English Discourse Markers Used in The Procedure Text Written by Senior High School Students

Abstract

This research deals with english discourse markers used in the procedure text written by senior high school students. The methodology of this research was a descriptive qualitative design. The aimed of this research was to investigate the types of discourse markers, to elaborate the types of discourse markers and to identify the reason why they use these types of discourse markers in the procedure text. The data were collected from the third year students of Madrasah Aliyah Negeri 1 Medan. The total of the population was 200 students. The sample was 50 students (25%) that were chosen out randomly. The data were the students’ writing of procedure text that was analyzed by using Fraser Taxonomy (1999). It was found that out of 8 types of discourse markers, there were 7 types occurred in the Procedure text written by the students. Topic Relating Markers was the one and only discourse markers that did not use by the students. he reasons why the students used discourse markers in the way they did that the student used the discourse markers to explain for the next segment of the procedure text about how to make scrambled eggs, used the discourse markers as an adverb of the time, used the discourse markers as a conjunction, used the discourse markers as the language features of procedure text, used the discourse markers as the last steps and for the explanatory sentence of the text, used the discourse markers as the choices from the two or more items, and the student used the discourse markers as the conclusions.