Exploring Discourse Markers Usage and Challenges in Writing Procedure Texts: A Study on Vocational Students

Abstract

The purpose of the study is to find out how vocational students employ discourse markers for writing procedural texts.  Another goal is to investigate the difficulties students faced while writing coherent procedure text with discourse markers. This study applied a content analysis and adopted Braun and Clarke’s (2006) thematic analysis as the analysis technique. Data were gathered through interviews and documentation. 121 occurrences of discourse markers were found from 21 worksheets. Among the four types identified by Fraser's (2005) framework, it was also discovered that elaborative discourse markers are the most often used type. It is discovered that students are challenged because they are not familiar with discourse markers and have less competence in English. It is concluded that students’ competence affects their use of discourse markers types in writing. The implications are students need more practice in using discourse markers for writing text and procedure text is applicable for vocational students. Then, student's cultural background affects their language competence. Lastly, the researcher expects the future researchers explore strategies to write using discourse markers or factors behind the challenges in using discourse markers.