Using Discourse Markers to Enhance Students’ Speaking Skills

  • Suryadi Suryadi Doctoral Degree Program in Education, Sultan Ageng Tirtayasa, Banten,  Indonesia https://orcid.org/0000-0003-2826-043X
  • Asep Muhyidin Doctoral Degree Program in Education, Sultan Ageng Tirtayasa, Banten,  Indonesia
  • Syafrizal Syafrizal Doctoral Degree Program in Education, Sultan Ageng Tirtayasa, Banten,  Indonesia

Abstract

English proficiency is a desirable performance quality. The aim of this study is to determine the effectiveness of discourse markers in improving English speaking skills. This study employs a quantitative methodology. This study employed a pre-test-posttest group design, The study's demographic and sample consist of Class XI IPA 80 students from the academic year 2023/2024. The researcher employed the snowball sampling method to ascertain the requisite sample size. Prior to conducting the pre and post tests, the researcher assessed the instrument's validity and reliability using SPSS. This was done by examining the scores on the corrected item total correlation, which measures the correlation between item scores and the total item score. The students were designated as Group A (experimental) and Group B (control). Subsequently, students engage in a Pretest to ascertain any disparities among them. The researcher provided discourse markers to both groups; however, only the experimental group employed them, whilst the control group did not. The experimental group will receive treatment including the use of discourse markers. The T test was employed as the data analysis tool. The results indicated that the observed T value was 7.313, and the Sig. value was less than 0.05. Therefore, it can be inferred that the utilisation of discourse markers enables students to enhance their proficiency in English speaking. This research is significant as it can enhance English language acquisition, particularly by highlighting the significance of teachers' role in teaching discourse markers during English language learning.

Keywords: Discourse markers, students, speaking skills

PDF Downloads

Download data is not yet available.
Published
2024-05-01
How to Cite:
Suryadi, S., Muhyidin, A., & Syafrizal, S. (2024). Using Discourse Markers to Enhance Students’ Speaking Skills. Ideguru: Jurnal Karya Ilmiah Guru, 9(3), 1181-1186. https://doi.org/10.51169/ideguru.v9i3.1002
Section
Research Articles
Abstract viewed: 101 times
PDF downloaded: 170 times

References

Alahmed, S., & Kirmizi, O. (2021). The use of discourse markers in second language writing of Iraqi undergraduate students. Eurasian Journal of English Language and Literature, 3(2), 357–385.

Arya, T. (2020). Exploring discourse marker use in Thai university students’ conversations. LEARN Journal: Language Education and Acquisition Research Network, 13(1), 247–267.

Aşik, A., & Cephe, P. T. (2013). Discourse markers and spoken English: nonnative use in the Turkish EFL setting. English Language Teaching, 6(12), 144–155. https://doi.org/10.5539/elt.v6n12p144

Aysu, S. (2017). The use of discourse markers in the writings of Turkish students of English as a foreign language: a corpus based study. Journal of Higher Education and Science, 7(1), 132. https://doi.org/10.5961/jhes.2017.191

Banguis-Bantawig, R. (2019). The role of discourse markers in the speeches of selected Asian Presidents. Heliyon, 5(3), e01298. https://doi.org/10.1016/j.heliyon.2019.e01298

Carter, R., & McCarthy, M. (2006). Cambridge grammar of English: a comprehensive guide spoken and written English grammar and usage. Cambridge: Cambridge University Press.

Chiarcos, C., & Ionov, M. (2021). Linking discourse marker inventories. In OpenAccess Series in Informatics (Vol. 93, Issue 40). https://doi.org/10.4230/OASIcs.LDK.2021.40

Dornyei, Z., & Griffee, D. T. (2010). Research Methods in Applied Linguistics. Oxford University Press.

Fung, L., & Carter, R. (2007). Discourse markers and spoken english: native and learner use in pedagogic settings. Applied Linguistics, 28(3), 410–439. https://doi.org/10.1093/applin/amm030

Gilakjani, A. P. (2016). English pronunciation instruction: a literature review. Ijree, 1(1), 1–6. https://ijreeonline.com/article-1-21-en.html

Haselow, A. (2019). Discourse marker sequences: insights into the serial order of communicative tasks in real-time turn production. Journal of Pragmatics, 146, 1–18. https://doi.org/10.1016/j.pragma.2019.04.003

Jayantini, I. G. A. S. R., Juniartha, I. W., Aditana, I Kadek Arya Umbas, R., & Suwastini, N. K. A. (2022). Functioning discourse markers to construct a social situation in speech. LiNGUA, 16(2), 225–236. https://doi.org/10.18860/ling.v16i2.12225

Khameneh, A. K., & Faruji, L. F. (2020). The effect of teaching discourse markers (DMs) on speaking achievement among Iranian intermediate EFL learners. International Journal of Research in English Education, 5(4), 1–13. https://doi.org/10.29252/ijree.5.4.1

Leong, L.-M., & Ahmadi, M. S. (2017). An analysis of factors influencing learners’ English speaking skill. International Journal of Research in English Education, 2(1), 34–41. https://doi.org/10.18869/acadpub.ijree.2.1.34

Mega, I. R., & Sugiarto, D. (2020). Speaking skill in correlation with English speaking learning habit and self confidence of vocational high school students. Journal of Foreign Languange Teaching and Learning, 5(2). https://doi.org/10.18196/ftl.5253

Nadiahanayati, & Suryadi. (2023). Comparison between the flipped classroom learning model and contextual teaching and learning in improving students speaking skills. Jurnal Teknologi Pendidikan: Jurnal Penelitian Dan Pengembangan Pembelajaran, 8(2), 364–372. https://doi.org/10.24114/jtp.v8i2.3329

Nie, A., Bennett, E. D., & Goodman, N. D. (2019). Dissent: learning sentence representations from explicit discourse relations. Proceedings of the 57th Annual Meeting of the Association for Computational Linguistics, Proceeding. https://doi.org/10.18653/v1/p19-1442

Pan, B., Yang, Y., Zhao, Z., Zhuang, Y., Cai, D., & He, X. (2018). Discourse marker augmented network with reinforcement learning for natural language inference. ACL 2018 - 56th Annual Meeting of the Association for Computational Linguistics, Proceedings of the Conference (Long Papers), 1, 989–999. https://doi.org/10.18653/v1/p18-1091

Rahimi, M. (2011). Discourse markers in argumentative and expository writing of Iranian EFL learners. World Journal of English Language, 1(2), 68–78. https://doi.org/10.5430/wjel.v1n2p68

Schiffrin, D. (1987). Discourse markers. Cambridge University Press.

Sujarwati, I. (2017). An investigation of interactivity function of discourse markers used by non-native English speakers in a casual conversation. English Education: Jurnal Tadris Bahasa Inggris, 10(1), 72–87. https://doi.org/http://dx.doi.org/10.24042/ee-jtbi.v10i1.876

Sun, W. (2013). The importance of discourse markers in English learning and teaching. Theory and Practice in Language Studies, 3(11), 2136–2140. https://doi.org/10.4304/tpls.3.11.2136-2140

Truong, S. P. (2022). Using English discourse markers to enhance speaking skills: a case study at Van Lang University. International Journal of TESOL & Education, 2(5). https://doi.org/10.54855/ijte.22256

Tsai, P. S., & Chu, W. H. (2017). The use of discourse markers among Mandarin Chinese teachers, and Chinese as a second language and Chinese as a foreign language learners. Applied Linguistics, 38(5), 638–665. https://doi.org/10.1093/applin/amv057