An Analysis of Discourse Markers Used By Students in Writing Argumentative Text


  • Junitri Dian Syahdanis University of Bengkulu


Argumentative Text, discourse markers


This study was designed as analytical research that aimed to analyze Discourse Markers (DMs) used by students in the argumentative text. In this research, the instrument used was a writing test. The theories used were from Fraser (1999:931) combined Martinez (2004:63) to find the dominant of Discourse Markers and Kao and Chen (2011:310) to find the accuracy of Discourse Markers written by the students. The subjects of this study were 78 fifth-semester students of the English study program at Bengkulu University in the academic year of 2018/2019. The result of the study showed that there were four categories of Discourse Markers by Fraser’s (1999:931) which were Contrastive, Elaborative, Inferential, and Reason Discourse Markers and collaborated with Martinez’s (2004:63), there were two more additional categories (Conclusive and Exemplifiers Discourse Markers). The dominant Discourse Markers found was Elaborative Markers (33.91%) where marker ‘Also’ written about 101 occurrences (29.28%). It implies that in writing argumentative text, the students tended to elaborate on the concepts rather than conclude, give a justification, show comparison, infer, and give examples. Furthermore, the outcome also revealed that most of the students were able to use Discourse Markers correctly in writing argumentative text because only 18 (5.19%) were found to be unacceptable from 345 Discourse Markers where three categories found were Overuse, Wrong Relation, and Semantic Incompletion.


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