But in reality, the use of discourse markers in the English study program of STAIN Jurai Siwo Metro needs further explanation. Therefore, the students of the English department should learn more to fully understand discourse markers in the writing paragraph.
Focus of The Research
According to the student's argumentation above, we can replace the word “therefore” with “then” to show a causal discourse marker. In general, after analyzing the above results of the students' writing performance, it can be found that there are more students in the English department who still face difficulties in using appropriate discourse markers in argumentative text writing.
Problem Limitation
Problem Formulation
The Objective of Study
The Benefit of Study
The description to the teacher about students' problems in writing performance especially in building argumentative text using discourse markers. As input to the institution's stakeholders to create a policy on quality improvement of the academic writing teacher.
Prior Research
In addition, Nader examined the effect of discourse marker instructions on students' writing. 9Ayman Sabry Daif, and Khaled Albesher, "The Use of Discourse Markers in Paragraph Writing: The Case of Preparatory Year Program Students at Qassim University", English Language Teaching Vol 6 No 9,2013, p.220.
Theoretical Framework
- The Concept of Argumentative Writing a. The Definition of Argumentative Writing
- Introductory Paragraph
- Body Paragraph
- Concluding Paragraph
- Collocation
- Register
- Cohesion and Coherence
- The Understanding of Discourse Markers a. The Nature of Discourse Markers
In order to achieve coherence, a writer must use transitions, also known as discourse markers. In addition, discourse markers are parts of language that connect one part of discourse with others.36. In other words, the correct understanding of the message can be well understood when the discourse includes discourse markers.
In fact, the writer must use discourse markers as transitional signs to achieve coherence. In the same sentence of Nunan, Salkie distinguishes four basic types of discourse markers, which are revealed by addition conjunctions (and), oppositional conjunctions (yet), causative conjunctions (therefore) and temporal conjunctions (then).40. In fact, these discourse markers guide the reader to find ideas in the content of the discourse.
Type and Characteristics of Study
Creswell mentions that a case study is where the researcher investigates in depth a phenomenon, a program, an event, an activity, a process or one or more individuals.45 Similarly, it involves an in-depth investigation of a single person or a few people to give an accurate and complete description of the matter. In accordance with Creswell's explanation, the researcher will propose a case study as a type of this research. Based on the explanation outlined above, the researcher will conduct this research at STAIN Jurai Siwo Metro.
In this research, the researcher will examine the use of discourse markers in argumentative text writing among third semester students at the English Department of STAIN Jurai Siwo Metro. The representation will be shown using the informative and detailed data using discourse markers in argumentative writing.
Data Resource
Sedangkan mengumpulkan data yang sudah ada sehingga peneliti tidak memerlukan survey yang disebut data sekunder. Berikut adalah dokumentasi STAIN Jurai Siwo Metro, seperti pedoman penulisan karya ilmiah STAIN, buku teks akademik, profil STAIN, kurikulum dan silabus program studi pendidikan bahasa Inggris, dokumen akreditasi STAIN, buku penanda wacana dan buku penulisan argumentatif.
Data Collecting Technique
In this term, the researcher observes the behavior, activities, condition and environment of the students around the participants by taking field notes to instantly know how the process is in the classroom. In addition, the students' data on the use of discourse markers in writing argumentative texts among the third semester students of the English Department of STAIN Jurai Siwo Metro Metro will be obtained by the data collector shortly. For the last way of collecting the data, the researcher will interview one-on-one consisting of twenty participants to get the effective data.
Furthermore, this interview will include unstructured and generally open-ended questions to obtain views and opinions from the participants. 46.
Data Analysis Technique
In the first process, the researcher will collect the detailed data using field notes, transcriptions, typed notes from interviews or optically scanned material for the general codes and themes from the participants. Second, students' data on argumentative writing performance using discourse markers is prepared by the researcher to be analyzed. Third, the entire data of the students' argumentative writing text using discourse markers will be read to gain a deeper understanding of the information provided by the participants.
Fourth, the researcher will code the data about student's argumentative writing text and then label it using discourse markers descriptively. All the sequential steps above can be done simultaneously from collecting the data, preparing and reading the entire data to coding the. In addition, the researcher may move back and forth between data collection and analysis data to gather more representative data from the participants.
Approach
Description of Research Setting
The Historical Background of STAIN Jurai Siwo Metro a. The Brief History of STAIN Jurai Siwo Metro
STAIN Jurai Siwo Underground Station was built from April 23 to 25, 1997 based on RI President's Decree No. The establishment of STAIN cannot be separated from the history of IAIN Raden Intan Bandar Lampung, which began with the efforts of elite and religious figures from the Lampung Islamic Welfare Foundation (YKIL). He finally realized the dream of Lampung society to found IAIN Al-Jami’ah based on the Decree of the Minister of Religious Affairs no.
Similarly, in 1967, the Faculty of Education and Islamic Law was established in Metro City at the request of Metro Society. Now STAIN Jurai Siwo Metro has three faculties, namely Syari'ah Faculty, Tarbiya Faculty and Islamic Annunciation and Communication Faculty. To support teachers and students, there are some facilities in STAIN Jurai Siwo Metro, namely: Teachers' Room, Computer Laboratory Unit & Baitul Mal wa Tamwil, Library Unit, Language Laboratory Unit, Micro-Teaching Laboratory, Islamic Development Unit, Classroom, Mosque, Futsal Field , basketball court, wall climbing court, volleyball court, tennis court, auditorium, student activity unit (UKM) room, student committee office.
The English Education Study Program (TBI)
The legal and operational license of TBI based on the explanatory letter of Islamic Education General Director No. According to the Implementation License of Study Program of the General Director, TBI is located in STAIN Jurai Siwo Metro in Jl. English Education Study Program (TBI) has a vision in the implementation of education, namely: creating professional students in English education who can integrate Islamic values and academic dimensions.
The development of students' privacy through knowledge, reinforcement and actualization towards religious, national and civil life in Islamic culture.
General Description of Research Data
- Additive
- Opposition / Contrary
- Cause / Resultative
- Time / Enumeration
In this study, the researcher specifically analyzed students' discourse marker errors, especially in argumentative writing. Next, the researcher classified the types of errors in the use of discourse markers in argumentative text writing that are often encountered by third semester students. Based on the table above, we can say that there are some discourse marker errors that are commonly found in students of argumentative writing.
The total use of augmentative discourse markers is 104 errors made by twenty students. From the data collected above, eighteen out of twenty students respond that the lecturer uses lecture markers in the writing class. I do not know the use of discourse markers one by one, because there are many types of them.
Most students claim that the most difficult discourse markers used in argumentative writing are “therefore and nevertheless”. Although writing teachers use discourse markers to teach them in the writing class, they still have difficulties in understanding the use of discourse markers in argumentative writing, especially in performance writing.
Discussion
Yet students still have problems understanding the use of discourse markers let alone in writing performance. The kind of errors in using discourse markers in argumentative writing in third semester students of TBI in STAIN Metro. Based on the chart above, the conclusion can be drawn that there are more errors in the students' argumentative writing by using discourse markers.
The percentage of use of discourse markers in the argumentative writing of the third semester student of TBI STAIN Jurai Siwo Metro. The diagram above highlights that there are several mistakes students make when using discourse markers in argumentative writing. Due to the above data on errors made by third semester students, it can be assumed that students are expected to increase their knowledge of the types of discourse markers used in argumentative writing in order to avoid writing errors.
The Implication to the Teaching of Writing
Then they are asked to distinguish the contrasting forms based on the use of each type of discourse markers especially in argumentative writing performance.50. In summary, the lecturer collaborates with the students to solve the problems in understanding discourse markers in writing performance. The lecturer is expected to use the appropriate approaches and ways to help them increase their understanding of discourse markers.
Conversely, it is recommended that students should study harder on the use of each type in argumentative writing and practice making as many sentences or paragraphs based on each type as possible.
Conclusion
Suggestion
Students who lack understanding of discourse markers need to enrich not only their understanding of writing in the use of discourse markers, but also their writing performance in order to avoid writing errors, especially the use of any type of written discourse markers. Meanwhile, students who are good at writing, especially at using discourse markers in argumentative text, are expected to retain their meaning. The lecturer should give a clear elaboration about argumentative writing and the use of each type of discourse markers deep in the discourse process in order to reduce students' knowledge of the use of discourse markers in argumentative writing.
Discourse Markers in Composition Writings: The Case of Iranian Learners of English as a Foreign Language”, English Language Teaching Vol 1, No.2. Ayman Sabry Daif, and Khaled Albesher, "The use of discourse markers in paragraph writing: the case of preparatory year program students in Qassim University", English Language Teaching, Vol 6 No 9,2013. The effect of explicit teaching of discourse markers on EFL learners' writing ability." International Journal of Educational Investigations 1 2014.
