The last study comes from Campbell in his study titled "Markers of Discourse in the Classroom". Based on the background of the study, the researcher is interested in conducting a research entitled "Discourse markers in the presentation of students at IAIN Ponorogo".
Research Focus
Therefore, the researcher is interested in examining the extent to which students use discourse markers in their spoken interaction, especially in presentation, to find out what kinds of discourse markers are used by students in presentation, to describe the function of discourse markers found in student presentations. , and to also examine students' perceptions of the importance of using discourse markers in presentation.
Statement of the Problems
Objectives of the Study
Significance of the Study
This study is expected to provide students with an understanding of discourse markers so that students can use discourse markers in their presentation to help organize their ideas. In addition, this study expects to make a contribution to language teaching and learning, especially speaking teaching and learning, and provide information about discourse markers that can be useful to both readers and subsequent researchers.
Organization of the Study
In this chapter, the researcher presents the findings and gives the explanation about the types of discourse markers used by the students in the presentation, the functions of the discourse markers found in the students' presentation and the students' perception of the importance of using the discourse markers in the presentation. . It describes discourse analysis, discourse markers, characteristics of discourse markers, types of discourse markers, functions of discourse markers, speaking and student presentation.
Review of Related Literatures
Discourse Analysis
More specifically, Demo defines discourse analysis as: “examining language use by members of a speech community. It identifies linguistic features that characterize different genres, as well as social and cultural factors that aid in our interpretation and understanding of different texts and types of speech. .
Discourse Markers
Discourse markers fulfill a variety of pragmatic functions at the textual and interpersonal levels of discourse. Without sufficient discourse markers in a piece of conversation or writing, it would not appear logically constructed and the connections between the different sentences or utterances would not be clear.
Characteristics of Discourse Markers
They are multifunctional referential, structural, interpersonal, etc.. a) They can appear in utterance-final, utterance-initial and utterance-medial position. They are multicategory, since words that function as discourse markers can also function as words from another category.
Types of Discourse Markers
Fung and Carter examined and compared the production of DM by NS and NNS English speakers based on a pedagogical subcorpus from CANCODE and a corpus of interactive discourse in a Hong Kong secondary school classroom. In relation to the spoken mode, Fung and Carter proposed a functional paradigm of DMs based on their analysis of NS and NNS spoken data.
Functions of Discourse Markers
Interpersonal DMs are used to indicate the affective and social functions of spoken grammar and indicate how the speaker feels about discourse statements. A DM coordination function marker used to create coordination and connection between antecedent and antecedent statements. In the referential category, the word as such is used to denote a consequence or result.
Words like yeah, and, cos, are also structural discourse markers that function to mark the continuation of the topic. The category of cognitive markers is considered as DMs that are produced by unplanned speech of speakers. In these examples the word I want to act as a reformulation marker used to clarify the previous statement.
Speaking
Students’ Presentation
Kayfetz and Stice define a classroom presentation as a group of students studying and exchanging information and ideas through reports and discussions.59 The researcher is interested in the analysis of DM in student presentations because students. From this, the researcher can provide a general explanation of how DMs are used in communication, which is functionalized cognitively and pragmatically in students.
Previous Research Findings
On the other hand, there are also the differences between Tanya's study and this study. Tanya's study analyzed DMs using students' speaking task in the form of conversation, while this study analyzed DMs using students' presentation. This study discusses the use of discourse marker in undergraduate theses for students in English department at IAIN Metro.
Helmi's study analyzed DMs in undergraduate theses of English department students, while this study analyzed DMs in student presentation of English education students. Gloria's study examines the use of DMs in teacher speaking, while this study analyzes DMs in student presentations. Both studies analyze DMs in student presentation and Rosyana's study and Rosyana's study and this study also analyzed DMs in college students.
RESEARCH METHODS
Research Design
Researcher’s Role
Research Settings
This research aims to find out analysis of discourse markers in students' presentation at IAIN Ponorogo. This research began with organizing permits, observation or feasibility studies, selecting the participants, collecting data from the participants, analyzing the data, and reporting the research. The researcher conducted the preliminary study on February 18, 2022 and collected data from March 2 to April 10, 2022.
Data Source
Because the researcher was collecting data at the time when the college held blended learning, the data was taken in both online and offline classes. Secondary data refers to the data already collected and archived by others. It can be published data as well as unpublished data.75 In this study, the researcher used other sources such as books, journals, articles and all printed matter to support the main data related to the analysis of discourse markers.
Technique of Data Collection
Meanwhile, when the researcher conducted offline classroom observations, the researcher only observed and recorded the students' classroom presentations to obtain analysis and conclusions. Not to mention, observation sheets, field notes, photographs, audio and video recordings were taken to make the researcher's data more valuable. To get a more detailed and accurate description of what the researcher saw, heard and experienced, the researcher used observation sheets to better understand how the students used discourse markers in the presentations.
Interview, where the area of interest is selected and questions are formulated, but the interviewer can change the formal question during the interview process.78. As the explanation above, the interview conducted by the researcher to collect data is considered as a structured interview because the researcher conducted an interview with a specific purpose to get certain information about the students' perception of the importance of using discourse markers in the presentation, and the researcher has also made the schedule. for interviewing students as well as arranging the question for interviewing the researcher himself. The researcher must make transcriptions of data from the students' presentations and videos as well.
Technique of Data Analysis
After the data were classified and coded, the researcher made analysis about the discourse markers in the students' presentation. The researcher tried to find the types and function of discourse markers in students' presentations. The researcher abstracted the types and functions of the discourse markers by classifying the data into each category and giving each data code.
After all the data were classified and coded, the researcher presented them in the table. The researcher transformed the students' presentation into discourse marker analysis and reported the result in the form of a thesis. The researcher used the table to classify types and functions of discourse markers on the students' presentation.
Checking Validity of Data
Sugiyono explains that reliability refers to the stability and tracking ability of the changes in both data collection and data analysis. To check the reliability of the data, the researcher read and reread to obtain the certainty and stability of the data. The research on the process of data collection and data analysis has therefore been carried out by the researcher by matching the research question with the research result of data collection to achieve a certain degree of reliability.
Reliability and objectivity are measures of the accuracy of the truth or meaning expressed in a study. The findings of this research deal with the information related to the result of the research data. In addition, the discussion and interpretation discuss the elaboration and study related to the differences with the research findings on the discourse markers in the student presentation.
Data Description
- History of IAIN Ponorogo
- History of English Education Department IAIN Ponorogo
- The List of Lectures and Fourth Semester Students A Class in English Education Department at Education and Teacher Training Faculty of IAIN Ponorogo
- The Curriculum of TBI IAIN Ponorogo
- Types of Discourse Markers in Students’ Presentation
- Functions of Discourse Markers in Students’ Presentation
The researcher found DMs, but those used by the speaker to mark a contrast between two ideas in presentation. The researcher found DMs and those used by the speaker in presentation to connect between two ideas. The researcher found DMs or those used by the speaker in presentation to show an option in utterances.
This shows that the speaker has used DMs well to indicate the opening of the topics. This shows that the speaker used DMs well to indicate the conclusion of the topics. The researcher found DMs so that they were used by the speaker in the presentation to provide a conclusion on the topic.
The researcher found DMs I think were used by the speaker in the presentation to denote thought process. Here the speaker discussed the introduction of the research journal for which the speaker was presented.
Discussion
The researcher found seven structural markers which were used by students in the presentation, these markers were (okay, okay, yes, first, second, then, then). Structural markers used by the students in the presentation mostly appeared in the initial position of utterances, because this type of DMs used to organize or direct the direction of the conversation, which is why this type of DMs often appear in the initial position. This type of DMs is commonly used by students to create sequences in presentations to make them more structured.
The researcher found two cognitive markers that the students used in the presentation, these markers were (think and like). This type of DMs that students use in a presentation to generate ideas and help listeners understand the topic that students are trying to explain by explaining the topic. An Exploration the Uses and Function of Discourse Markers in Students' Oral Presentation” (Thesis: Semarang, UNNES), 2-11.
