INTRODUCTION
Focus of The study
1Abdulhafeed Saif Modhish, "The Use of Discourse Markers in the Composition Writings of Arabic Learners of English", (Taiz University, Yemen,). The result showed that using discourse markers will help students understand a lecture.2. In the previous research, there is research that is closely related to discourse markers in writing.
The researcher will try to analyze the use of discourse markers in writing a descriptive paragraph. In addition, the data collector will soon collect student data on the use of discourse markers in descriptive text writing among sixth semester students at Metro State Institute of Islamic Studies. Next, the researcher classified the types of use of discourse markers in writing the descriptive text of the paragraph that are commonly encountered by the sixth semester students.
I don't know the use of discourse markers one by one because there are so many types of them. Yet students still have problems understanding the use of discourse markers let alone in writing performance. The use of discourse markers to write descriptive paragraphs in the six semester student TBI from IAIN Metro.
Md Yunus, Melor dan Nor Fatimah Haris, "The Use of Discourse Markers among Four SLL Students in Essay Writing" (Canadian Center for Science Education), Vol.
- Objective of the study
- Benefit of the study
General description
Because it can be used to guide the writer in appropriate direction by answering the question related to that topic area. Therefore, the author has given some supporting theories on the subject to easily understand the content of this research.
Theoretical Framework
- The Concept of Writing
- The Concept of paragraph
- The Concept of Discourse Markers
15 Melor Md Yunus dan Nor fatimah Haris, “The Use of Discourse Markers among Four SLL Students in Essay Writing” (Canadian Center for Science Education), vol. 17 Abdulhafeed Saif Modhish, “The Use of Discourse Markers in Arabic EFL Learners' Composition Notes”, (Taiz University, Yemen,) Volume 5, May 2012, p. According to Holliday, qualitative research combines phenomena of everyday life, work activities and other social issues of deep concern.8 Thus, the researcher guides students to use discourse markers when writing a descriptive paragraph.
This research is set up as a qualitative research to analyze how is the use of discourse markers in writing descriptive paragraphs at the state institute of Islamic studies of Metro, the researcher mainly conducts this research in the third semester. It means that the students' first-hand data on the use of discourse markers in the descriptive paragraph are obtained by the researcher as an object of this research. In carrying out this research process, the researcher will collect some appropriate documents through the data from discourse analysis book, writing books and international journals regarding the theories between the use of discourse markers and descriptive writing.
It is the same with the readers or the students how they write or learn about discourse markers. The people have different level and performance or perspective to know discourse markers and use discourse markers in writing descriptive paragraph.
Data Recording and Analysis technique
Unfortunately, discourse markers are still poorly understood by the students in the third semester of TBI. Based on the data collected above, eighteen out of twenty students respond that the teacher uses discourse markers in the writing lessons. From the chart above, it can be outlined the conclusion that there are more errors in the students' descriptive writing by using discourse markers.
The percentage of use of discourse markers in descriptive writing by IAIN Metro's six-semester TBI student. The diagram pie above indicates that several mistakes were made by the students when using discourse markers in descriptive writing. It can be illustrated by the 371 errors of discourse markers obtained from twenty descriptive paragraphs of students.
Referring to the result of the interview, students who encounter difficulties in using discourse markers in descriptive writing ask the writing teacher to elaborate on their correct use. Meanwhile, students who are good at writing, especially using discourse markers in descriptive paragraph writing, are expected to retain their meaning.
DATA PRESENTATION
The Historical Background of State institute for Islamic studies
As an Islamic institute which was one of the favorite universities, IAIN Metro has visions and missions. In the year 1993, IAIN Raden Intan Tanjung Karang was changed to IAIN Raden Intan Bandar Lampung. Also, in 1967, the Faculty of Education and Islamic Law was established in Metro City based on the request of Metro.
The facilities in the State Institute of Islamic Studies of Metro To support the teachers and students, there are some facilities in the State Islamic Institute of Metro namely: Lecture Room, Computer Laboratory Unit & Baitul Mal wa Tamwil, Library Unit, Language Laboratory Unit, Micro-teaching. The number of lecturers and official employees of the State Islamic Institute of Metro in the academic year 2017/2018 is 152. In the implementation of education, the English Education Department stands by its vision as follows: the establishment of professional students in the English education who can integrate the Islamic values and academic dimensions.
This is the vision and missions that includes all the students in the English Education Department in the State Islamic Institute of Metro. Indeed, it will be a dynamic, open and polite relationship between the stakeholders in TBI State Islamic Institute of Metro, and the total students of TBI are 1059 students.
General Description of Research Data
The total of the use of additive discourse markers is 104 errors made by twenty students. This type shows the opposite discourse markers that precisely connect the idea in the text based on the context. Theoretically, all students understand discourse markers and another technical term of discourse marker which has the function of connecting one sentence with the other sentences.
Most students argue that the most difficult discourse markers used in descriptive writing are "therefore and nevertheless". B : I will try to learn and use discourse marker knowing the meaning, so I can imply discourse markers in my writing. Based on the data obtained above, it can be concluded that most students theoretically understood the definition of descriptive writing and discourse markers.
However, the lack of writing performance using discourse markers affects their understanding of them in writing, let alone that the types of discourse markers are not few. Although the writing lecturer uses discourse markers in their teaching in the writing class, they still find difficulty in understanding the use of discourse markers in the descriptors.
Discussion
Therefore, they have the solution to solve their problem as follows by asking their teacher or friend and open the dictionary to know the meaning of discourse markers to get the new knowledge, especially for using any type of discourse markers . In summary, the researcher suggests that the students read other references related to the discourse markers books, for example, David Nunan's book titled Introducing Discourse Analysis, Halliday's book "Cohesion in English" and Raphael Salkie's "Text and Discourse Analysis" which point In addition, as a comparison, students are expected to enrich their understanding by reading Douglas Brown's book entitled Teaching by Principles: An Interactive Approach to Language Pedagogy, which, among other things, fully describes the types of discourse markers. to be mentioned.
Based on interview data with third-semester students at Metro State Institute of Islamic Studies, a writing instructor taught discourse markers in teaching writing, including the descriptive paragraph. The errors were 38 items of temporal links, 81 items of cause or effect links, 104 items of additive links and. Errors accounted for 10% of tense discourse markers, 22% of cause or result discourse markers, 28% of additive discourse markers, and the highest percentage of use discourse markers found in IAIN Metro student descriptive writing was 40%.
Therefore, due to the data on the errors made by the above students of the six semesters, it can be assumed that they are students.
The Implication to the Teaching of Writing
Based on the result of the data analysis, the researcher will eagerly deduce this research still found in the use of discourse markers in writing descriptive paragraphs by the six-semester students at Metro's State Institute of Islamic Studies. The use of discourse markers when writing descriptive paragraphs were 38 items of time discourse markers, 81 items of cause or resultant discourse markers, 104 items of additive discourse markers, and the highest discourse markers found were 148 items of opposite or opposite discourse markers. Therefore, the researcher assumes that most of the six-semester students at the State Institute for Islamic Studies of Metro have a lack of understanding of the use of discourse markers, especially in writing performance.
The students who lack understanding of discourse markers are supposed to enrich not only their writing comprehension through the use of discourse markers, but also writing performance to avoid the writing errors especially when using any type of discourse markers in writing . The teacher should provide a clear explanation of descriptive writing and the use of any type of discourse mark deep in the teaching process to reduce students' unfamiliarity with the use of discourse mark in writing descriptive paragraphs. Akhyar Rido, "The use of discourse markers as an interactive feature in science lecture discourse in l2 setting", (STBA Teknokrat Lampung: Indonesia), February, vol.21, 2010.
Critics, .., argue that many university courses are worthless and that young people would be better off gaining skills in the workplace. The result of this analysis describes that there is actually some kind of error in using descriptive paragraphs at the State Institute for Islamic Studies of Metro.
CONCLUSION AND SUGGESTION
Suggestion
There are several reasons why young people today believe they have a right to a university education. Additionally Edward Minor Gallaudet who believed in using American Sign Language to educate deaf children. Hoy, a deaf baseball player, caught a fly ball in the ninth inning despite heavy fog.
There was a malfunction in the smoke machines and lights, the curtains wouldn't open and close properly, and one of the actors was sick without a stand-in.
