Students' Ability in Using Discourse Markers to Build Coherence in Compositions

The study attempts to find out how Indonesian students apply Discourse Markers (DMs) to build coherence in English compositions. It employs a descriptive design, analyzing 52 target DMs and how they are used in 21 argumentative papers. The participants of the study were 21 Master's students maj...

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Bibliographic Details
Published in:TEFLIN journal 2016-07, Vol.27 (2), p.203
Main Authors: Patriana, Andhina W, Rachmajanti, Sri, Mukminatien, Nur
Format: Article
Language:English
Subjects:
Academic Language
Applied Linguistics
argumentative essays
Coherence
cohesion
Communication Problems
Discourse markers
English
English (Second Language)
English as a second language
English as a second language instruction
English Instruction
English language
English teachers
Essays
Foreign Countries
Graduate Students
Grammar
Indonesian
Indonesian language
Language teachers
Logic
Logical Thinking
Masters Programs
Miscommunication
Native Speakers
Persuasive Discourse
Professional development
Research Problems
Researchers
Second Language Instruction
Second Language Learning
Semantics
Semiotics
Sentences
Students
Studies
Taxonomy
Teacher Education Programs
Teaching Methods
Translation
Writing
Writing (Composition)
Writing Instruction
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Summary:The study attempts to find out how Indonesian students apply Discourse Markers (DMs) to build coherence in English compositions. It employs a descriptive design, analyzing 52 target DMs and how they are used in 21 argumentative papers. The participants of the study were 21 Master's students majoring in English Language Teaching (ELT). The results reveal that the participants employ 44 DMs in 234 occurrences, and use some DMs inappropriately in 118 occurrences. The problematic matters cover: non-equivalent exchange, overuse, surface logic, misinterpreted relation, and mistranslation. The study concludes that although the participants have shown their awareness of using DMs to build coherent compositions, there are areas where improvement is needed to increase their ability in using DMs appropriately and effectively to make their writing better and more logically connected. Recommendations to English teachers are also given as pedagogical implications of this study.
ISSN:0215-773X
2356-2641
DOI:10.15639/teflinjournal.v27i2/203-216