Parahat Atabayev, 2201418192 (2023) THE USE OF DISCOURSE MARKERS IN PROCEDURE TEXTS BY EIGHTH-YEAR STUDENTS OF SEMESTA BOARDING JUNIOR HIGH SCHOOL. Under Graduates thesis, UNIVERSITAS NEGERI SEMARANG.

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Abstract

The procedural text that junior high school students wrote is the subject of this study's examination of English discourse markers. A descriptive qualitative design was used as the approach for this study. The objective of this study was to explore the many discourse markers, to expound on those discourse markers, and to determine why these discourse markers are used in the procedural text. The third-year SMP-SMA Semesta Boarding School students were the ones that provided the data. 50 students (or 25%) were randomly selected for the sample. The method language written by the students served as the data, which Fraser Taxonomy was used to evaluate (1999). Seven of the eight types of discourse markers identified in the Procedure text created by the students were present. Topic Relating Markers were the one and only discourse markers that did not use by the students. The reasons why the students used discourse markers in the way they did were that the student used the discourse markers to explain for the next segment of the procedure text about how to make scrambled eggs, used the discourse markers as an adverb of the time, used the discourse markers as a conjunction, used the discourse markers as the language features of procedure text, used the discourse markers as the last steps and for the explanatory sentence of the text, used the discourse markers as the choices from the two or more items, and the student used the discourse markers as the conclusions.

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