Dias Andris Susanto, 0201615013 (2020) THE USE OF ENGLISH DISCOURSE MARKERS (EDMs) IN EFL STUDENTS’ SPEAKING AND WRITING PRODUCTIONS AT UNIVERSITY: A SOCIOCULTURAL PERPECTIVE. Doctoral thesis, UNNES.

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Abstract

This research is aimed to investigate EFL students of English education study program at Universitas PGRI Semarang in using English Discourse Markers (EDM) into their speaking and writing productions through beyond the sociocultural perspective. The problems statements are; -how do EFL Students use the markers on the functional English Discourse Markers in speaking and writing productions? -how do EFL student's and teachers’ sociocultural perspectives assume and elaborate towards EDMs in spoken and written contexts? -how do EFL students’ sociocultural perspectives impact in bridging the use of EDMs in spoken and written contexts? The writer needs to deeply explore descriptively the qualitative design approach towards the production on speaking and writing within EDMs and the influences of sociocultural constraints affect the way students produced EDMs. Moreover, to support the qualitative data visualization and description, the writer added applying a qualitative research tool namely Atlas.ti8. The sample were EFL students of speaking class, writing class, discourse class, and sociolinguistics class. There were distributed at a different level of grades/semester like; semester I=45 students, semester III= 80 students, semester V=85 students and semester VII=35 students. The objects of the study were 8 topics of speaking activities and 5 topics of writing activities. Findings and discussion of the result of research are; 1st The predominantly marker in the EDMs speaking is <yeah> and <okay> in the referential function, instead the predominant marker in the writing is <and> and <because> as the elaborative function. 2 nd the sociocultural perspective that influence students in using EDM is dominantly the affective and social motivation. 3rd the sociocultural constraint that impact the students producing the EDM is bordered by the students’ phycological and cultural constraint. 4th the empirical action of the usage of EDM is not always the same as the speaking and writing production they had, but it was influenced by the background of knowledge they have relating to the EDM they know and the topic the master. The conclusion describes that the most function of EDM in speaking is interpersonal function 971 instances and in writing is elaborative functions 1.989 instances. the sociocultural influences that support the students in using the EDM is the affective factors like; the students’ motivation in mastering English, students’ reinforcement to have a good English. The sociocultural constraint that influence the usage of EDM is female students have more producing markers that male, background of previous English mastered help them to build a good speaking and writing towards using the EDM, the self confident and social acceptance support them to use English. The sociocultural impacts toward the students’ empirical EDM usage is predominantly used speaking markers more rather than writing markers. It reflects that in speaking activities student might practice English elaborative.

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