A THESIS
Submitted A Fullfillment of Recruitment Degree A Faculty of Teacher Training and Education Muhammadiyah University of Makassar
ELMY FADILAH NUR 10535627915
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2019
Nama : Elmy Fadilah Nur
NIM : 10535 6279 15
Program : English Education Department
TITLE : Analyzing the Students’ Discourse Markers Ability in Secondary School (A Pre-Experimental Research at Ninth Grade of SMPN 1 Bissappu in Bantaeng)
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesai skripsi saya, saya akan menyusun sendiri skripsi saya.
2. Dalam menyusun skripsi, saya akan selalu konsultasi dengan pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi saya.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2, dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, 30 November 2019 Yang membuat perjanjian
Elmy Fadilah Nur
SURAT PERNYATAAN
Nama : Elmy Fadilah Nur
NIM : 10535 6279 15
Program : English Education Department
TITLE : Analyzing the Students’ Discourse Markers Ability in Secondary School (A Pre-Experimental Research at Ninth Grade of SMPN 1 Bissappu in Bantaeng)
Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia menerima sanksi apabila pernyataan saya tidak benar.
Makassar, 30 November 2019
Yang membuat perjanjian
Elmy Fadilah Nur
Telling the truth is a simple way to have a peaceful life.
Do the best and Pray. God will take the rest.
You will never fall if you are afraid to climb. But there is no
joy in living your entire life in
the ground.
Elmy Fadilah Nur. 2019. Analyzing the Students’ Discourse Markers Ability in Secondary School (A Pre-Experimental Research at Ninth Grade of SMP Negeri 1 Bissappu in Bantaeng). Faculty of Teachers Training and Education, Universitas Muhammadiyah Makassar (Supervised by Eny Syatriana and Farisha Andi Baso)
This research aimed to find out the the students’ discourse markers ability that focused on the use of micro-markers (temporal and macro-markers (starter) in Procedure text.
This research employed pre-experimental research design with one group pre-test and post-test design. There were to variables: independent variable was Discourse markers and dependent variable was the students’ discourse markers ability.
The research findings showed that the students’ of SMP Negeri 1 Bissappu in Bantaeng had low score in pre-test. After treatment, their post-test was significantly improved. The result of the research were the mean score of reading comprehension obtained by the students’ through pre-test was 56.4 and post-test was 86.4, with the t-test value is higher that t-table value (14.06 > 2.063). It meant that there was significant difference between before and after giving the treatment.
It indicated that the alternative hypothesis (H1) was accepted and the null hypothesis (H0) was rejected. It was concluded that the students had a good ability in discourse markers in reading English activity that improve them in procedure text.
Keywords: Discourse Markers, Ability, Procedure Text
Elmy Fadilah Nur. 2019. Menganalisis Kemampuan Pemarkah Wacana Siswa di Sekolah Menengah Pertama ( Penelitian Pre-Experimental di Kelas 9 SMP Negeri 1 Bissappu di Bantaeng). Fakultas keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar (Dibimbing oleh Eny Syatriana and Farisha Andi Baso)
Penelitian ini bertujuan untuk mengetahui kemampuan Discourse Markers pada siswa yang berfokus pada penggunaan micro-markers (temporal) dan makro- markers (starter) dalam Procedure Text.
Penelitian ini menggunakan desain penelitian pra-eksperimen dengan desain satu kelompok pre-test dan post-test. Ada dua variabel dalam penelitian in yaitu:
variabel independen adalah Discourse Markers dan variabel dependen adalah students’ discourse markers ability.
Temuan penelitian menunjukkan bahwa siswa-siswi SMP Negeri 1 Bissappu di Bantaeng memiliki skor rendah dalam pre-test. Setelah menerima perlakuan, post- test mereka meningkat secara signifikan. Hasil penelitian ini menunjukkan skor rata-rata pemahaman membaca yang diperoleh siswa melalui pre-test adalah 56,4 dan post-test adalah 86,4, dengan nilai t-test lebih tinggi dari nilai t-tabel (14,06>
2,063). Itu berarti ada perbedaan yang signifikan antara sebelum dan sesudah diberikan perlakuan. Ini menunjukkan bahwa hipotesis alternatif (H1) diterima dan hipotesis nol (H0) ditolak. Disimpulkan bahwa siswa memiliki kemampuan yang baik dalam Discourse Markers kegiatan membaca dalam pelajaran Bahasa Inggris yang meningkatkan mereka Procedure Text.
Keywords: Pemarkah Wacana, Kemampuan Siswa, Teks Prosedur
Alhamdulillahi Rabbil Alamin. The researcher expresses her gratitude to the Almighty God Allah SWT, the Most Merciful for blessing her so that the writer could finishing this thesis with the title is “Analyzing the Students’ Discourse Markers Ability in Secondary School (A Pre-experimental Research at the Ninth Grade of SMP Negeri 1 Nissappu in Bantaeng)”. Salam and Shalawat are addressed to the beloved prophet Muhammad SAW who has brought us to the Nur of Islam.
The writer would like to thank all peoplewho give contributeand support the writer until the completion of this thesis, they are:
1. Prof. Dr. H. Abd. Rahman Rahim, SE., MM.as the rector of Muhammadiyah University of Makassar.
2. Erwin Akib, M.Pd., Ph.D. as the Dean of teacher training and education faculty.
3. Ummi Khaerati Syam, S.Pd., M.Pd. as the Head of English Education Department of Muhammadiyah University of Makassar.
4. Dr. Eny Syatriana, M.Pd.as the first consultant and the second consultant Farisha Andi Baso, S.Pd., M.Pd. who has given the writer guidance, correction and support until this thesis was complete.
5. My beloved parents (Hamjani and Hafsah), my beloved Sisters (Nurhayati, S.Pd., Ima Saharani, S.Pd. and Reski Yunita, S.Pd.) who have
time with the writer in the class.
8. My beloved friends Febi Amriani, Mismaya Anggraeni, and Risna Syafitri who have spent a lot of time to support the writer.
9. My uncontrollable team Annisa Amriani, Nurul Aulia Dewi, Rifka Alwasi, Nur Mufida, Nurhatika, Nurhidaya, Nur Aisyah, Annas Akis.
Who always give help and support for the writer. Thank you for the sweet memorable time with the writer.
In the end, the writer realized this thesis is still simplest one. Therefore, criticism and suggestion will be highly appreciated. Finally the writer praised Alhamdulillah for the completion of this thesis.
Makassar, 2019
Elmy Fadilah Nur
COVER ... i
LEMBAR PENGESAHAN ... ii
APPROVAL SHEET ... iii
COUNSELLING SHEET ... iv
SURAT PERJANJIAN ... vii
SURAT PERNYATAAN ... viii
MOTTO ... ix
ABSTRACT ... x
ACKNOWLEDGEMENT ... xii
LIST OF CONTENT ... xiii
LIST OF TABLES ... xv
LIST OF FIGURE... xvi
LIST OF APPENDICES... xvii
CHAPTER I INTRODUCTION ... 1
A. Background ... 1
B. Problem Statement ... 3
C. Objective of the Research ... 3
D. Significances of the Research ... 3
E. Scope of the Research... 4
CHAPTER II REVIEW OF RELATED RESEARCH ... 5
A. Previous Research Findings... 5
B. Some Partinent Ideas ... 7
C. The Concept of Reading ... 7
A. Research Design ... 23
B. Research Variables ... 24
C. Population and Sample ... 24
D. Research Instrument ... 24
E. Procedure of Collecting Data ... 25
F. Data Analysis ... 25
CHAPTER IV FINDING AND DISCUSSION ... 29
A. Findings ... 29
B. Discussion ... 33
CHAPTER V CONCLUSION AND SUGGESTION ... 38
A. Conclusion ... 38
B. Suggestion ... 38
BIBLIOGRAPHY ... 40 APPENDICES
CURRICULUM VITAE
Table 2.3. Function of Discourse markers ... 19
Table 4.1. The Students’ Score of Pre-test and Post-test ... 29
Table 4.2. The Classifocation and the rate percentage of the students’ pre-test ... 31
Table 4.3. The Mean Score and Standard Deviation of Students’ Pre-test ... 31
Table 4.4. The Classification and the Rate Percentage of Students’ Post-test ... 32
Table 4.5. The Mean Score and Standard Deviation of Students’ Post-test ... 32
Table 4.5. Distribution the Value of t-test and t-table... 33
Appendix C Pre-test and Post-test question and Students’ results of Pre-test and Post-test
Appendix D The Row Score and Classification of Pre-test and post-test Appendix E Data Analysis of the Students’ score
Appendix F Attendance List of IX A SMP Negeri 1 Bissappu Bantaeng Appendix G Table Distribution of T-Value
Appendix H Documentation
A. Background
Language is a tool that people used to convey information to others. It is a system of conventional spoken, manual, written symbols by means of which human beings, as members of a social group and participants in its culture express themselves (Henry and Crystal, 1999).
There are several languages in the world. One of the most used and become needs on nowadays education and technology is English. It is an international language that we used to communicate with foreigners and also as general language used to access information foreign media. As its importance, English is taught as foreign language in Indonesia’s education curriculum. Based on curriculum 2013, English become a subject that must be taught start from secondary school.
In teaching English, there are four main skills as focus to achieve by students. One of them is Reading. Reading is when someone looks into a written text and starts to absorb the information from the written linguistic message. According to Longman Dictionary of Applied Linguistic, reading can be defined as perceiving a written text in order to understand its contents. Reading is related to written text. In this research type of text that would be used was procedure text.
Procedure text is a piece of text that describes how something is accomplished through a sequence of action or steps. It is a text that tells us how to do or to make something. It becomes guide for the readers to finish a task through a series of steps. The procedure text itself aims to provide instructions on the steps/ ways in making operating or doing something.
Students as a reader, in order to ease in identifying a text, the text must be seem logically constructed and between the different sentences and paragraphs is obviously connected. This intends that a piece of writing needs sufficient discourse markers. Schiffrin in Schiffrin et al. (2001:57) defined discourse markers as sequentially dependent elements that bracket units of talk. She proposed that discourse markers could be considered as set of linguistic expressions comprised of members of word classes as varied as conjunctions, interjection, adverbs, and lexicalized phrases.
Therefore, in concluding the meaning of a text, students need to know what discourse markers are.
Secondary school students in Indonesia have been taught English as foreign language since 1967. It is also included as one of compulsory subject in the national examination. SMP Negeri 1 Bissappu in Bantaeng Regency is one of secondary school in Indonesia that learns English as one of compulsory subject in the national examination. In English exam questions, it contains Expressions, Reading and Grammar. This means that students of SMP Negeri 1 Bissappu in Bantaeng regency would face several different sentences and paragraphs that connected by discourse
markers but not all of them know it because no one had ever introduces discourse markers to students at the school. Hence, the material about discourse markers is needed for secondary school students.
Considering from the statements above, the researcher intend to research under the topic Analyzing the Students’ Discourse Markers Ability in Secondary School.
B. Problem Statement
Based on the background above, the researcher formulates the questions of problem as follow:
Is there any significant difference of students’ discourse markers ability in Secondary School?
C. Objective of the Research
Based on the problem statement previously, the researcher intends to find out whether there is a significant difference of students’ Discourse Markers ability in Secondary School.
D. Significances of the Research
This research is mainly intended to find out whether there is a significant difference of students’ Discourse Markers Ability in Secondary School. The result of the research is expected to be able to give some advantages classified as follows.
For the researcher, this research is expected to give a good understanding about Discourse Markers ability of students in secondary
school. The result of the research is expected to be significant considerations in understanding Discourse Markers. In addition, this study also sharpens the inquiry of the researcher in doing research.
For the teachers, this research will provide information about the Discourse Markers ability of students in secondary school. It is expected to help teacher to know further what the students’ needs in their English.
E. Scope of the Research
This research is pre-experimental research which focuses to find out the result of students’ ability in discourse markers. Discourse Markers which become focus are micro-markers (temporal), e.g. then, next, after and macro-markers (starter), e.g. firstly, secondly. By this, the students are expected to be able to have ability in discourse markers especially in Procedure Text.
A. Previous Research Findings
In this part, the researcher found several previous research findings, which were related to this research, those are:
Ang (2014) The Effect of Discourse Markers on the Reading Comprehension and Speed of Chinese Learners of English, this research’s findings conclude that Macro-markers help the reader who are either at the intermediate level or advanced level better comprehend the paper, also macro- markers help them increase their reading speed and the apt use of micro- markers help readers read the paper efficiently.
Derakshan, et al. (2015) in their research The Impact of Discourse Markers and Relative Clauses on the Reading Comprehension of English Foreign Language Learners revealed improvement of students’ performance in reading comprehension regarding syntactic knowledge namely Discourse Markers and Relative Clauses. The findings of this study showed that although students had almost similar mean scores at the beginning, the experimental group outperformed the control group at the end.
Ali (2015) The Effect of Explicit Instruction of Textual Discourse Markers on Saudi Learners’ Reading Comprehension results confirmed with a large effect size, that explicit instruction in Discourse Markers improved low- proficiency EFL learners’ reading comprehension. The finding also suggested
that knowledge of Discourse Markers correlated highly with reading comprehension. In other words, learners who were good at recognizing Discourse Markers performed better in reading comprehension tasks, whereas those who were poor at recognizing Discourse Markers performed poorly.
Saleem (2016) in his research An Analytical Study of Discourse Markers in Interactions-2 Reading Textbook found that mostly Causative, Adversative, Additive, and Temporal are some of the discourse markers used in these comprehension passages. From the results of these tests, it came to lime light that such connectors or discourse markers help students improve the understanding of what they have read. The presence and absence of discourse markers in reading comprehension passages were clearly displayed by the straight connection of tests’ grades.
Yuliani and Purwanto (2019) in their research Updating the Students’
Mastery on Discourse Markers to Improve their Reading Skill state that the knowledge of Discourse Markers facilitate the process of comprehension is accepted as there were significant increases in the students’ reading scores.
Thus, pedagogically speaking, it is important to realize that the knowledge of Discourse Markers is very much required by those in pursue of excellent reading skill.
The previous research findings above are similar to the research that researcher would analyze the students’ ability of Discourse markers. The difference of this research from previous research finding above is the focus of this research. They were focus on how the use of Discourse Markers
influenced the students’ reading comprehension, while in this research, the researcher focused to know the students’ Discourse Markers ability.
Therefore, the researcher intends to find out the students’ discourse markers ability in secondary school.
B. Some Pertinent Ideas 1. The Concept of Reading
a. Definition of Reading
Reading is an activity to get information presented in the text.
Anderson et al. in Burns (1992:35), explain that reading is a process in which information from the text and the knowledge possessed by the reader act together to produce meaning.
Flesch in Burns (1992:35) defines reading as getting meaning from certain combination of letters. Teach the child what each letter stands for and he can read. In reading, meaning is constructed through interpretation of written symbols that represent language. The reader’s past experience, language background, cultural framework and purpose for reading influences the interpretation.
According to Brown (2007) as cited in Eka (2015:8), reading is a process of a negotiation of meaning. It means that reader combine information from text and their background knowledge to build meaning. Readers have to employ all knowledge in their brain to make sense of the text and they pay attention to the text itself for the
words, phrases clauses, sentences and the connection between sentences to comprehend the text.
Furthermore, Goodman in Bojovic (2010:1) stated that reading is not merely a process of exact identification of letters, words, and ultimately sentences leading to comprehension built from letter to word to phrase to sentences. Readers make use of their existing background knowledge to make predictions about what is coming next in the text and about how some new, unfamiliar piece of information relates to what is already known.
Based on the above definitions about reading, it can be concluded that reading is an active cognitive process of getting the author’s idea through interpreting the written symbols. In the process of reading, the reader is influence by this past experiences, language background, cultural framework and the purpose of reading.
b. The Process in Reading
According to Burns (1992:6), there are eight processes in reading. They are:
1) Sensory Process means perceives the printed symbol visually 2) Perceptual Process means interpret what they see as symbols or
words
3) Sequential Process means follow the linear, logical, and grammatical patterns of the written words
4) Experiential Process means relate words back to direct experiences to give the words meaning.
5) Thinking process means make inferences from and evaluate the material
6) Learning Process means remember what they learned in the past and incorporate new ideas and facts
7) Associational Process means recognize the connections between symbols and sounds, between words and what they represent 8) Affective Process means deal with interest and attitudes the affect
the task of reading.
9) Constructive Process means put everything together to make sense of the material.
c. Purpose of Reading
Many or any people can read a text but hardly can understand what the writing was all about. This is because the reading was not providing any information to the reader. This happened when the reader merely read the text without understanding the content.
Therefore, it defeats the purpose of reading as a means to gain information.
In order to be able to read English text effectively and efficiently, the readers should have particular purposes in their mind before they interact with the texts. Effective and efficient reading always purposeful and tends to focus mainly on the purpose of the
activity. Then, the purpose of reading is implemented into the development of different reading types.
Types and purposes of reading cannot be separated from comprehension. Each type will determine what to achieve during or after reading. In conjunction with this Clarke and Silberstein in Novary (2015:7) point out that classroom activity should parallel the real world as closely as possible. Language is a tool of communication, so methods and materials should concentrate on the message, not on the medium. Then, the purpose of reading should be the same in class as they are in real life.
d. Kinds of Reading
There are several kinds of reading according to Indriati in Irmayani (2019) classifies reading into four kinds, namely: reading aloud, silent reading and speed reading
1) Reading aloud
Reading aloud is very important device that cannot be over looked in achieving the goal because it is a great aid in the developing our habits to practice, in reading aloud. The students will get experience as many times as possible.
2) Silent reading
Silent reading tends to reinforce the reader to find out the meaning of the words. This kind of reading leads the reader to a better comprehension. Silent reading is a skill to criticize what is
write to discuss something write to means to draw inferences and conclusion as well as to express a new idea on the basis of what is read.
3) Speed reading
This kind of reading is used to improve speed and comprehension in reading. This skill is very important for student.
This skill of speed-reading must run side comprehension. The rate of reading speed however, depends on the kind of reading material. The rate of speed-reading a story or narration will be different from the reading scientific material.
4) Oral reading
In oral reading, a reader vocalizes the printed words one by one. Therefore, a reader who does oral reading can practice and try to improve his pronunciation, stress and intonation. In oral reading, the students will get experience in producing the sound, which should be practice as many times as possible
2. Aspects of Reading
Pressley (2006) stated that some aspects of reading based on normal reading situation consists of three kinds. They were:
a. Word Recognition
The degree of excellence in reading determined, to large extent, by the abilities to recognize and pronounce words. The core of view that reading is chiefly skill in recognizing words can be accurate by the
form of the word itself. Decoding the printed page is one of examples of recognizing the oral equivalent of the written symbol.
b. Comprehension
Comprehension is one of competence that must be had by the readers. Reading just is not transferring the symbol printed from page to the brain but the readers have to comprehend the content of the reader’s read. Comprehension in reading becomes important because it makes the readers have meaningful in their reading. In other word, their reading is not useless.
c. Reflection
Globally, this aspect involves comprehension and word recognition. Look, the process of reading necessary to be able to hold ideas they occur and to conceptualize meaningful interpretation through reflection. This process compares the written stimuli with readers’ experience.
3. Porcedure Text
a. Definition of Procedure Text
A procedure is a series of activities, tasks, steps, dicision, calculation and other processes, that when undertaken in the sequence laid down procedures, and then describe the result, product or outcome. Procedure text is one of the texts in genre based approach. It is a piece of text that describes how something is accomplished through a sequence of action or steps (Depdiknas, 2003:49). The
example of procedure texts includes cooking recipes, direction to find place, rules game, manual instruction of a tool, science experiement.
However, the examples that use in this research are cooking manual recipes and manual steps of doing something.
b. Social Function of Procedure Text
The social function of a Procedure Text is to explain how something can be done. This means a procedure text tells us how to do something, how to make something or how to operate something.
c. Generic Structure of Procedure Text
Procedure text has generic structure according to communicative purpose of the text itself. It is divided into three parts such as: (1) Goal or purpose, describes what someone wants to do, (2) Ingredients or material, they are things that need to be prepared for completing the procedure, and (3) Method or steps, provide sequences step in making or doing something.
d. Significant Lexicogrammatical Features of Procedure Text
Besides having social function and generic structure, procedure text also has significant lexicogrammatical features that support form of a procedure text. They are
1) Simple Present Tense, especially imperative form
Procedure text has the social function to tell someone to do something. So, the instruction here is used by imperative verb in present tense. Such as get, chop, cut, stir, add, etc.
2) Connective of sequence
Eventually, to make the steps of the procedure text better and easy to follow, we need the word to connect the instruction like as then, after, next, etc.
3) Numbering
The function of numbering here is same as comparative of sequence. It will be needed if the writer wants to show some variant sequence, for example firstly, secondly, etc.
e. The Example of Procedure Text
Goal : How to Make Mango Juice Ingredients : two ripe mangoes
1 cup water
2 tablespoons sugar A few ice cubes
Steps : - Firstly, Wash the mangoes to remove any dirt.
Then peel the ripe mangoes.
- Secondly, cut the peeled mangoes into small pieces.
- Next, put them in a blender together with crushed iced.
- After that, blend until smooth
- Then, run the blended mixture through a sieve.
- Throw away the leftover pulp and mango fibres.
- Finally, serve the juice in glasses with a piece of mango attached to the side for garnish.
C. Discourse markers
1. Definition of Discourse Markers
Discourse could be defined as a form of a language use which includes the functional aspects of a communicative even (Van Dijk in Zulfa, 2016) or pieces of language larger than a sentence that to functions together to convey a given idea or information. Discourse Markers are used in conversation or writing to show or signal the relationship between ideas or information in a given context. They are words or phrases used by speakers or writers to link ideas or information in a discourse.
According to Schiffrin in Schiffrin et al. (2001:57), Discourse Markers is sequentially dependent elements that bracket units of talks. She proposed that discourse markers could be considered as set of linguistic expressions comprised of members of word classes as varied as conjunctions (e.g. and, but, or), interjections (oh), adverbs (now, then), and lexical phrases (y’know, I mean). Also proposed was a discourse model with different planes: a participation framework, information state, ideational structure, action structure, exchange structure. Her specific analyses showed that markers could work at different levels of discourse to connect utterances on either a single plane or across different planes.
Based on Levinson in Zulfa (2016), viewed Discourse Markers as an independent class, which is worthy to be studied, although he obviously
did not entitle it. He believed that those are used in discourse since they provide contextual coordinates for utterances namely contributing to build the local coherence jointly constructed by the addresser and the hearer in their discourse, context, meaning and action. There are eleven Discourse Markers in which he focuses, those are oh, well (particle), and, or, so, because (conjunction), now, then (time deictic) and you know (lexicalized clauses).
Fraser (1999:946) defines Discourse Markers as expressions drawn from the syntactic classes of conjunctions, adverbials, or prepositional phrases, have the syntactic properties associated with their class membership, have a meaning, which is procedural, and have co- occurrence restrictions, which are in complementary distribution with their conceptual counterparts.
Based on Cambridge Dictionary, discourse markers are words or phrases like anyway, right, okay, as I say, to begin with. We use them to connect, organize and manage what we say or write to express attitude.
From the definition, it seems that discourse markers are projected to the property of spoken discourse. In written texts, Discourse Markers can be thought as connectors or cohesive devices.
2. Discourse Markers Categories
There are several categories of Discourse Markers that Fraser (1999:946) also classified into four sub categories, they are:
a. Contrastive, e.g. however, although, but, yet, in contrast, on the other hand.
b. Elaborative, e.g. in addition, also, and besides, furthermore.
c. Inferential, e.g. accordingly, as a result, because of, therefore, thus.
d. Reason, e.g. after all, because, for this/that reason, since.
According to Martinez as cited in Winny (2018), noted two additional groups of discourse markers that were not included in Fraser’s classification could be added to the elaborative markers. They are:
a. Conclusive, e.g. in conclusion, in short, to sum up, in sum.
b. Exemplifiers, e.g. for example, such as, for instance, e.g.
There are also one of the most recent and most comprehensive views on Discourse Markers was given by Belles-Fortuño as cited in Asadzadian (2017), with modifications, who classified Discourse Markers to two groups of Micro-markers and Macro-markers.
The following table 2.1 gives the adopted micro-markers as listed by Belles-Fortuño (2004).
Table 2.1 Micro-markers Classification Model
Additional Temporal Causal Contrast Emphasis Furthermore
Moreover In addition
Besides
Afterwards Then Next Eventually
As a result Therefore
Because Hence
However In spite of
Despite Even so
Absolutely Certainly Obviously
Notably
Table 2.2 displays the macro-markers as classified by Belles- Fortuño (2004).
Table 2.2 Macro-markers Classification Model Starter Elicitation Accept Attitudin
al
Meta- statement
Conclu sion Firstly What are
the advantage s of…?
… is a generally accepted fact.
Confiden tially
To highlight
To sum up
The second point is
The question the pup up is …
As
obviously mentioned by
scientist
…
Basically The most important of all
In conclus ion
Initially How about other influential factors?
Previous researcher have evidently confessed that …
Undoubt edly
By all means
Briefly
As mention ed above
What are the
conditions under which …?
The study strongly supports the idea that …
Admitted ly
The climax of
In short
Based on the classification above, this research will focus in using Discourse Markers that classified by Belles-Fortuño (2004). They are:
Temporal in Micro-markers and Starter in Macro-markers. The examples of those markers in sentence are as follows:
a. Micro-markers: Temporal
She said something and then rode ahead.
Her lower lip pushed out and then she started to cry.
Next, we put the books on the table.
b. Macro-markers: Starter
Firstly, I would like to thank everyone who has contributed to this success.
Firstly, we should cut the papers.
Secondly, take two spoons of coffee and put into the glass 3. The Functions of Discourse Markers
The functions of discourse markers have categorized into ten functions grouping into two big umbrellas by Castro that initiated by Brinton as cited in Zulfa (2016) named textual and interpersonal functions.
Textual function is highly related to the way the speaker structures meaning as text, creating creative passages of discourse, using language in a way that is relevant to the context. Whereas interpersonal function refers to the nature of the social exchange called the role of the speaker and the role assign to the hearer.
This is the flow chart of the inventory of Discourse Markers’
functions proposed by Castro (2009) and adopted from Brinton (1996).
Table 2.3 Function of Discourse Markers
Textual functions
To initiate discourse, including claiming the attention of the hearer
Opening frame marker To close discourse Closing frame markers To aid the speaker in
acquiring or
relinquishing the floor
Turn takes (turn givers) To serve as filler or
delaying tactic used to sustain discourse or hold the floor
Fillers Turn keepers To indicate a new topic
or partial shift in topic Topic switcher
To denote either new or
old information Information indicators To mark sequential
dependence
Sequence/ relevance markers
To repair one’s own or
others’ discourse Repair markers
Interpersonal functions
Subjectively to express a response or a reaction to the preceding discourse including also back- channel signals of understanding and
continued attention while another speaker is having his/ her turn
Response/ reaction markers
Back-channel signals
Interpersonally, to effect cooperation or sharing including confirming shared assumption, checking or expressing understanding,
requesting confirmation, expressing difference or saving face (politeness).
Confirmation-seeker Face-savers
D. Conceptual Framework
Figure 2.1 Conceptual Framework
The conceptual framework above described that students’ discourse markers ability would be examined in pre-test , meanwhile, after doing the treatment by teaching discourse markers that focus on micro-markers (temporal) that is next, then, after and macro-markers (starter) that is firstly, secondly. The discourse markers was taught in procedure text material. After conduct the treatment, in the same way, the students also will be exercise in post-test. Thus, the researcher could see the difference students’ achievement between pre-test and post-test of students’ discourse markers ability in secondary school.
Discourse markers
Procedure Text
Students' Achievement
Micro Markers Temporal:
Then, Next, After
Macro Markers Starter:
Firstly, Secondly,…
E. Hypothesis
Concerning the literature review above, the hypothesis could be formulated as follow:
H1 : There is significant difference of students’ Discourse Markers ability.
H0 : There is no significant difference of students’ Discourse Markers ability.
A. Research Design
This research was pre-experimental research design which used one group pretest posttest design in order to find out the significant difference of students’ Discourse Markers ability in secondary school. The design used one class, as the experimental class which received the treatment of Discourse Markers. In this research, pretest (O1) was given before the researcher teaches Discourse Markers and in order to measure the students’ competence before they were given the treatment. Then, treatments were given in three times by teaching Discourse Markers to improve students’ reading comprehension. Posttest (O2) was given after teaching Discourse Markers and to measure how far the students’
improvement after they get the treatment.
In this design, there must be a different between the pre-test and the post-test scores. According to Sugiyono (2016:111) the research designs could be represented a follows:
O
1X O
2Explanation:
O1 : Pre-test X : Treatment O2 : Post-test
B. Research Variables
There were two variables in this research, they are: independent and dependent variables. Independent variable was Discourse Markers and the dependent variable was the students’ discourse markers ability.
C. Population and Sample 1. Population
The population of this research was all of students of ninth grade in SMP Negeri 1 Bissappu in Bantaeng. There were six classes of the ninth grade that consisted of 191 students.
2. Sample
Based on the population, the researcher could determine the sample used purposive technique. Because the researcher would determined the sample by looking the characteristics of the class and based on information from the teacher. The researcher will choose one of the classes of grade nine as sample that consists of 25 students.
D. Research Instrument
In collecting data, the instrument of the research was questions in multiple choice forms. The questions were given in pretest and posttest.
Pretest was used to measure the basic knowledge of the students in Reading Comprehension, and the posttest was used to measure the treatment that has been given.
E. Procedure of Collecting Data
The procedures of collecting data in this research were as follows:
1. Pre-test
Before doing the treatment, the students were given pre-test to know their basic knowledge in reading comprehension. The test consisted of a reading comprehension test in multiple choice forms.
2. Treatment
The sample was treated by teaching Discourse Markers. In this case, the students were taught about the several types of Discourse Markers and its use in Procedure text. The treatments were conducted three times.
3. Post-test
After the treatment, the post-test was conducted to find out the students’ achievement in reading comprehension it was used to check the result of the treatments; it was useful to know whether the Discourse Markers use was effective to improve the students’ reading comprehension. The test was also contains reading comprehension test.
F. Data Analysis
In analyzing the data, the researcher applied some steps as follows:
1. Scoring the students’ correct answer of pre-test and post-test by using this formula:
(Depdikbud, 2017 : 93) 2. Classifying the score of the students into following chriteria:
The mean score of the students were classified in to seven levels as follows:
Table 3.1 Scoring Criteria
No. Score Mark
1.
2.
3.
4.
5.
6.
7.
Score 96 – 100 Score 86 – 95 Score 76 – 85 Score 66 – 75 Score 56 – 65 Score 36 – 55 Score 0 – 35
Excellent Very good
Good Fairly good
Fairly Poor Very poor
(Depdikbud, 2017) The researcher used 10 numbers of item for every pretest and postest. To get the score for every student, the researcher divided the students’ correct answer with the number of items and times 100.
After getting students’ score, it can be categorized by using the table above.
3. Calculating the mean score of the students’ answer by using the following formula:
̅ ∑
Notation:
̅ = The mean or arithmetic average of the score
∑X = The sum of all scores
N = The total number of subject
(Gayet al, 2012) 4. Calculating the standard deviation of the students’ score in pre-
test and post-test by using the following formula:
√∑ (∑ )
Notation:
SD = Standard mean deviation n = The total number of students
∑X = The sum of the score
∑X2 = The sum of the squares
(∑X)2 = The squares of the sum of the score 1 = Constant number
(Gay et al, 2012) 5. Computing the frequency and the rate percentage of the
students’ scores
Where:
P = Percentage F = Frequency
N = The total number of students
6. Testing the hypothesis to find out the difference between pre- test and post-test by the following formula:
̅
√∑ (∑ ) ( )
Where: ̅ ∑ Notation:
t = Test of significance
̅ = the mean score of total deviation
∑ = sum of total score difference
∑ = square of the sum of total score difference n = The total of the subject
1 = a consonant number
(Gay et al, 2012)
A. Findings of the Research
The finding of the research covered the result of the data collected through answer-question test that consisted of 10 questions of multiple choice reading comprehensions in pre-test and post-test. The content of the test was similar with different weight. The students answered those questions based on their comprehending in the text.
1. The students’ reading comprehension test scores.
Table 4.1 The Students’ Score of Pre-test and Post-test
Students PRETEST POSTTEST
AZS 40 90
ANOA 40 90
DA 80 80
DE 60 90
EN 80 100
FUM 70 90
HS 40 80
HD 40 90
IS 60 90
MH 50 80
MART 60 90
MF 50 90
NS 50 90
NH 40 80
NIA 80 90
NIM 50 80
PA 50 80
RAP 80 100
SR 70 90
SS 60 90
SM 60 80
SW 70 90
SU 50 80
UD 40 70
VA 40 80
The table above showed the result scores of the students’ pre-test and post-test. The students that consist of 25 students have done multiple choice tests on both pre-test and post-test that consisted of 10 questions.
2. The analysis of the score of Pre-test
The pre-test has been done to measure the basic competence of the students’ reading comprehension toward procedure text that using discourse markers. The first, the researcher tabulated the students’ raw score and second, determined the quality of the student’ score into the rate percentage and score classification as follows:
Table 4.2 the classification and the rate percentage of the students pretest No. Score Classification Pre-test Score
F %
1. 96 – 100 Excellent 0 0%
2. 86 - 95 Very good 0 0%
3. 76 - 85 Good 4 16%
4. 66 - 75 Fairly good 3 12%
5. 56 - 65 Fair 5 20%
6. 36 - 55 Poor 12 48%
7. 0 - 35 Very poor 1 4%
Total 25 100%
The table showed that the score of the students’ basic competence of reading comprehension in procedure text was only 16% good. There were only 4 students who get through the grade because the passing grade of English subject of ninth grade in SMP Negeri Bissappu is 80.
After calculating the result of the students’ pretest, the mean score and standard deviation were presented in the following table:
Table 4.3 the mean score and standard deviation of the students’ pretest
Test Mean score Standard deviation
Pre-test 56.4 14.4
The table above presented that students’ mean score of pretest was 56.4 who only categorized as Fairly but it did not gain the passing grade.
Besides, the standard deviation was 14.4. (The calculation of mean score and standard deviation could be seen in appendix.)
3. The analysis of the score of Post-test
The post-test has been done to measure the students’ reading achievement after the treatment. Firstly, the researcher tabulated the raw
score and then, determined the quality of the students’ into rate percentage and score classification as follows:
Table 4.4 the classification and the rate percentage of the students’ posttest No. Score Classification Post-test Score
F %
1. 96 – 100 Excellent 2 8%
2. 86 - 95 Very good 13 52%
3. 76 - 85 Good 9 36%
4. 66 - 75 Fairly good 1 4%
5. 56 - 65 Fair 0 0%
6. 36 - 55 Poor 0 0%
7. 0 - 35 Very poor 0 0%
Total 25 100%
The table above showed that the score of the students’ after giving treatment were 8% Excellent, 52% Very good, and 36% Good, which meant that most 96% of students were achieve the passing grade score.
After calculating the result of the students’ posttest, the mean score and standard deviation were presented in the following table:
Table 4.5 the mean score and standard deviation of the students’ posttest
Test Mean score Standard deviation
Post-test 86.4 7
The table above presented that students’ mean score of posttest was 86.4 who only categorized as Fairly but it did not gain the passing grade.
Besides the standard deviation was 7. (The calculation of mean score and standard deviation could be seen in appendix.)
4. Significant testing
Analyzing t-test is used to find out the significant difference of the students’ pre-test and post-test. In order to know the level significance 5%
(0.05), degree of freedom df = N – 1 (df is N – 1 = 25 – 1 = 24), it was found that t-table value is 2.063 the result of the calculation as follows:
Table 4.6 Distribution the value of t-test and t-table
t-test t-table
14.06 2.063
The data on the table above showed about the value of t-test is higher than the value of the t-table. It indicated that there was a significant difference between the results of the students’ reading achievement in students’ discourse markers ability after the treatment.
It can be concluded that there was significant difference between the results of the student achievement of their discourse markers ability in procedure text. This also means that null hypothesis (H0) There is no significant difference of students’ Discourse Markers ability is rejected and the alternative hypothesis (H1) There is significant difference of students’ Discourse Markers ability is accepted.
B. Discussion
In this part, the result of findings would be explained clearly about students’ achievement of their Discourse Markers ability in Procedure Text.
This part deals with the interpretation of the findings.
The pre-test was conducted on August 14th 2019. The topic was taken from the material based on syllabus at the school that was Procedure text. The researcher asked the students to answer the question on multiple-choice test.
Most students found the difficulties to comprehend the text. Most of them
gave wrong answers on the test especially in question about topic, specific information, Discourse Markers and vocabulary based on the row score in appendix C1, it showed that their reading comprehension which had been appeared in pre-test, the researcher conducted treatment in three meetings.
The first meeting was on august 19th 2019. It was the first day for treatment. The researcher conducted the first treatment by teaching about Procedure text. Firstly, the researcher explained about Procedure text and its generic structure, purpose, language feature and its example. The researcher than showed the students about the generic structure and language features in the example. And also the researcher brought the students to focus on language features that contains Discourse markers and showed its example in it. In this meeting, the students showed that they are still lack of information about Discourse Markers, they stated that no one ever introduce them about it.
The second meeting was on august 21st 2019. It was the second treatment, introducing about Discourse Markers, its functions and types. The types that become focus was Micro Markers Temporal: then, next, after and Macro Markers starter: Firstly, Secondly. In this meeting the researcher teach the students the function of the discourse markers in showed the specific information or details in procedure text. The researcher also asked the students to do a practice about the use of discourse markers in procedure text by giving them a procedure text with fill in the blank questions. By this practice, most of students understood about the use of discourse markers.
The third meeting was on august 26th 2019. In this meeting, the researcher ask the students to analyze the use of language feature in this case was discourse markers in procedure text by group. The students was divided into five groups, every group was given task with same procedure text and instruction. They were instructed to analyze the text to determine which are discourse markers, action verb, and ingredients. This task aimed to show the ability of the students in analyzing specific information in procedure text by discourse markers. This meetings show the enthusiasm of the students. Most of the students show their best work group of this task with four groups had excellent score.
Last meeting was on august 28th 2019. This meeting was for giving the post-test after treatment. Based on the row score in appendix C1, all of the students gave right answer for questions about topic, Discourse Markers, and type of text. It showed most of the students showed their improvement in their achievement. The following explanation of the improvement:
1. The improvement of students’ achievement of their discourse markers ability in procedure text
Based on the result of the students’ test, the score of the students’
pre-test showed that 4 (16%) out of them classified into good score, 3 (12%) out of them classified into fairly good score, 5 (20%) out of them classified into fair score, 12 (48%) out of them classified into poor score and 1 (4%) out of them classified into very poor score, none of them
classified into very good and excellent score. This meant the students still lack of comprehension especially in procedure text.
While the score of the students’ post-test, it showed that 2 (8%) out of them classified into excellent score, 13 (52%) out of them classified into very good score, 9 (36%) out of them classified into good score, 1 (4%) out of them classified into fairly good score and none of them classified into fair, poor and very poor score. It concluded that 96% of the students gained the passing grade and improves their reading achievement.
Furthermore, the result of the data analysis through the test also showed that the mean score of pre-test was 56.4 and post-test was 86.4;
while the standard deviation of pre-test was 14.4 and post-test were 7.
2. The significant difference of t-test and t-table
Through the result of pre-test and post-test, the result of t-test value of the level of the significant 5% = 0.05, degree of the freedom (df) = 24 indicated that t-table value was 2.063 and t-test value was 14.06.
Therefore, it can be concluded that statistically hypothesis of H1 was accepted and the statistically hypothesis of H0 was rejected. It means that the students had a good ability in discourse markers in procedure text material.
The data of this research showed that there was a significant difference of students’ Discourse markers ability especially micro markers (temporal): next, then, after and macro-markers (starter): Firstly, Secondly especially for procedure text material. It was beneficial for the students in
secondary school who studied English as foreign language because it could also improve their reading in procedure text.
The statements above were support by the previous findings research of Saleem (2016) who stated that discourse markers help students in improve their understanding of what they have read. This could be seemed in students understanding in identifying the procedure text that had discourse markers as connectors. Yuliani and purwanto (2019) also stated that the knowledge of discourse markers is very much required by those in pursue of excellent reading skill. This supported the finding of the research where their achieved better result of their discourse markers ability in post- test.
The ability of students’ discourse markers facilitates them to identify the information in procedure text and ease them answer question. This supported by Van Dijk in Zulfa (2016) who said that Discourse Markers function is to convey a given idea or information. Brinton in Castro (2006) also stated this in his flow chart of Discourse markers textual function that stated it function to denote either new or old information for information indicators.
From the discussion above, it can be concluded that the ninth grade of SMP Negeri 1 Bissappu in Bantaeng have good skills in reading after being taught through Discourse Markers material, especially in comprehending procedure text.
A. Conclusion
After conducting the Experimental Research about analyzing the Students’ Discourse Markers ability in secondary school and based on research findings in the previous chapter, the researcher concluded that students had a good performance in procedure text after analyzing their discourse markers ability, it was proved by the mean score of students’
achievement before and after giving treatment is 56.4 become 86.4. There was significant difference of students’ discourse markers ability in procedure text.
It could be proven by the value of t-test (14.06) was higher than t-table value (2.063).
B. Suggestion
Based on the result of the data analysis and conclusion above the researcher suggests:
1. The material of discourse markers is needed in procedure text material.
2. Teacher in SMP Negeri 1 Bissappu should be more creative to manage the material for teaching by introducing the material suitable such as discourse markers in procedure text.
3. It is suggested that the teacher of English in SMP Negeri 1 Bissappu in Bantaeng to be more creative in presenting materials when teaching
reading, it makes the students more interested and enjoyable in learning reading
4. The result of this research can also be used as an additional reference or future research with different discussion for the next researcher.
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Asadzadian, Ghader. 2017. The Impact of Discourse Markers Instruction on Writing Improvement of Iranian Intermediate EFL Learners. Faculty of Education, University of Malaya, Kuala Lumpur.
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Mata Pelajaran : Bahasa Inggris
Kelas/Semester : IX (Sembilan) / I (satu) Materi Pokok : PROCEDURE TEXT Alokasi Waktu : 2 x 40 menit
A. Kompetensi Inti
KI-1 : Menghargai dan menghayati ajaran agama yang dianutnya.
KI-2 : Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli (toleran,gotong royong), santun, dan percaya diri dalam berinteraksi secara efektifdengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
KI-3 : Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
KI-4 : Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator Pencapaian Kompetensi 3.4 membandingkan
fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks prosedur lisan dan tulis dengan memberi dan meminta informasi
terkait resep
makanan/minuman dan manual, pendek dan sederhana, sesuai dengan konteks penggunaannya
3.4.1 Melafalkan beberapa kosa kata yang berhubungan dengan Teks Prosedur tentang resep makanan/minuman dan manual pendek sederhana sesuai dengan konteks penggunaannya
3.4.2 Mengidentifikasi generic structure Teks prosedur sesuai dengan konteks penggunaannya di dalam teks yang tersedia
4.4 menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks prosedur lisan
4.4.1 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial teks prosedur dengan menyatakan dan menanyakan tentang resep dan manual, pendek dan sederhana, sesuai dengan konteks penggunaannya.
dan tulis, sangat
pendek dan
sederhana, dalam bentuk resep dan manual
4.4.2 Menangkap makna teks prosedur, lisan dan tulis, berbentuk resep dan manual, pendek dan sederhana.
4.4.3 Menyusun teks prosedur, lisan dan tulis, pendek dan sederhana, berbentuk resep dan manual, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
C. Tujuan Pembelajaran
Setelah mengikuti proses pembelajaran melalui diskusi kelompok secara berpasangan peserta didik dapat:
1. Melafalkan kosa kata yang berhubungan dengan teks prosedur tentang makanan dan minuman sesuai dengan konteks penggunaannya.
2. Mengidentifikasi fungsi sosial dan struktur teks prosedur secara lisan dan tulis dengan memberi dan meminta informasi terkait resep pendek dan sederhana tentang makanan/ minuman sesuai dengan konteks penggunaannya.
3. Menyusun teks prosedure tentang resep pendek dan sederhana tentang makanan/ minuman sesuai dengan struktur teks yang tepat
D. Materi Pembelajaran
1. Definition of Procedure Text
The purpose procedural text is to tell the reader how to do or make something. The information is presented in a logical sequence of events which is broken up into small sequenced steps. These texts are usually written in the present tense. The most common example of a procedural text is a recipe
(1)Texts that explain how something works or how to use instruction / operation manuals e.g. how to use the video, the computer, the tape recorder, the photocopier, the fax. (2) Texts that instruct how to do a particular activity e.g. recipes, rules for games, science experiments, road safety rules. (3) Texts that deal with human behavior, e.g how to live happily, how to succeed
2. Generic Structure of Procedure Text
Goal : (e.g : How to make spaghetti)
Material or Ingredient : (e.g : the material to cook omelette are egg, onion, vegetable oil, etc. )
Step : (e.g : firstly, wash the tomatoes, onion, …., secondly cut the onions becomes slice. . . )
3. Purpose of Procedure Text
To explain/tell (the reader) how to make/operate/do something through a sequence of actions or steps.
To explain steps/instruction to make/operate/do something 4. Language Feature of Procedure Text:
