annotations, including
vocabulary annotation, structural annotation of recount text, transition word
annotation, question annotation, and grammar or tense annotation. These
annotations were used to translate unfamiliar vocabulary, identify the generic
structure of recount texts, follow the sequence of events, clarify unclear
information, and recognize past tense verb forms. Furthermore, the interview results
showed that students made annotations to help them understand the text more
clearly, maintain focus while reading, avoid confusion, and engage more actively
with recount texts. Overall, the findings indicate that annotation functions as an
effective reading strategy that supports students’ reading comprehension and active
engagement with recount texts.