Sri Wuli Fitriati, BHS INGGRIS UNNES (2019) STUDENTS’ DISCOURSE MARKERS IN IN-CLASS ORAL PRESENTATIONS (A Case of English Language Education Students at a University). UNNES-TEFLIN National Seminar. pp. 101-105. ISSN 2580-7501

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Abstract

The study aims to analyse English discourse markers in students‘ oral presentations in class in order to explain the use and functions of discourse markers in the presentations, and to explain how discourse markers impact on students‘ oral fluency. Discourse markers are those parts of the language that connect one piece of discourse or extended speech to another. A qualitative case study, particularly a spoken discourse analysis, is used as a method of the study. The unit of analysis is the discourse markers produced by the sixth semester students of the English language education program at Universitas Negeri Semarang in the academic year of 2017/2018. The students‘ oral presentations during Information and Communication Technology course are recorded and then transcribed. The data are analysed by following Belles-Fortuno‘s taxonomy (2006) of English discourse markers. There are three categories of discourse markers and each category has five functions. Findings show that micro markers are the most frequent discourse markers used by the students and mostly have functions as additional markers. It is suggested that students should be taught explicitly the use of discourse markers to develop their oral fluency.

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