ENGLISH DISCOURSE MARKERS USED IN THE PROCEDURE TEXT WRITTEN BY SENIOR HIGH SCHOOL STUDENTS
CHAPTER I
INTRODUCTION
A.
The
Background of the Study
Language is the primary source of communication. It is
one of the main ways to communicate and
interact with other
people around us
to express our
ideas. English as an international language is not new to indonesian
students because it is a compulsory subject that is taught in the schools until
the college level. However, there are many
Indonesian students who cannot use English well, they still make mistakes
in using English both spoken and written.
Today, most of the schools in Indonesian adopt a
curriculum of 2013. Even though it is a new curriculum, the content of the
curriculum for teaching English Language
is similar that students have to be able to master four basic skills namely: Listening, Speaking,
Reading and Writing.
From those skills,
it is known
that Listening and reading are part of Receptive skills while speaking
and writing are known as the Productive skills (Mundhe, 2015).
However, the current
curriculum in Indonesia
expect students to
be more active and
productive in learning
process. For this
reason, both of
students and English Language
teachers must be able to increase their knowledge to achieve the four basic
skills in the
learning process. Among
those skills, most
of students consider that
writing is the
most difficult skill
because they have
to apply their knowledge of grammar and vocabulary of
writing to express their ideas. As the productive skills,
writing competence becomes
one of important
factors to built their
background knowledge of English.
Based on the researcher’s observation in three schools,
there were a lot of students who less interested in learning the productive
skills. But the most permanent problem from the productive skills is writing.
The students were lazy to write.
Carrol (1990) in
Huy (2015) says
that definition of
writing skill is
one of most relatively permanent
record of information, opinion, beliefs, argument, theory, etc. Therefore,
writing becomes one of language skills that must to be mastered by students in
learning English process
as a Foreign
Language. In the
International English Examination, writing test is one of the skills
that is marked higher.
Chow (2007) in
Yunus (2014) argues
writing as an
essential learning tool which helps students to comprehend the
ideas and concepts better. It will be showed as coherence and cohesion of the
text because they are elements that determine “ the paragraph good or not “. To
make the ideas clearly into the paragraphs certainly students write clues to
express what they meant in the next segment. This means, students need to use
lexical expression in order to get clear structure. The lexical expression used
by students is Discourse Markers, where students usually use them in their
writing to directing
their ideas well.
The use of
discourse markers will connect the transition by suitable words
to be cohesive. Discourse Markers are not only conjunction, but also adverb and
prepositional phrase.
Most of the students need to choose the correct Discourse
Markers in their writing so
the paragraphs in
their writing were
cohesive. Some other
previous research stated that it
is not an
easy work for
some students to
create the text cohesively because
there were some
misuse and inappropriate
discourse markers that they used. This
fact shows that there was a possibility of crucial problem in using
discourse markers may appear in the school. In relating the using of Discourse Markers
, it was supposed to be the increasing of using them by students. Therefore, it
is important to know how students at the school use the discourse markers to make
their writing be cohesive.
Based on the explanation above, the researcher attempts
to analyze about the Discourse Markers on the students’ text written based on
the types, how the students use the types and then the reason why students use
the types of Discourse Markers.
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