THE USE OF DISCOURSE MARKERS ON ARGUMENTATIVE …

i

THE USE OF DISCOURSE MARKERS

ON ARGUMENTATIVE AND EXPOSITORY ESSAYS

IN CRITICAL READING AND WRITING I

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Marcelina Winny Ajeng Larasati

Student Number: 131214102

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2018

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i




A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By



ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2018


ii

A Sarjana Pendidikan Thesis on




By



Approved by

Advisor

Truly Almendo Pasaribu, S.S., M. A.

Date

14 December 2017


iii

A Sarjana Pendidikan Thesis on




By

MARCELINA WINNY AJENG LARASATI


Defended before the Board of Examiners

on 16 January 2018

and Declared Acceptable

Board of Examiners

Chairperson : Yohana Veniranda, M.Hum., M.A., Ph.D. ________________

Secretary : Barli Bram, M.Ed., Ph.D. ________________

Member : Truly Almendo Pasaribu, S.S., M.A. ________________

Member : Markus Budiraharjo, M.Ed., Ed.D. ________________

Member : Priyatno Ardi, S.Pd., M.Hum. ________________

Yogyakarta, 16 January 2018

Faculty of Teachers Training and Education

Sanata Dharma University

Dean,

Rohandi, Ph.D.


iv

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work

or parts of the work of other people, except those cited in the quotations and the

references, as a scientific paper should.

Yogyakarta, 16 January 2018

The Writer


131214102


v

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Marcelina Winny Ajeng Larasati

Nomor Mahasiswa : 131214102

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:




Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata

Dharma hak untuk menyimpan, mengalihkn dalam bentuk media lain,

mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan

mempublikasikan di Internet atau media lain untuk kepentingan akademis tanpa

perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama

tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 16 Januari 2018

Yang menyatakan



vi

ABSTRACT

Larasati, Marcelina Winny Ajeng. 2018. The Use of Discourse Markers on

Argumentative and Expository Essays in Critical Reading and Writing I.

Yogyakarta: English Language Education Study Program, Sanata Dharma

University.

Discourse Markers (DMs) are an essential device to build cohesion and

coherence in writing. English students need to master discourse markers so that

their work could be cohesive and coherent. In this research the researcher wanted

to reveal how the DMs use by the students of PBI.

Accordingly, this study is aimed to answer these research questions; the

first is, what types of discourse markers are used in argumentative and expository

essays written by PBI students’ batch 2015? The second, what types of

inappropriateness are found in the students’ use of discourse markers?

This research is descriptive qualitative research. To answer the first

research question, the researcher used Fraser’s (1999) discourse markers

taxonomy. While in answering the second research question, the researcher used

Kao and Chen’s (2011) misuse patterns of DMs.

Based on the result of the research, in argumentative essays, PBI students

used elaborative markers (62%), reason (14%), contrastive markers (12%),

inferential markers (6%), exemplifiers (4%), and conclusive markers (1%).

Elaborative, reason, and contrastive markers were mostly used by the PBI

students. While in expository essays, the researcher found elaborative markers

(52%), contrastive markers (14%), reason (12%), inferential markers (11%),

exemplifier (8%) and conclusive markers (3%). The markers that commonly used

by the students were Elaborative, contrastive, and reason markers. For the second

research question, the researchers found the most common misuse markers in both

essays were overuse, wrong relation, and semantic incompletion.

In conclusion, all of the six subcategories of discourse markers were found

in argumentative and expository essays. The researchers found the most common

misuse markers in both essays were overuse, wrong relation, and semantic

incompletion. The researcher recommends for future researchers to do similar

research on other essays because the essays that are learnt by the PBI students are

not only argumentative and expository. In addition, the researcher also

recommends for the future researcher to take the data from the series of time, not

one-time data.

Keywords: discourse markers, argumentative essay, expository essay, writing


vii

ABSTRAK

Larasati, Marcelina Winny Ajeng. 2018. The Use of Discourse Markers on

Argumentative and Expository Essays in Critical Reading and Writing I.

Yogyakarta: English Language Education Study Program, Sanata Dharma

University.

Penanda Wacana merupakan hal yang penting untuk membuat tulisan

menjadi kohesi dan koheren. Para pelajar Bahasa Inggris seharusnya menguasai

penanda wacana dengan baik agar tulisan mereka menjadi kohesi dan koheren.

Pada penelitian ini, peniliti ingin mengungkapkan bagaimana DMs digunakan

oleh siswa Pendidikan Bahasa Inggris dalam Argumentatif dan Ekspositori Essay.

Dengan demikian, penelitian ini bertujuan untuk menjawab pertanyaan

penelitian sebagai berikut; Yang pertama adalah jenis penanda wacana apa yang

digunakan dalam esai argumentative dan ekspositori yang ditulis oleh siswa PBI

tahun angkatan 2015. Yang kedua adalah jenis ketidaksesuaian apa sajakah yang

dapat ditemukan dalam penggunaan penanda wacana tersebut?

Penelitian ini merupakan penelitian deskriptif kualitatif. Untuk menjawab

pertanyaan penelitian pertama, peneliti menggunakan taksonomi penanda wacana

oleh Fraser (1999). Sementara dalam menjawab pertanyaan penelitian kedua,

peneliti menggunkan pola penyalahgunaan penanda wacana oleh Kao dan Chen

(2011).

Berdasarkan hasil penelitian, dalam esai argumentatif, siswa PBI

menggunakan penanda elaborative (62%), reason (14%), contrastive (12%),

inferential (6%), examplifiers (4%), and conclusive (1%). Penanda wacana

elaborative, reason, dan contrastive adalah penanda wacana yang biasa dipakai

oleh siswa PBI. Sementara pada esai ekspositori, peneliti menemukan penanda

elaborative (52%), contrastive (14%), reason (12%), inferential (11%),

exemplifier (8%) dan conclusive (3%). Ini berbeda dengan esai argumentative;

penanda yang biasa dipakai oleh siswa adalah penanda elaborative, contrastive

dan reason. Untuk pertanyaan penelitian kedua, peneliti menemukan bahwa

penyalahgunaan yang paling umum dalam kedua esai tersebut adalah overuse,

wrong relation, dan semantic incompletion.

Kesimpulannya, keenam subkategori penanda wacana tersebut ditemukan

dalam esai argumentatif dan ekspositori. Penulis menemukan tanda-tanda

penyalahgunaan yang paling umum di kedua esai itu terlalu banyak, salah, dan

tidak lengkap. Peneliti merekomendasikan agar peneliti masa depan melakukan

penelitian serupa mengenai esai. Selain itu, peneliti juga merekomendasikan agar

peneliti masa depan bisa mengambil data dari rangkaian waktu, bukan data satu

waktu.

Kata Kunci: discourse markers, argumentative essay, expository essay, writing


viii

ACKNOWLEDGEMENTS

The completion of this thesis has been made possible by the support of my

advisor, family, and friends. Firstly, I would like to express my gratitude to my

advisor, Truly Almendo Pasaribu S.S., M. A., for her guidance, suggestions,

encouragement and kindness during the process of writing this thesis.

My special gratitude also goes to Joko Susiantono, Kristin Handayani, and

Maria Eugenia Putri Perwitasari and Aloysius Gonzaga Hastya Winantyo for their

love. I also thank all of my friends in the English Language Education Study

Program.



ix

TABLE OF CONTENTS

Page

TITLE PAGE .................................................................................................. i

APPROVAL PAGE ........................................................................................ ii

STATEMENT OF WORK’S ORIGINALITY ............................................... iii

PERNYATAAN PERSETUJUAN PUBLIKASI ................................................ iv

ABSTRACT .................................................................................................... v

ABSTRAK ........................................................................................................ vi

ACKNOWLEDGEMENTS ............................................................................ vii

TABLE OF CONTENTS ................................................................................ viii

LIST OF TABLES .......................................................................................... xi

LIST OF APPENDICES ................................................................................. xii

CHAPTER I INTRODUCTION

A. Research Background.......................................................................... 1

B. Research Questions ............................................................................. 4

C. Research Significance ......................................................................... 4

D. Definition of Terms ............................................................................. 5

CHAPTER II REVIEW OF RELATED LITERATURE

A. Theoretical Description ....................................................................... 7

B. Theoretical Framework ....................................................................... 12


x

CHAPTER III METHODOLOGY

A. Research Method ................................................................................. 13

B. Instrument and Data Gathering Technique ......................................... 14

C. Data Analysis Technique .................................................................... 16

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

A. Types of Discourse Markers used in Critical Reading and Writing ... 18

B. The Inappropriateness ......................................................................... 30

CHAPTER V CONCLUSION, IMPLICATION, AND RECOMMENDATION

A. Conclusion .......................................................................................... 34

B. Implication .......................................................................................... 35

C. Recommendation................................................................................. 35

REFERENCES ................................................................................................ 37

APPENDICES ................................................................................................ 40


xi

LIST OF TABLES

Tables Page

2.1 Fraser’s Subcategory of Discourse Markers ............................................. 9

2.2 Martinez’s Subcategories of Discourse Markers ...................................... 9

2.3 Kao and Chen’s Types of Inappropriateness ............................................ 10

3.1 Argumentative Essay Checklist ................................................................ 14

3.2 Expository Essay Checklist ....................................................................... 15

3.3 Discourse Markers Inappropriateness ....................................................... 15

4.1 Discourse Markers Used By PBI Students................................................ 19

4.2 Elaborative Markers .................................................................................. 21

4.3 Conclusive Markers .................................................................................. 22

4.4 Reason Markers ......................................................................................... 24

4.5 Contrastive Markers .................................................................................. 26

4.6 Inferential Markers .................................................................................... 27

4.7 Exemplifiers Markers ................................................................................ 29

4.8 The Occurrence of Inappropriateness ....................................................... 30


xii

LIST OF APPENDICES

Appendices Page

APPENDIX A ................................................................................................. 41

APPENDIX B ................................................................................................. 64

APPENDIX C ................................................................................................. 78

APPENDIX D ................................................................................................. 84

APPENDIX E ................................................................................................. 86


1

CHAPTER I

INTRODUCTION

This chapter consists of four parts. The first part is the research

background that gives an overview of the basic reasons conduct the study. The

second part is the research question which states the problem of the study

discussed. The third part is benefits of the study that states the advantages of the

study. The last part presents the definition of terms.

A. Research Background

In general, writing in second language is viewed as a demanding task, and

English as the second language learners. Discourse markers are the essential

devices in writing to make the writing coherent and cohesion. The English

learners are expected to be able to produce discourse that is suitable to the rules of

discourse created by their native counterparts. They need to be familiar with the

various components of writing that would assist them to write effectively (Nuna,

1991).

Halliday (1989) says that writing requires much effort and judgment as a

clarifying act. This is also in line with Nuna (1991) who claims that writing is not

a simple and easy process of writing words on papers but it is a consequential

product of that process. The ability for showing their thoughts and composing

articles in a foreign or second language consistently and precisely is a main

accomplishment that native speakers of English never precisely learn (Celce-

Murcia, 2001). In short, for those who have not learnt the language skills


2

requires to interpret their thoughts into a comprehensible text, writing might be

challenging.

One of the study programs in Sanata Dharma University that learns about

English Language is English Language Education Study Program. One of the courses

offered in ELESP that is related to the writing area is Critical Reading and Writing.

CRW is offered in Semester 3 for those who have passed the Basic reading 1 and 2,

Basic Writing and Paragraph Writing. Critical Reading and Writing is a course that is

designed to help student responses to an issue or passage critically. The texts that are

learnt in CRW are argumentative, persuasive and expository essays. CRW course is

in the third semester. The students are trained to logically response, analyzed, and

proven their thought with evidence. The students also expected to write meticulously

since they had passed Basic Writing and Paragraph Writing. The goals of this course

are to make the students able to comprehend the passage given and write their

responses critically.

Since the prerequisite courses to take this course are Basic Reading 1 and

Basic Reading 2, Basic Writing and Paragraph Writing, the students are expected to

master the minimum requirements in writing. The minimum requirements include

among others, agreement, discourse markers, grammar, tenses, spelling, and diction.

The students are also expected to be accustomed to the stages of the writing process.

The first step is prewriting. Prewriting should be done before starting to make the

draft. Prewriting includes brainstorming on ideas of a tape, reading and taking notes

on a topic, making visual map of the concepts, asking questions about a topic and


3

making an outline of the paper. The second one is drafting. Drafting is the stage to

put the ideas into paragraph. There are five separate writing techniques that are

needed; they are thesis statement, topic sentences, sufficient support, coherence and

unity. Thesis statement is a sentence statement that is being the essential part of

paper. A good thesis statement let the reader know what paper is about. The

paragraphs that follow should support this statement, and each paragraph should

focus on one of the possible causes. Each paragraph should begin with a topic

sentence that states the main idea of that paragraph. Just like the thesis statement, the

topic sentence let the reader know what the paragraph contains. While the opinions

and thoughts are important, the writer needs to support the topic ideas by developing

the paragraphs with evidence from the credible sources. After that coherence is also

needed. If an essay is coherent, all the paragraphs are related to one another.

Discourse markers help to create the bridges between sentences, words such as:

however, for example, in other words, in contrast, nevertheless, etc. The last one is

unity, It is to make sure all sentences are related to the topic sentence and all

paragraphs relate to the thesis. After finishing the drafts, revising, editing and

proofreading are needed. These three steps are needed to know the things that the

writer should revise. These are such a way to make the writing perfect.

Given the fact that English has become the language of communication all

over the world, EFL learners need to write effectively so as to be able to deal with the

challenges for their academic sakes. Thus, awareness of the use and practicality of

discourse markers (DMs) can contribute to the overall quality of the discourse


4

produced by ESL / EFL learners. Rahimi (2011) rightly pointed out that DMs

constitute an essential component of communicative competence.

Since discourse markers is an essential thing in writing to build the cohesion

and coherent, the researcher wants to investigate the use of DMs on the

argumentative and expository essay in Critical Reading and Writing I.

B. Research Questions

Based on the background, the researcher formulates the following questions:

1. What types of discourse markers are found in argumentative and expository

essays in Critical Reading and Writing I?

2. What types of inappropriateness are found in the students’ use of discourse

markers?

C. Research Significance

The researcher believes that this study will be useful and beneficial for some

parties who want to know more about the use of discourse markers.

1. English Learners

This research is about the use of discourse markers that the English learners

used. It includes in the inappropriateness of the use of discourse markers. Through

this research, learners are expected to understand the common mistakes that they

make in using discourse markers.


5

2. English Teachers

The results of this research can help English teachers to provide good

examples of the inappropriateness of the use of discourse markers and to minimalize

that inappropriateness.

D. Definition of Terms

In order to give more understanding to readers, this section defines some main

terms which are frequently used in this research. There are four terms, namely

discourse markers, essays, argumentative essays, and expository essays.

1. Discourse Markers

The main theme of this research is discourse markers. Schriffrin (1987, p.31)

defines DMs as sequentially dependent elements which bracket units of talk. It is in

line with Carter (2007, p.441), who defines the same as intra-sentential and supra-

sentential linguistic units which fulfill a largely non-propositional and connective

function at the level of discourse. Discourse markers are used to connect one idea to

another.

2. Essays

According to Bruffee (1993), academic essay is a document that has a defined

structure - an introduction, a body and a conclusion. It is a piece of writing that gives

the author’s argument. Essay is a literary device that says almost about everything

and anything.

3. Argumentative essays


6

An argumentative essay is a genre of writing that requires the student to

investigate a topic; collect, generate, and evaluate evidence; and establish a position

on the topic in a concise manner. (Bruffee, 1993). An argumentative essay is critical

piece of writing where the writers provide an opinion either positive or negative

implication.

4. Expository essays

An expository essay are a genre of essay that requires the writer to investigate

an idea, evaluate evidence, expound on the idea, and set forth an argument

concerning that idea in a clear and concise manner (Bruffee, 1993). The writer

explains about an idea rather than provide the opinion about and issue.


7

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of two sections: theoretical description and theoretical

framework. The first section is theoretical description that provides the theoretical

review related to the topic of this research. The second section is theoretical

framework which provides information about the relation between the theories and

the research question of this research.

A. Theoretical Description

In this theoretical description section, the researcher discusses the theoretical

review related to the topic of this research.

1. Discourse Markers

Discourse markers include several different parts of coherence and structure.

The structure involves relationship such as topic relations and cohesive relations

between speech acts. The exchange structure indicates the mechanics of turn-taking

between participants. The information involves the ever-changing organization and

management of knowledge and meta-knowledge of participants in interaction

throughout the discourse (Steffensen & Cheng, 1996). DMs with ideational functions

mainly coherence between the ideas conveyed in the discourse such as cause-result or

temporal sequence. On the other hand, DMs that function at the action, exchange,

participation framework and informational state levels are interactional in nature.


8

Some studies interest in counting and comparing the frequencies of discourse

markers used in native speakers’ and non-native speakers’ written discourse. The

findings of this study suggest that non-native speakers use more discourse markers

that native speakers and there is an overuse of certain discourse markers in non-native

writings. Field and Yip (1992) does a comparative analysis on the use of cohesive

devices in the English essay writings of Cantonese speakers and native speakers of

English Language. According to Hallyday and Hasan’s (1976) framework and

classification of discourse markers, Field and Yip (1992) adopt only four categories

of discourse markers, they are: additive (e.g., also, in addition), adversative (e.g., in

contrast, but, however), causal (e.g., thus), and temporal (e.g., first, next). The

findings of this research are in their English essays, native Cantonese speakers

utilized more discourse markers that did their English native speaker counterparts.

Another researcher also does an investigation of discourse analysis yet in a

different genre. Pasaribu (2017) conducts a study to compare the male and female

student’s use of textual discourse markers in writing argumentative and expository

essay. In this research, the researcher uses Fraser’s classification (1999) on the

discourse markers. They are contrastive, elaborative and inferential markers. Both

female and male students’ essays are classified into these three classifications. The

findings of this study confirm that gender differences were not the main factor in

influencing one’s language choice.

The next research that has been conducted in this field was conducted by

Jalilifar (2008). The researcher adopts Fraser’s taxonomy of discourse markers and


9

examines the use of discourse markers in the descriptive writings of college students

who are segmented into three groups: junior, senior, and graduate students. The

findings of this research are similar to Rahimi (2011), who analyzes the use of

discourse markers in argumentative and expository writings of ESL Iranian university

students. She found that students frequently used elaborative markers, followed by

contrastive and inferential markers.

This study refers to Fraser’s (1999) taxonomy/subcategory of discourse

markers.

Table 2.1 Fraser’s Subcategories of Disscourse Markers

Markers Example

Contrastive However, although, but, yet, in contrast, on the other hand.

Elaborative In addition, also, and besides, furthermore

Inferential Accordingly, as a result, because of, therefore, thus

Reason After all, because, for this/that reason, since

Martinez (2004) noted two additional groups of discourse markers that were

not included in Fraser’s classification could be added to the elaborative markers.

They are:

Table 2.2 Martinez’s Subcategories of Discourse Markers

Markers Example

Conclusive In conclusion, in short, to sum up, in sum

Exemplifiers For example, such as, for instance, e.g.

Finally, Kao and Chen (2011) conduct research on discourse markers which is

focused on the inappropriateness of discourse markers itself. Kao and Chen found six


10

types of inappropriateness of discourse markers that occur in the Taiwanese students’

essays. They are:

Table 2.3 Kao and Chen’s Types of Inappropriateness

Inappropriateness Annotation

Non-equivalent exchange The use of discourse markers conveying the same textual

relation in an interchangeable manner when they are not.

Overuse The high density of the occurrence of DMs.

Surface logicality The use of DMs to impose logicality or bridge the gap

among proportions when actually their existence does not.

Wrong relation The failure of using a particular DM to express a certain

textual relation.

Semantic incompletion The lack of elaboration that makes a DM less functional.

Distraction The unnecessary uses of DMs.

2. Essays

Nuna explains an introduction contains the context or background of the

argument. In the introduction, the writer should introduce the content of the essay and

the theoretical perspective that is used. The writer should explain the definition of

terms in this part. The essential part of introduction is the thesis statement/line of

argument/central contention because here the writer states the main topic that would

be discussed (p. 92).

A body contains a number of paragraphs which present a topic sentence or

central idea supporting the thesis statement/line of argument. It also contains

developing sentences which extend on or amplify the topic sentence. Here, the writer

also gives evidence, example, references which support the topic sentence. The last

thing is it provides a concluding/linking sentence (p. 95).


11

A conclusion restates the thesis statement/line of argument/central contention

and summarizes the point and evidence the writer provided to support the thesis and

may suggest areas for further research/investigation.

Three main types of academic essays are a descriptive essay which describes

a subject, for example person, place or event, an expository essay which explains a

concept or theory, then the last one is an argumentative which presents an argument

through reasoning and the use of evidence (Celce-Murcia, 2001).

3. Argumentative Essay

Argumentative essays generally require empirical research where the student

collects data through interviews, surveys, observations, experiments, or literature

study. This writer should understand the different points of view regarding the topic

so that the writer may choose a position and support it with the evidence collected

during research (Rahimi, 2011).

Most academic essays will require the writer to present an argument through

reasoning and the use of evidence. In the process of planning the essay, the writer

need to respond to the assigned question by thinking, reading and writing to

considered position/stance or thesis statement. The thesis statement is expressed by

one or two sentences in the introductory paragraph of the essay, and supported in the

body of the essay by a series of topic sentences, one in each paragraph. Each topic

sentence is in turn supported by evidence and examples from reading, researching,

reflection, observation and analysis (Bruffee, 1993)


12

Argumentative essays should connect the thesis/focus statement and the major

points made to support it. It should also connect the topic sentences with the evidence

and examples used to develop and illustrate them.

4. Expository Essay

Expository Essay also calls explanatory essay. It shows other people’s views,

or reports an event or situation. It gives others information in detail and explains what

is difficult to be understood. The writer cannot give any criticism or argument. The

writer only explains an issue by analyzing it.

A good expository essay should consist of: First, the introductory paragraph

that clearly states what is to be analyzed or explained. Second, each of sentences of

the paragraph relates directly to the topic. Third, all of the paragraph are sequenced

properly and make smooth transition from one topic to another. Fifth, the concluding

paragraph reinforces the position in a meaningful way (Martinez 2011).

B. Theoretical Framework

In this section, the researcher presents the elaboration of how the theories are

used to answer the research questions. In this research, Fraser’s and Martinezs’ theory

on discourse markers are used by the researcher to answer the research questions.

Fraser’s and Martinezs’ subcategories of discourse markers are used in examining the

data. The data are classified into contrastive markers, elaborative markers, inferential

markers, reason markers, conclusive markers, and exemplifier markers.


13

After classifying sentences with the discourse markers included, the

researcher analyzes the inappropriateness occurs in the discourse markers. In

analyzing the inappropriateness, the researcher uses Kao’s and Chen’s types of

inappropriateness of discourse markers.


14

CHAPTER III

METHODOLOGY

In this chapter, the researcher explains the methodology that is used to answer

the formulated problems in this research. There are three parts in this chapter. They

are the research method, instrument and data gathering technique, and data analysis

technique.

A. Research Method

The source of the data that had been collected was 15 argumentative essays

and 15 expository essays written by PBI students in the third semester. The researcher

chose a class as the representative of the whole class. The data source of data that had

been collected was a one-time data from CRW I Class.

In this research, the researcher used a descriptive qualitative method, namely

the document analysis. The researcher described the data that had been collected

using words because the data were argumentative and expository essay written by

PBI student batch 2015 in Creative Reading and Writing I class.

In collecting data, the researcher used following steps: First, separating the

argumentative and expository essay and reading it. Second, sorting out the discourse

markers that are used into the Fraser’s (1999) discourse markers taxonomy

combining with Martinez’s (2014) types of discourse markers. Third, the researcher

validated the data that had been collected using AntConc application to count the


15

particular discourse markers. Then, the data that had been collected, researcher used

Kao and Chen’s (2011) theory to find the inappropriateness that occurred.

In analyzing the data the researcher identified the use of the discourse

markers by categorizing the data into the taxonomy of discourse markers by Fraser

(1999) combining with Martinez’s (2004) then Kao and Chen’s (2011) types of

inappropriateness. Then, the researcher used Creswell’s (2009) qualitative data

analyzing technique.

B. Instruments and Data Gathering Technique

There were two instruments that were used by the researcher. Human

Instrument and the rubric of discourse markers taxonomy by Fraser (1999) and

Martinez (2004) were the instruments that helped the researcher to gather the data.

The researcher is the human instrument because the researcher actively joined

the process of gathering data, read the data and sorted out the discourse markers. The

researchers were the instrument of the research because they analyze the data and also

give the meaning of the data (Creswell, 2009).

Here is the rubric of Fraser’s and Martinez’s Discourse Markers taxonomy that

the researcher used.

Table 3.1 Argumentative Essays Checklist

NO SENTENCES

DISCOURSE MARKERS SUBCATEGORIES

CONCLUSIVE ELABORATIVE CONTRASTIVE INFERENTIAL REASON EXAMPLIFIERS

1

2


16

3

4

5

TOTAL

Table 3.2 Expository Essays Checklist

NO SENTENCES



1

2

3

4

5

TOTAL

Table 3.3 Inappropriateness Checklist

NO SENTENCES

DISCOURSE MARKERS SUBCATEGORIES NON-

EQUIVALENT

EXCHANGE OVERUSE

SURFACE

LOGICALITY

WRONG

RELATION

SEMANTIC

INCOMPLETION DISTRACTION

1

2

3

4

Table 3.1 and Table 3.2 were used by the researcher to display the data from

argumentative essays and expository essays that the students made. In addition, Table

3.3 was used by the researcher to gather the inappropriateness that occurred in both

essays. The researcher used checklist to make it easier and easy to recheck when

gathering the data.


17

C. Data Analysis Technique

The data that had been collected were qualitative data. In analyzing the data,

researcher used Creswell (2009) technique (p.184). The following are the technique

that researcher used.

1. Organizing and preparing the data for analysis.

The data that had been collected were the sentences that used by PBI students in

the argumentative and expository essays. Researcher filled the rubric while reading

the essays. The data that collected was how often do the discourse markers used by

the students of PBI from different essays (argumentative and expository).

2. Reading through all the data.

After finding the data, then the researcher read through all the data to gain a

general sense of the information and reflect on the overall meaning.

3. Conducting analysis based on the specific theoretical approach and method.

In analyzing the data, the researcher used Fraser’s (1999) theory combining

with Martinez’s (2004) theory. The researcher classified the data into each discourse

markers that proposed by Fraser (1999) combining with Martinez’s (2014). After

that, to help the researcher get more data, the researcher used AntConc application.

Then, the researcher used Kao and Chen’s types of inappropriateness theory to

classify the inappropriateness that were occurred.


18

4. Generating a description of the setting or people and identify themes from the

coding.

First, the researcher made the coding of the data to make it easier to recheck.

After that the researcher made a description about how often that discourse markers

used in argumentative and expository essays. Then, the researcher also made the

descriptions of inappropriateness that were occurred.

5. Representing the data within a research report.

Here, the researcher summarized the result. The result helped the researcher in

representing the findings. Then, the researcher validated the data to researcher’s

advisor, Truly Almendo Pasaribu, and an English teacher, Darmantyo. The researcher

validated the data to English teachers to make sure the sentence classification belongs

to the right features.

6. Interpreting the larger meaning of the data.

Then, the researcher elaborated the findings that were found before. The

researcher found the larger meaning of that data, not just how often the Discourse

Markers used, but it was also the inappropriateness in using the Discourse markers.

Then the researcher used the data to answer both research questions.


19

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents the research findings gained from the study undertaken

and discusses them to answer the research question formulated in Chapter I. This

chapter discusses the discourse markers used on argumentative and expository essays

and the inappropriateness in using the discourse markers in Critical Reading and

Writing I.

A. Types of Discourse Markers Used in Critical Reading and Writing

This study focuses on the discourse markers that are used by the PBI students

in writing their argumentative and expository essay. In this section, the researcher

organizes the discourse markers that are used into a table and classifies it into some

subcategories of discourse markers by Fraser’s (1999) theory, and uses checklist for

the inappropriateness of the use of the discourse markers.

In order to answer the first research question, the researcher uses Fraser’s

(1999) types of discourse markers theory and collaborates it with Martinez’s (2004)

as the basic reference of analysis. He proposes four subcategories of discourse

markers, there are: contrastive, elaborative, inferential, and reason. Martinez (2004)

noted two additional groups of discourse markers that were not included in Fraser’s

classification and could be added to the elaborative markers included: conclusive and

exemplifiers. In presenting the findings, the researcher analyzes the discourse markers


20

that are used by PBI students on argumentative and expository essays as shown in

Table 4.1.

Table 4.1 Discourse Markers Used by PBI students in Argumentative and Expository

Essays

TYPE ARGUMENTATIVE EXPOSITORY

Ʃ % Ʃ %

elaborative 491 64.78% 286 51.72%

conclusive 10 1.32% 14 2.53%

reason 110 14.51% 66 11.93%

contrastive 97 12.81% 80 14.90%

inferential 48 6.43% 60 11.17%

exemplifier 31 4.10% 47 8.75%

TOTAL 758 100% 553 100%

Table 4.1 presents the number of the discourse markers that are used by

students in both argumentative and expository essays. It is found that students used

more discourse markers in argumentative essays (758) rather than in expository

essays (553). The discourse markers that are frequently found in argumentative

essays are the elaborative markers (64.78%). It is in line with the most used

subcategory that is used in the expository essays, the discourse markers used

frequently in expository essays is also elaborative markers (51.72%). This research

finds that all of the subcategories of discourse markers used by the students, yet there

are some discourse markers that cannot be found in the argumentative essays, they

are: otherwise, in short, to sum up, in sum, finally, lastly, eventually, on the whole, on

the other hand, nevertheless, nonetheless, thus, as a consequence, consequently,

hence, as a result, and for instance, according to; and in the expository essays, they


21

are: furthermore, according to, in conclusion, lastly, in substance, afterall, for

this/that reason, on the other hand, nevertheless, nonetheless, as consequence,

consequently, and as a result.

Table 4.1 shows the frequency and percentage of the subcategories of

discourse markers find in each essay, for argumentative essays they are 472

elaborative markers (62.35%), ten conclusive markers (1.32%), 99 reason markers

(13.08%), 97 contrastive markers (12.81%), 48 inferential markers (6.34%), and 31

exemplifier markers (4.10%). Then, in expository essays, they are 279 elaborative

markers (51.96%), 14 conclusive markers (2.53%), 66 reason markers (12.29%), 80

contrastive markers (14.90%), 60 inferential markers (11.17%), and 47 exemplifier

markers (8.75%). To support the data presentation, the researcher provides and

discusses the evidences of discourse markers used by the PBI students in

argumentative and expository essays.

1. Elaborative Markers

As seen in Table 4.1 the discourse markers that are frequently found in both

argumentative and expository essays are elaborative markers. It means that in both

essays, the students had a tendency to elaborate the ideas more rather than

concluding, giving reason, contrasting, inferring, and giving example. Rahimi (2011)

states that the students tend to elaborate more because the most familiar markers that

they know are elaborative markers. Table 4.1 also shows the variants of the discourse

markers. They are: and, also, furthermore, in addition, moreover, likewise, otherwise,

and according to.


22

Table 4.2 Elaborative Markers Used in Argumentative and Expository Essays

TYPE DISCOURSE

MARKERS

ARGUMENTATIVE EXPOSITORY

Ʃ % Ʃ %

ELABORATIVE And 301 39.71% 237 42.86%

Also 161 21.24% 34 6.15%

Furthermore 3 0.40% 3 0.54%

in addition 4 0.53% 4 0.72%

Moreover 3 0.40% 2 0.36%

Likewise 12 1.58% 1 0.18%

Otherwise 0 0.00% 1 0.18%

according to 7 0.92% 4 0.72%

TOTAL 491 64.8% 286 51.72%

From Table 4.2 above, two variants of discourse markers that are most

frequently found in argumentative essays are 301 and (39.71%), and 161 also

(21.24%). Then in expository essays, three discourse markers that are frequently

found are 237 and (42.86%), 34 also (6.15%), and four in addition (0.72%). The and

discourse markers found in the middle of the sentence to connect three or more series

in the sentence as shown in the excerpt [a] and used to coordinate two independent

clause. The discourse markers also, mostly used to show similarity as seen in the

excerpt [c]. Then, the students used in addition to add additional information of the

previous sentence. Mostly, they put the discourse in addition in front of a sentence as

shown in the excerpt [d].

[a] Besides alcohol can cause your brain damage, serious mental health problem,

alcoholism, blackouts, memory loss, and anxiety. (A120)


23

[b] For example, the age of the mother during pregnancy and women who

pregnant but suffer diabetes. (A14)

[c] In addition to the physical effects of taking diet pills, the potential

psychological consequences should also be considered. (A35)

[d] In addition, if someone have already infected the virus last than 3 days,

emergency HIV pills can be used to decrease the spreading of the virus and

may kill the virus in the body. (A40)

In short, elaborative markers are frequently found in both argumentative and

expository essays. The variant that are used are and, also, and likewise.

2. Conclusive Markers

Conclusive markers are the least discourse markers that are found in

argumentative and expository essays. It means that in both essays, students have

fewer tendencies to conclude the main idea of their essays. Agreeing with Schriffin,

conclusive markers are used to conclude the main topic of the writings (1987). Table

4.3 shows the variants of the discourse markers. They are: in conclusion, in short, to

sum up, in sum, finally, lastly, in summary, in a nutshell, eventually, on the whole,

and in substance. Some variants of conclusive markers are not found in

argumentative essays. They are: in short, to sum up, in sum, finally, lastly, and

eventually. While, in expository essays, variants that are not used by the students are:

in conclusion, lastly, and in substance. As shown in Table 4.1, conclusive markers

are more frequently used in the expository essays (2.53%) rather than in

argumentative essays (1.32%).

Table 4.3 Conclusive Markers Used in Argumentative and Expository Essays

TYPE DISCOURSE ARGUMENTATIVE EXPOSITORY


24

MARKERS Ʃ % Ʃ %

CONCLUSIVE In conclusion 3 0.40% 0 0.00%

In short 0 0.00% 1 0.18%

To sum up 0 0.00% 2 0.36%

In sum 0 0.00% 2 0.36%

Finally 0 0.00% 4 0.72%

Lastly 0 0.00% 0 0.00%

In summary 1 0.13% 1 0.18%

In a nutshell 5 0.66% 2 0.36%

Eventually 0 0.00% 1 0.18%

On the whole 0 0.00% 1 0.18%

In substance 1 0.13% 0 0.00%

TOTAL 10 1.32% 14 2.53%

As shown in Table 4.3 above, the researcher finds that the three most used

variants of conclusive markers in the argumentative essays are five in a nutshell

(0,66%), three in conclusion (0,40%), and one in summary (0,13%). Most of the

students used in a nutshell to simplify their ideas as seen in excerpt [e], [f], and [g].

In the excerpt [e], [f], and [g] the student is going to simplify the whole idea

elaboration into the main idea. Then, in conclusion also the most used variant of

conclusive discourse markers. The students usually use the conclusive discourse

markers in the last paragraph of their essays to conclude their ideas.

[e] In a nutshell, paper industry is the 5th largest consumer of energy in the

world. (A107)

[f] In conclusion, there are three reasons why styrofoam should be banned or at

least reduced of using styrofoam as food containers. (A70)

[g] In summary, reclamation is an activity that making a new land on land that

had been covered by water, such as river, bank or coastal. (A114)


25

In short, conclusive discourse markers are the less discourse markers found on

both argumentative and expository essay.

3. Reason Markers

Reason markers are the second frequent discourse markers that are found in

argumentative essays and the third frequent used in expository essays. The variants of

the reason markers are after all, because, for this / that reason, since and because of.

In argumentative essays, the students used all of the reason markers variants. On the

other hand, in expository essays, the students did not use after all and for this or that

reason. As Werlich (1982) argues, different text genres require different relationship

between ideas. As shown in the Table 4.1, reason markers are more frequently used in

the argumentative essays (14.51%) rather than expository essays (11.93%).

Table 4.4 Reason Markers Used in Argumentative and Expository Essays

TYPE DISCOURSE

MARKERS


Ʃ % Ʃ %

REASON after all 2 0.26% 0 0.00%

Because 85 11.21% 60 10.85%

for this/that

reason

9 1.19% 0 0.00%

Since 7 0.92% 3 0.54%

because of 7 0.92% 3 0.54%

TOTAL 110 14% 66 12%

Reason markers are the second frequent used discourse markers by the

students in both essays. The total used of reason markers in argumentative essay 110

(14.51%) and in expository essay 66 (11.93%). It can be seen in Table 4.4 the


26

frequent discourse markers that are used in argumentative essays are 85 because

(11.21%) and in expository essays are 60 because (10.85%). Because is the most

simple way to connect the reason with the reason as seen in the excerpt [h] and [i].

Mostly, it is located in the middle of the sentence to connect two clauses.

[h] In a nutshell, these arguments tell us to banned LCGC because it is a wrong

policy and it can harm our environment. (B24)

[i] On the whole, HIV cannot be cured yet because the doctors still can't find the

medication that can kill it. (A110)

In conclusion, the reason markers are the second most frequent used by the

students in writing their argumentative and expository essays.

4. Contrastive Markers

Contrastive markers are the third frequent used discourse markers in

argumentative essays and the second frequent used discourse markers in expository

essays. The total contrastive discourse markers are used in argumentative essay are 96

(12.66%) while in expository essay are 80 (14.47%).

As seen in Table 4.5 the variants of the contrastive discourse markers are but,

on the other hand, however, although, nevertheless, nonetheless, besides, yet, and in

the other words. Some variants of the contrastive discourse markers are not used by

the students in argumentative essays. They are: on the other hand, nevertheless, and

nonetheless. It is in line with expository essays, the variants that are not used by the

students are: on the other hand, nevertheless, and nonetheless. As shown in the Table

4.1, contrastive discourse markers are used 96 times in the argumentative essays and

80 times in expository essays.


27

Table 4.5 Contrastive Markers Used in Argumentative and Expository Essays

Type Discourse

Markers

Argumentative Expository

Ʃ % Ʃ %

CONTRASTIVE But 48 6.33% 43 7.78%

on the other hand 0 0.00% 0 0.00%

However 25 3.30% 16 2.89%

Although 11 1.45% 10 1.81%

Nevertheless 0 0.00% 0 0.00%

Nonetheless 0 0.00% 0 0.00%

Besides 10 1.32% 5 0.90%

Yet 1 0.13% 5 0.90%

in the other words 1 0.13% 1 0.18%

TOTAL 97 12.66% 80 14.47%

But is contrastive discourse markers that frequently used by the students. The

researcher finds 48 (6.33%) sentences used but as the markers. However also

frequently used by the students (25). Then, it is followed by although in the

argumentative essays. While in the expository essay, the researcher finds that but is

used 43 times (7.78%) however is used 16 times (2.89%), and although is used 10

times (1.81%).

The contrastive markers are used to show different opinion or to contrast one

idea to the other (Fraser, 1999). The contrastive discourse markers are used by

students to show the different opinion or to contrast one idea to the other. As the

excerpt [j], [k], and [l] shown below, the contrastive are used to show the contrast or

different position between two or more ideas.

[j] Actually cholesterol is not a disease, but it is only lipoprotein that can be

found in human body. (A1)

[k] However, deforestation has to be stopped.(A20)


28

[l] However the use causes of MSG consumption are reasonable, we have to

manage the consumption of MSG.(B20)

Mostly, students used contrastive markers in the middle of the sentences to

connect two contrast phrases as shown in the excerpt [j]. While in excerpt [k] and [l],

students used contrastive markers in the beginning of the sentence to contrast the idea

in that sentence with the previous sentences.

5. Inferential Markers

Inferential markers are the third rarely used discourse markers in both

argumentative and expository essays. The total contrastive discourse markers are used

in argumentative essay is 20 (2.64%) while in expository essay is 60 (10.85%).

As seen in Table 4.6 the variants of the contrastive discourse markers are

therefore, thus, as consequence, consequently, hence, so, and as a result. Some

variants of the contrastive discourse markers are not used by the students in

argumentative essays. They are: thus, as a consequence, consequently, hence, and as

a result. While in expository essay, the researcher found as a consequence,

consequently, hence, and as a result.

Table 4.6 Inferential Markers Used in Argumentative and Expository Essays

Type Discourse

Markers


Ʃ % Ʃ %

CONTRASTIVE Therefore 3 0.40% 5 0.90%

Thus 0 0.00% 2 0.36%

as a consequence 0 0.00% 0 0.00%

Consequently 0 0.00% 0 0.00%

Hence 0 0.00% 0 0.00%

So 17 2.24% 22 3.98%

as a result 0 0.00% 0 0.00%


29

TOTAL 20 2.64% 60 10.85%

There are only two inferential markers that are used by the students in

argumentative essays. They are, so and therefore. The researcher found 17 (2.24%)

sentences used so as the marker and three sentences used therefore (0.40%). While in

the expository essays, the researcher found that so used 22 times (3.98%) therefore

used five times (0.90%), and thus used twice (0.36%).

The inferential markers are used to show that what is said follows logically

from what was said before. On the other words, inferential markers show the cause

and effect ideas between sentences (Kaveifard & Allami, 2011).

As the example m, n, and o shown below, the inferential markers are used to

show the cause and effect between two ideas.

[m] So people should spend a lot of money and also can't work effectively. (A8)

[n] So they can get the right treatment to recover their problem from drinking

alcohol. (B1)

[o] So that they can help you to fix it. (B3)

6. Exemplifiers Markers

Exemplifier markers are the second less used discourse markers by the

students in both argumentative and expository essays. The total exemplifiers markers

in argumentative essays are 31 (4.09%) while in expository, the total markers that are

used are 47 (8.50%). The exemplifier markers are used to elaborate the main idea

using the example.


30

As seen in Table 4.7, the variant of the exemplifier markers are: for example,

such as, and for instance. Two out of three exemplifier discourse markers are found

frequently in the argumentative essays. They are 15 for example (1.98%) and 16 such

as (2.11%) while for instance cannot be found in the argumentative essays. Different

to the argumentative essays, in expository essays 2 for instance can be found

(0.36%), 29 for example (5.24%) and 16 such as (2.89%).

Table 4.7 Exemplifier Markers Used in Argumentative and Expository Essays

Type Discourse

Markers


Ʃ % Ʃ %

EXEMPLIFIRES

for example 15 2% 29 5%

such as 16 2% 16 3%

for instance 0 0% 2 0%

TOTAL 31 4% 47 8%

According to Fraser (1999), exemplifier markers are included in the

elaborative markers because the function of this marker is also to elaborate the ideas.

On the other hand, Martinez (2004) takes the exemplifier markers out from

elaborative markers because giving example can be seen as elaborating but

elaborating cannot considered as giving example. There are some examples that the

researcher found for exemplifier markers.

[p] For example, get rid of temptation. (B2)

[q] For example, we can see that farmers are really likes with rainy season

because they waiting the rain to shower their farm. (A108)


31

B. The Inappropriateness

In answering the second research question, the researcher analyzed the essays

by using the six types of inappropriateness in discourse markers theory by Kao and

Chen (2011). The six types of inappropriateness in discourse markers that proposed

by Kao and Chen are non-equivalent exchange, overuse, surface logicality, wrong

relation, semantic incompletion, and distraction. The researcher found three out of six

types of inappropriateness as can be seen in Table 4.8 below.

Table 4.8 The Occurrence of Inappropriateness

TYPES Ʃ %

Overuse 13 1.00%

wrong relation 10 0.77%

semantic incompletion 4 0.31%

non-equivalent

exchange 0 0.00%

surface logicality 0 0.00%

Distraction 0 0.00%

1. Overuse

The most common inappropriateness that is found in students’ writing is

overuse. The researcher found 13 (1.00%) discourse markers that are used by the

students in both argumentative and expository essays. The category that is included in

the overuse pattern is the high density of the occurrence of discourse markers (Kao &

Chen, 2011).

[r] In a nutshell, we have already known that there are five solutions such as

committing to stop drinking, setting goal and prepare for change,finding

new meaning in life, planing for triggers and cravings and also getting

support from other people. (C7)


32

[s] And Because it is simple engine, it can be more cheap.(C5)

According to Kao and Chen (2011), the use of discourse markers can be

categorized as overused when it is occurred after one another and in a sentence there

are more than two discourse markers in a sentence which are considered unnecessary.

The overuse markers can make the sentences meaningless. As shown in the excerpt

[r], and and also occurred one after another. Meanwhile and and also are both

elaborative markers. And and also are not necessary in that sentence because without

and and also, the sentence can be understood. While in example s, there are two

markers that are used one after another and it creates a meaningless sentence. And and

because are elaborative and reason markers that have different functions.

2. Wrong Relation

As seen in Table 4.8, the second frequently found inappropriateness is wrong

relation with the percentage 0.77%. This wrong relation occurred 10 times.

Discourse markers that are found can be considered as a wrong relation if the

use of particular discourse markers to express a certain textual relation failed (Kao &

Chen, 2011). It can be seen in the excerpt [t]. The student wanted to argue about

something, the discourse markers that are used should be contrastive not conclusive

discourse markers.

[t] In conclusion, I argue that the use of polybag can damage our environment

since it cause air pollutions and waste problems. (C19)

[u] Yet, should the fifty people use bus, not cars, it will decrease the level of

the traffic jam significantly. (C13)


33

In the excerpt [u], the marker yet is meant to show the contrast relation in the

sentence. On the other hand, the sentence shows the cause and effect relationship.

Because the fifty people use bus, not cars, it can cause the level of the traffic jam

significantly decrease. So, the use of yet here is inappropriate because student used

the wrong relation.

3. Semantic Incompletion

The third and the last inappropriateness that occurred is semantic

incompletion. As shown in Table 4.7, semantic incompletion only occurred 4 (0.34%)

times.

Semantic incompletion happened when the sentence that they produce lack of

elaboration that makes a discourse marker less functional, as seen in the excerpt [v].

[v] Because the materials of those color are bad for our environment and

health. (C23)

The sentence is not complete because the students did not elaborate the cause

or effect of the clause. The discourse marker because is less functional because there

is no cause and effect elaborated in this sentence.

The percentage of the each inappropriateness is no more than 1% from 100%

DMs that are used by the students which mean the students is aware of how to use

discourse markers appropriately. The inappropriateness that occurred might be

because the students did not follow the three last steps on how to produce the good

writing which are revising, editing, and proofreading.


34

CHAPTER V

CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS

This chapter consists of three sections. The first section is conclusions that

sum up the research results and discussion of the research. The second section is

implications that present the contribution of this study for language teaching. The last

section is recommendation which gives suggestions regarding the topics in this

research to the readers who have interest in the similar topic.

A. Conclusions

There are two main points of the conclusions of this research. The first one is to

answer the research question number one; what types of discourse markers are found

on argumentative and expository essays in Critical Reading and Writing I? From the

data, the researcher discovered that all of the six types were used by the students in

both argumentative and expository essays. The discourse markers that are commonly

used in both essays is elaborative markers because students had a tendency to

elaborate the ideas more rather than concluding, giving reason, contrasting, inferring,

and giving example.

The second one is to answer the misuse or inappropriateness of discourse

markers in both essays. The most common misuse in both essays are overuse, wrong

relation, and semantic incompletion. The researcher did not find the non-equivalent

exchange, surface logicality, and distraction in the essays.


35

B. Implications

This research gives implications for educational purposes. For educational

fields, this research gives information on how the discourse markers are used by the

students and less used discourse markers. The findings in this research show that

there are some discourse markers that are not used by the students. This information

can be used for English teachers to explain and give examples about the discourse

markers that are rarely used by the students. Therefore, the students are more familiar

with the discourse markers. For students, this research gives information about many

variations of discourse markers that help them to know and understand about types

and variation of discourse markers that are rarely used.

This research also gives information on the misuse of discourse markers that

mostly occur in students’ essays. It can be beneficial for English students to avoid the

inappropriateness. It also can be beneficial for English teachers to know the

inappropriateness of discourse markers and help students to avoid it.

C. Recommendations

This research deals with the use of discourse markers that are used in the

argumentative and expository essays by the PBI students. This research can be

beneficial for those who are interested in the educational field or writing in English as

the second language field.


36

1. English Learners

This research is beneficial for English learners who are interested in the

writing field. The researcher recommends that English learners use this research to

deepen their knowledge in writing field. The findings in this research show the

variants of the discourse markers that are rarely used and the discussion of this

research gives information to those who want to deepen their knowledge about

writing.

2. English Teachers

This research is beneficial for English teachers, especially in teaching writing

essays as the additional source in giving examples the use of discourse markers. This

research also gives information on the misuse that commonly occurs. Therefore,

English teachers can help students avoid the misuse.

3. Future Researchers

Considering the limitation of this study which the data is only a snapshot data,

the researcher recommends that other researcher conduct research using the data from

series of time. The researcher also recommends for future researchers to do similar

research on other essays because the essays that are learnt by the PBI students are not

only argumentative and expository. There are many other essays such as descriptive

essays and persuasive essays.


37

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39

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40

APPENDIX


41

APPENDIX A

Sample of Discourse Markers in Argumentative Essay

NO SENTENCES



1

Actually

cholesterol is

not a disease,

but it is only

lipoprotein

that can be

found in

human body. √

2

But why

cholesterol

can be a

source of

another

diseases √

3

Because the

hight level of

bad

cholesterol or

LDL will

build up the

plaques in the

arteris and it is

narrows the

ateries. √

4

Because of

that process, it

can caused

atherosclerosis

, increase

heart strain

and stroke

risk. √

5

Because of

that, people

also need a lot

of money. √


42

6

For people

who are rich

maybe it is not

a big problem,

but for people

who not too

rich it will be

a serious

problem √

7

People can

take chemical

and herbal

medicine but

both of them

have effect

with human

body. √

8

So people

should spend a

lot of money

and also can't

work

effectively. √

9

So to avoid

having high

level of

cholesterol it

is better to go

to doctor to

check

cholesterol

level every 6

months, avoid

to eat foods

that have high

level

cholesterol

such as junk

food, have

enough sleep

and have a

good lifestyle. √

10

Because it is a

simple engine,

it costs less in

manufacturing √


43

the engine.

11

The 2-stroke

engine is light,

so it add less

weigh to the

motorcycle. √

12

But do you

know that

actually AC

can damage

our

environment? √

13

Furthermore,

coolant of the

air conditioner

leaks into your

house, it will

quickly

evaporate into

a gas and will

be harmful for

the occupants. √

14

For example,

the age of the

mother during

pregnancy

and women

who pregnant

but suffer

diabetes. √

15

So if you want

to save the

energy, why

don't you try

using electric

fan. √

16

Because it

still contain

Freon even in

small

amounts. √


44

17

Although I'm

agree that

there are some

dangers

caused by

ecotourism, I

think it is still

worth to try as

long as it is

under control

by the

government. √

18

But if you are

going to

amusement

pak, you'll

consume a lot

of energy

there because

they use lots

of fuels and

electicity for

the attractions

there. √

19

But,

population

growth and

palm

plantation also

play a

significatn

role in

deforestation

in Borneo. √

20

However,

deforestation

has to be

stopped. √

21

Because if we

don't, it will

destroy our

environment. √

22

Beside, the

root of the

trees that

supposed to √


45

strengthen the

soil are taken

or dead.

23

So, the soil

become

weaker and it

can cause

landslide

which is very

dangerous to

people who

live around it. √

24

Besides,

modern way

of logging

uses chainsaw

or even

various

automobiles

that is created

special for

forestry. √

25

But, if

deforestation

keeps

growing, it

will surely

destroy our

environment. √

26

However, we

have some

solutions. √

27

So, those are

the solution to

avoid further

deforestation. √

28

However, the

needs of the

natural

resources for

human

activities has

gone beyond

our

imagination. √


46

29

However,

there are still

some people

who insist that

if we limit the

use of natural

resources. It

will disturb

the world

economic

activity. √

30

So, we must

limit the use

of natural

resource and

stop the

reliance

toward non-

renewable

natural

sources. √

31

Although the

government

has been

trying to

revitalize the

public

transportation,

there are still

many people

prefer to use

priivate

transportation

because the

reason of

effectiveness. √

32

Global

warming has

not only been

a serious issue

these days,

but it is more

like a common

topic to be

discussed and

we act like √


47

there is

nothing to be

worried about

global

warming.

33

I am sure that

most of people

in the world

have known

this fact, but

they jusst

pretend that it

is not a

problem to

exploit it as

much and long

as they want. √

34

Although it is

onlly made for

a few times in

a year, it can

be a good start

for the better

future and can

encourage

other company

to follow

Nike's

footstep. √

35

In addition to

the physical

effects of

taking diet

pills, the

potential

psychological

consequences

should also be

considered. √


48

36

For example

the big

number of

cars will make

the quantity of

CO2 in the

atmosphere

rise up so

quickly that

harm the

environment √

37

For example,

one of their

cars is a

luxury car, the

second is SUV

car, and the

last is LCGC. √

38

Furthermore,

based on a

newspaper

which I have

read few years

ago, the

intensity of

traffic jam

was rising up

quickly after

this policy

was declared. √

39

Yet, should

the fifty

people use

bus, not cars,

it will

decrease the

level of the

traffic jam

significantly. √

40

In addition, if

someone have

already

infected the

virus last than

3 days,

emergency √


49

HIV pills can

be used to

decrease the

spreading of

the virus and

may kill the

virus in the

body.

41

However,

there is

another

precise

alternative that

is using public

transportation. √

42

In the other

words, public

transportation

can save

money and it

is better since

people can

save their

time. √

43

In a nutshell,

these

arguments tell

us to banned

LCGC

because it is a

worng policy

and it can

harm our

environment. √

44

Besides, we

can use the tax

to another

good things

for our

country. √


50

45

For example,

it is wiser if

the

government

allocates that

money to

maintain and

increase the

number of

public

transportation. √

46

Because of

that, it

contributes to

the loss of

nature to our

environment. √

47

For example,

shopping

malls need

much energy

to light every

single room

inside the

shopping

malls. √

48

Besides that,

shopping

malls also

have a lot of

technology

which need a

lot of

electricity as

well. √

49

Moreover, it

is very easy

for us if we

have shopping

malls near our

neighborhood. √


51

50

For example

we can watch

the newest

movie and our

favorite

movies at the

mall because

these days a

lot of

shopping

malls have

movie theaters

in it. √

51

For example

recycle can

help people to

reduce their

financial to

pay landfill

costs. √

52

So, it is very

helpful for

people to do

recycle which

can help to

keep the

pollution and

other

problems in

the nature. √

53

In a nutshell,

there are three

reasons why

recycling is

very important

such as

recycling

requires much

less energy,

reducing

financial

expenditure in

the household

economy and

reducing the

size of √


52

landfills.

54

So, it is better

for us to do

recycling

because our

nature needs

our help and

our awareness

to preserve it. √

55

Therefore,

the explosion

of a firework

(which can

emit sounds of

up to 190

decibles, a full

110 to 115

decibles

higher thatn

the 75- to 80-

decibles

range. Where

damage to the

human ear

begins) √

56

However, we

should realize

that this

beautiful thing

is a problem

of our life. √

57

Despite

produce

colorful lights,

fireworks

produce noise

and air √


53

pollution.

58

Although,

firework is a

pretty thing, it

can make our

environment

in a bad

condition. √

59

So, what is

helium

balloon? √

60

So, when the

birds fly and

pass those

trees, it will

get entangled

by the string

and it makes

them unable to

fly. √

61

Because those

animals are

wrapped and

stuck, they

cannot search

for food, get

infection and

die. √

62

Besides

killing the

animals, those

balloons will

be trashing

our earth. √

63

In a nutshell,

releasing

helium

balloons can

be a beautiful

sight but

actually it is

very harmful

for our

environment. √


54

64

Besides that,

releasing

balloons can

be littering our

environment. √

65

So, what's te

good idea to

make an event

more

memorable? √

66

But, today we

often find

styrofoam

used as food

containers. √

67

However the

advantages of

this product is

not

comparable

with the

problems tht

have been

happened in

environment. √

68

For example

is people must

be wise in

choosing and

buying food,

would be

much better if

we bring our

own food

place. √

69

Therefore,

beware of

choosing food

container and

choose eco-

friendly

container. √


55

70

In conclusion,

there are three

reasons why

styrofoam

should be

banned or at

least reduced

of using

styrofoam as

food

containers. √

71

Despite that,

we should

think again the

effects of

using so much

styrofoam to

our

environment. √

72

So after this

should we

keep using

Styrofoam or

try to stop

using it? √

73

Because of

pedestrians

don't have

their rights

and space to

walk on

sidewalk then

they prefer to

walk on the

street. √

74

So as a people

who care with

sidewalk

especially

environment

lets create a

good sidewalk

which can be

accessed andd

enjoyed by

pedestrians. √


56

75

But when it

relates to the

misuse on the

sidewalk is for

walking not to

trade, park or

other

disturbing

public order. √

76

Although holi powder

can brings the

happiness to

other people,

it creates

problems to

the

environment. √

77

However,

using holi

powder

continously

can cause

some negative

effect to our

environment. √

78

Because the

materials of

those color are

bad for our

environment

and health. √

79

Beside that,

when the soil

mixed up with

holi powder it

makes the

plant are die. √


57

80

So, not only

the cloth with

cling holi

powder but

also the cloth

that doesn't

cling the oli

powder can

causes water

pollution

because there

is chemical

substance in

the detergen

and also the

color of holi

powder. √

81

But, the

materials can

damage our

environment. √

82

But, it is not

only from

basil plant. √

83

However, using polybag

is also having

more

disadvantages

to the

environtment. √

84

Since polybag

is made o

plastics, it has

caused many

problems

related to

pollutions. √

85

So, I contend

that farmers

should ban or

at least

minimize the

use of

polybag. √


58

86

Since the

production

process,

polybag needs

fosil fuel that

isn't

renewable as

the main

material and

also to supply

the energy. √

87

So, if the

farmers reduce

the use of it,

there will be a

reduction of

polybag

production

and it can

reduce the air

pollutions. √

88

But, what will

happen after

people use it? √

89

However, this

is a really rare

thing. √

90

Since using

polybag is

practical,

people like to

use it to plant

vegetables. √

91

However,

there are some

suggestions to

reduce the use

of polybag. √

92

In conclusion,

I argue that

the use of

polybag can

damage our

environment

since it cause

air pollutions √


59

and waste

problems.

93

So, instead of

buying

polybag,

people can

spend their

money to buy

pots or even

plant the

vegetables on

the land if

they have. √

94

Moreover,

some sellers

just sit down

and sell their

stuff on the

ground. √

95

So here, I

have some

reasons why

SunMor

should be

relocated. √

96

But, the effect

of plastic use

is more

dangerous. √

97

So, the traffic

jam which is

caused by

SunMor can

contribute the

air pollution in

Yogyakarta. √

98

So, the effect

links to

another effect

which perform

a big

contribution of √


60

the

environmental

ly damages.

99

In a contrast,

there are so

many people

who get their

jobs because

of the

SunMor. √

100

So, the only

solution for

the problems

is the

relocation of

sunmor. √

101

So, it is simple

right? √

102

So, we can

take part to

make our

environment

being better. √

103

Besides that

children and

elderly people

can also

become a

secondhand

smoke for

example if

they have one

of family that

smoking. √

104

For example

prosurement

policies in the

smoking area

campus is a

positive step

for the

university to

fill the void of √


61

attention to

the issue of

smoking in a

campus.

105

So, what we

can do is

reduce the

smoke by

warning

her/him not to

smoke in any

place place

and they can

smoking in a

special place

for smokers. √

106

Beside that,

peope usually

do not recycle

paper but they

just throw it

away. √

107

In a nutshell,

paper industry

is the 5th

largest

consumer of

energy in the

world. √

108

For example,

we can see

that farmers

are really likes

with rainy

season

because they

waiting the

rain to shower

their farm. √

109

But for some

other people

rainy season

or rainy day is √


62

annoying.

110

On the whole,

HIV cannot be

cured yet

because the

doctors still

can't find the

medication

that can kill it.

√

111

In substance,

reclamation

has positive

impact like

land

expansion. √

112

So unexpected

that there

appear various

responses

from the

people of Bali,

particularly

the activists

who are less

approve with

Benoa Bay

reclamation

plan. √

113

Besides, the

reclamation

can cause the

increasing of

the sea level. √

114

In summary,

reclamation is

an activity that

making a new

land on land

that had been

covered by

water, such as

river, bank or

coastal. √


63

115

Despite the

positive

impacts, the

government

should

consider the

negative

impact too. √

116

Although the

result won't be

same like

psychotherapy

, it will help to

reduce your

depression. √

117

So, there are

several ways

that can help

you to suffer

from

depression. √

118

But, when I

am at home, I

eat what my

wife cooks for

me. √

119

So, from now

you can stop

doing that. √

120

Besides

alcohol can

cause your

brain damage,

serious mental

health

problem,

alcoholism,

blackouts,

memory loss,

and anxiety √


64

APPENDIX B

Sample of Discourse Markers in Expository Essay

NO SENTENCES



1

So they can get the

right treatment to

recover their

problem from

drinking alcohol. √

2

For example, get

rid of temptation. √

3

So that they can

help you to fix it. √

4

For example, talk

to your family,

friends or someone

who you trust can

support you to deal

with your

problems. √

5

In a nutshell, we

have already

known that there

are five solutions

such as committing

to stop drinking,

setting goal andd

prepare for

change,finding

new meaning in

life, planing for

triggers and

cravings and also

getting support

from other people. √

6

Besides alcohol

can cause your

brain damage,

serious mental

health problem,

alcoholism,

blackouts, memory √


65

loss, and anxiety.

7

But unfortunately

drinking alcohol

can cause

depression,

anxiety,

personality

changes, and

personality

disorders. √

8

So those all are the

effect of drinking

too much alcohol,

I'm sure that you'll

not stop drinking

alcohol after read

this, but if you still

want to drink,

please stay in

recommended

limits. √

9

So what are the

techniques of this

therapy? √

10

So instead of going

through flashcards,

at a table, they lie

on the floor and

tap the ground with

hands andd feet

instead. √

11

But some research

shows that the

cause of autism is

genetic or

hereditary. √

12

For example, the

age of the mother

during pregnancy

and women who

prenant but suffer

diabetes. √


66

13

For example, is

the age of parents

too old, diabetes,

bleeding, and use

of drugs by the

mother during

pregnancy. √

14

For example, air

pollution can give

negative effect for

brain development

so that it can

increase the risk of

autism. √

15

For example, the

pesticide in

vegetables. √

16

in addition to

make food more

tasty, we usually

add MSG on our

food. √

17

But, when she had

a lunch or a dinner

with her friends,

she could not

manage her

addiction. √

18

Moreover, MSG is

easy to be found. √

19

So, it is easy to

find MSG, isn't it? √

20

However the use

causes of MSG

consumption are

reasonable, we

have to manage the

consumption of

MSG. √

21

Beside that, if we

have understood,

we can anticipate

the increasing

cholesterol. √


67

22

So, we can

conclude that ove

consuming diet

pills can cause

many diseases and

destroy your body. √

23

But she felt weak

when she wants to

do something.

24

In a nutshell, these

arguments tell us

to banned LCGC

because it is a

worng policy and it

can harm our

environment.

√

25

For example,

Anggun was

consuming diet

pills because she

wants to look

directly when she

wear a bikini. √

26

So there are some

causes that makes

people consume

nicotine. √

27

So, smoker

environment is one

of the factor tht

leads to nicotine

consumption. √

28

Beside, in order to

be accepted or at

least to feel

comfortable in a

society, we have to

follow and

disslove into their

pattern. √

29

Because smokers

usually group

together and chat

with fellow

smokers. √


68

30

Beside, nicotine

will precipitate in

our body that may

lead to death. √

31

So, some people

consume nicotine

because they are

'trapped'. √

32

But, his curiousity

grows bigger

because he hasn't

found the

significance, or the

good sensation of

consuming

nicotine. √

33

So, based on the

explanation above,

we can conclude

that there are three

factors that causes

people to consume

nicotine, the first is

the environmental

factor, which

originated from the

environment. √

34

So, it is better not

to give a try to

cigarrete, because

it is not worth

trying. √

35

Due to those facts,

junk food is not

really good for

people's health. √

36

However, people

still choose junk

food over healthy

and nutrious food. √

37

Due to that fact,

junk food seems to

be the solution to

their problem. √


69

38

Because of the

rapid development,

people in that

developed country

will get more

income. √

39

Thus, it will make

them spend their

money easily. √

40

Hence, this thing

makes people more

likely to seek out

foods with high fat

and sugar. √

41

However, there are

many people in

this world who still

consume junk food

because of lifestyle

changing, rapid

development of a

country, and lack

of sleep. √

42

But, there are still

many things that

contain nicotine,

such as vapor

(electronic

cigarette) and

shisha (way to

enjoy tobacco in

the Middle East)

although in small

amounts. √

43

But in fact, they

feel likek trapped

in addiction. √

44

So, don't try to quit

smoking if you are

in a bad mood or

under a big

problem. √

45

So, replace your

habit from

drinking caffeine

and alcohol to √


70

drinking a lot of

mineral water or

fresh juice.

46

So, that's all sine

solutions for

nicotine addicts. √

47

Therefore, people

use fertilizer to

keep the soil

fertility in order to

provide lots of

nutrients for the

plant. √

48

Therefore,

stopping the use of

chemical fertilizer

can be one good

way to create a

better

environment. √

49

For example when

someone have

obesity. √

50

For example like

Galih experience,

when he was on

elementary school

his weight is 103

kg. √

51

Although it can

reduce their

problem, there are

still some effectss

tht happen in

autistic children's

life. √

52

Beside

communication,

the disorder cause

cognitive

dysfunction or

intellectual

disability. √


71

53

The example a

child with autism

syndrome can't

express their

feeling and it often

makes them

frustration. √

54

Another example

sometimes those

children are not

able to interact

with society

because they can't

make sense for

what happening

around them. √

55

Because of that,

autistic children

usually don't have

friends. √

56

Because of those

complications, it

doesn't mean that

the autistic

children can't be

happy. √

57

So, if you want to

make your body

more healthy, you

can stop it from

now. √

58

For example, you

can do an exercise

like yoga. √

59

However, even

quitting from

eating junk food is

not that easy, there

are still a lot of

things to do. √

60

So, the reasons that

you could have can

be like you want to

be much healthier,

less your fat, lower

your cholesterol, or √


72

do any needs for

your body.

61

For example, if

you usually have

two portions of big

burger you can just

eat one portion. √

62

So, she buys junk

food only if she

has a lot of money. √

63

Therefore, if you

want to really stop

eating junk food,

you must do those

things seriously. √

64 For example,

mind. √

65

Therefore, we

should know what

things can lead

people become an

alcoholic? √

66

Yet, what was

initially just a

helper change

become an

addiction to him. √

67

Therefore, the

family and the

society in which

people grow up

grow up can

influence the

attitudes of them in

becoming

alcoholics. √

68

However, if

person lives with

people who are

alcoholics and

have bad attitudes;

their risk to be √


73

alcoholics will

automatically

increase.

69

Besides, the

environments also

affect people

become alcoholics. √

70

Because people do

not have enough

education and

knowledge, they

often have

misunderstanding

about HIV/AIDS. √

71

So that it will not

be transmitted

when shaking

hands, hugging,

sharing a toilet,

sharing towel, and

casual contact

(skin to skin). √

72

So, to find out

more about

HIV/AIDS, we

should know the

causes of the HIV

infection. √

73

So you should be

more careful when

you are going to do

a blood

transfusion. √

74

In addition,

people who is

using injecting

drug are more

likely to be

infected with HIV. √

75

In summary, HIV

is a virus tht

attacks the body's

immune system. √


74

76

Thus, the victims

of HIV over time

are getting a bit. √

77

For example, if

someone who

infected HIV have

sex with a girl and

this person using

condom, it doesn't

mean this will be

safe because the

man doesn not

know tht he using

defective condom

and there are small

holes in that

condom. √

78

So, the best way

for preventing this

virus is don't do

sex before

marriage because

free sex is the main

cause of HIV. √

79

In addition, if

someone have

already infected

the virus last thtn 3

days, emergency

HIV pills can be

used to decrease

the spreading of

the virus and may

kill the virus in the

body. √

80

For instance,

when you want to

make a tatto and

then you go to the

tattooist but the

tattooist forget to

replace the needles

will contaminate

your blood when

the unclean

needles enter √


75

trough the skin.

81

On the whole,

HIV can not be

cured yet because

the doctors still

can't find the

medication that

can kill it. √

82

So it better to

prevent thatn

medicate the HIV. √

83

So, why we are not

fight the HIV? √

84

Since it is one of

the murderous

diseases in the

world, let's us take

a closer look about

the symptoms and

the deathly effects. √

85

But, the virus can

be transmitted to

other people

despite the

negativity result on

the laboratory test. √

86

But then again, we

can fear the disease

but not the person

who is infected. √

87

So, what do you

waiting for? √

88

As a result of

depression many

people who get

depression have

physical problems

also. √


76

89

In the other

words, it is so

important to know

the effects of

depression,

because if we

know the effects,

so we can be more

aware with the

things that can

make us

depression. √

90

So, what causes

depression? √

91

However, some

peole have a more

significant and

longer grief. √

92

Although it is not

as severe and bad

as losing their

beloved one

throught death for

they can still keep

in touch with them

virtually. √

93

Moreover, theey

will meet again

someday. √

94

For instance, have

you ever seen a

movie entitled

Inside Out? √

95

Eventually, it can

cause depression if

the trauma is not

treated properly. √

96

In a nutshell,

there are various

aspects that can

cause a person

from suffering

depression. √

97

But, after we see

the effects behind

all of the √


77

advantages, do you

still want to

consume those

pills?

98

But, it doesn't

mean that it will be

impossible to do. √


78

APPENDIX C

Sample of Inappriateness checklist

NO SENTENCES

Inappropriateness NON

EQUIVALENT

EXCHANGE OVERUSE

SURFACE

LOGICALITY

WRONG

RELATION

SEMANTIC

INCOMPELTION DISTRACTION

1

In conclusion,

on the other

words I argue

that the use of

polybag can

damage our

environment

since it cause

air pollutions

and waste

problems.

√

2

In the other

words, it is so

important to

know the

effects of

depression,

because if we

know the

effects, so we

can be more

aware with the

things that can

make us

depression.

√

3

In addition, to

the prolem of

global

warming and

health, usage

of air

conditioner

can cost more

of electric √


79

energy and it

can affect

economic life

of people

4

In addition, to

the prolem of

global

warming and

health, usage

of air

conditioner

can cost more

of electric

energy and it

can affect

economic life

of people

√

5

And Because

it is simple

engine, it can

be more

cheap.

√

6

Although

because I'm

agree that

there are some

dangers

caused by ai

pollution

√

7

In a nutshell,

we have

already known

that there are

five solutions

such as

committing to

stop drinking, √


80

setting goal

and prepare

for

change,finding

new meaning

in life, planing

for triggers

and cravings

and also

getting

support from

other people.

8

Although

because I'm

agree that

there are some

dangers

caused by ai

pollution

√

9

Although

global

warming has

not only been

a serous issue

these days, but

it is more like

a common

topic o be

discussed.

√

10

In a nutshell,

these

arguments tell

us to banned

LCGC so it is

a must for

government to

banned it.

√


81

11

In conclusion,

I argue that

the use of

polybag can

damage our

environment

since it cause

air pollutions

and waste

problems.

√

12

Four of them

are Asperger

sydrome,

PDD-NOS

(pervasive

developmental

disorder, not

otherwise

specified),

Syndrome and

Childhood

Disintegrative

Disorder

(CDD).

√

13

Yet, should

the fifty

people use

bus, not cars,

it will

decrease the

level of the

traffic jam

significantly √

14

But, it is in

line with the

statement

above. √

Some people

might have a

cancer hene

the pollutions. √


82

15

Using fur as

the main

material of

clothes can

cause damage

and people

still use it. √

16

Air pollution

is so

dangerous yet

many people

have lung

cancer. √

17

LCGC is so

cheap yet

everybody can

get it. √

18

Although

many people

use LCGC it is

so cheap. √

19

In conclusion,

I argue that

the use of

polybag can

damage our

environment

since it cause

air pollutions

and waste

problems.

√

20

Because of

that process. √

21

Besides using

chainsaw. √


83

22 But so hard.

√

23

Because the

materials of

those color are

bad for our

environment

and health.

√


84

APPENDIX D

The Discourse Markers Found

TYPE

DISCOURSE

MARKERS


Ʃ % Ʃ %

ELABORATIVE

And 301 39.71% 237 42.86%

Also 161 21.24% 34 6.15%

Furthermore 3 0.40% 3 0.54%

in addition 4 0.53% 4 0.72%

Moreover 3 0.40% 2 0.36%

Likewise 12 1.58% 1 0.18%

Otherwise 0 0.00% 1 0.18%

according to 7 0.92% 4 0.72%

TOTAL 491 64.78% 286 51.72%

CONCLUSIVE

in conclusion 3 0.40% 0 0.00%

in short 0 0.00% 1 0.18%

to sum up 0 0.00% 2 0.36%

in sum 0 0.00% 2 0.36%

Finally 0 0.00% 4 0.72%

Lastly 0 0.00% 0 0.00%

in summary 1 0.13% 1 0.18%

in a nutshell 5 0.66% 2 0.36%

Eventually 0 0.00% 1 0.18%

on the whole 0 0.00% 1 0.18%

in substance 1 0.13% 0 0.00%

TOTAL 10 1.32% 14 2.53%

REASON

after all 2 0.26% 0 0.00%

Because 85 11.21% 60 10.85%

for this/that

reason 9 1.19% 0 0.00%

Since 7 0.92% 3 0.54%

because of 7 0.92% 3 0.54%

TOTAL 110 14.51% 66 11.93%

CONTRASTIVE

But 48 6.33% 43 7.78%

on the other

hand 0 0.00% 0 0.00%

However 25 3.30% 16 2.89%


85

Although 11 1.45% 10 1.81%

Nevertheless 0 0.00% 0 0.00%

Nonetheless 0 0.00% 0 0.00%

Besides 10 1.32% 5 0.90%

Yet 1 0.13% 5 0.90%

0.00% 0.00%

in the other

words 1 0.13% 1 0.18%

TOTAL 96 12.66% 80 14.47%

INFERENTIAL

Therefore 3 0.40% 5 0.90%

Thus 0 0.00% 2 0.36%

as consequence 0 0.00% 0 0.00%

Consequently 0 0.00% 0 0.00%

Hence 0 0.00% 0 0.00%

So 17 2.24% 22 3.98%

as a result 0 0.00% 0 0.00%

TOTAL 20 2.64% 60 10.85%

EXAMPLIFIRES for example 15 1.98% 29 5.24%

such as 16 2.11% 16 2.89%

for instance 0 0.00% 2 0.36%

TOTAL 31 4.09% 47 8.50%

TOTAL 758 100.00% 553 100.00%


86

APPENDIX E

The Inappropriateness Found

TYPES Ʃ %

Overuse 13 1.00%

wrong relation 10 0.77%

semantic incompletion 4 0.31%

non-equivalent

exchange 0 0.00%

surface logicality 0 0.00%

Distraction 0 0.00%


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