the use of discourse markers by teachers in english

perpustakaan.uns.ac.id digilib.uns.ac.id

commit to user

i

THE USE OF DISCOURSE MARKERS BY TEACHERS

IN ENGLISH CLASSROOM

(A Case Study in SMA Negeri 3 Surakarta

in the Academic Year of 2013/2014)

By:

Yeni Karlina

K2210087

A THESIS

Submitted to the Teacher Training and Education Faculty of Sebelas Maret

University to Fulfil One of the Requirements for Getting the Undergraduate

Degree of Education in English

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY OF SURAKARTA

2014


commit to user

ii


commit to user

iii


commit to user

iv


commit to user

v

ABSTRACT

Yeni Karlina. THE USE OF DISCOURSE MARKERS BY TEACHER IN ENGLISH CLASSROOM (A CASE STUDY IN SMA NEGERI 3 SURAKARTA IN THE ACADEMIC YEAR OF 2013/2014). Thesis, Teacher Training and Education Faculty of Sebelas Maret University. November 2014.

The research is aimed at (1) identifying the the languages used by teachers in English classroom; (2) finding out the Discourse Markers (DMs) used by teachers in English classroom; and (3) finding out the functions of DMs used by teachers in English classroom.

This research uses qualitative case study method. The research was carried out in April to June 2014 in SMA Negeri 3 Surakarta which is located at Jln. Laksamana Sukardi R.E.Martadinata 143 Surakarta for the regular program and at Jln. Prof. W.Z.Yohanes Surakarta for the acceleration program. The sources of the data were events, informants, and documents. The data were collected through observation, interviews, and document analysis. The teaching and learning process were recorded and transcribed. The data were analyzed using interactive model of qualitative data analysis technique, which includes data reduction, data display, and drawing conclusion/ verification.

Based on the observation, interviews, and document analysis, it can be concluded that: (1) both teachers use more than one languages of instruction in English classroom. T1 uses 75% of English, 20% of Indonesian, and 5% of Javanese in her talk. T2 exhibits a balanced use of English and Indonesian in English classrooms with the proportion of 50% - 50%. (2) the DMs used by the teachers in the classrooms cover DMs in English such as okay, so, filler er and em, well, now, and, but, because, and then, next, if, by the way, and I mean, DMs in Indonesian such as oke, jadi, nah, bentar bentar, and tapi and DM in Javanese i.e. sik sik. The findings suggest that the use of English DMs outnumbers Indonesian and Javanese DMs with DM okay, so, and then, and er are the most preferable DMs both teachers use in the teacher talk due to the high multi-functionality in academic discourse (3) The research findings suggest that the textual functions served by the DMs used by the teachers in the classroom discourse are as follows: (a) to mark the opening of the discourse, including claiming the students’ attention (okay, so, oke); (b) to signal topic switch, including the boundaries of classroom procedures (okay, oke, well, by the way, now, nah); (c) to mark the closing of the discourse (okay); (d) to keep the speaking turn (er, em, bentar-bentar, sik-sik); (e) to relinquish the speaking turn (okay, so); (f) to indicate result or conclusion (so, jadi, nah); (g) to signal contrastive relation (but, tapi); (h) to mark sequential relations (next, and then); (i) to signal the continuation &addition (and); (j) to indicate repairs of the speech (I mean); (k) to show condition relation (if); (l) to show causal relation (because).

The fact that the use of DMs is viewed beneficial to the organization of the discourse implies that there should be an increased awareness on the use of DMs in teacher talk for it can help teachers to better-achieve the instructional objectives though the teacher talk. Teacher education, therefore, should facilitate uptake of DMs as a significant linguistic feature. Keywords: Discourse Markers, teacher talk, classroom interaction


commit to user

vi

ABSTRAK Yeni Karlina. PENGGUNAAN PENANDA WACANA OLEH GURU DI KELAS BAHASA INGGRIS (STUDI KASUS DI SMA NEGERI 3 SURAKARTA TAHUN AJARAN 2013/2014) . Skripsi, Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret. November 2014.

Tujuan penelitian ini adalah (1) mengidentifikasi bahasa yang digunakan oleh guru di kelas Bahasa Inggris; (2) mengidentifikasi penanda wacana (DM) yang digunakan oleh guru di kelas Bahasa Inggris; dan (3) mengidentifikasi fungsi penanda wacana yang digunakan oleh guru di kelas Bahasa Inggris.

Penelitian ini menggunakan metode kualitatif studi kasus. Penelitian ini dilaksanakan dari bulan April hingga Juni 2014 di SMA Negeri 3 Surakarta yang terletak di Jln. Laksamana Sukardi R.E.Martadinata 143 Surakarta untuk program reguler dan di Jln. Prof. W.Z.Yohanes Surakarta untuk program akselerasi. Sumber data meliputi peristiwa, informan, dan dokumen. Data dikupulkan melalui observasi, wawancara, dan analisis dokumen. Kegiatan belajar mengajar direkam dan ditranskrip. Data dianalasis menggunakan teknik analisis data kualitatif model interaktif yang meliputi reduksi data, tampilan data, dan penarikan kesimpulan.

Berdasarkan observasi, wawancara, dan analisis dokumen dapat disimpulkan bahwa: (1) kedua guru menggunakan lebih dari satu bahasa pengantar di kelas Bahasa Inggris. Guru 1 menggunakan 75% Bahasa Inggris, 20% Bahasa Indonesia, dan 5% Bahasa Jawa dalam ujarannya. Guru 2 menggunakan Bahasa Inggris dan Bahasa Indonesia dalam proporsi yang seimbang 50%-50% di kelas Bahasa Inggris. (2) penanda wacana (DM) yang digunakan oleh guru di kelas meliputi DMs dalam Bahasa Inggris yakni okay, so, filler er and em, well, now, and, but, because, and then, next, if, by the way, dan I mean, DMs dalam Bahasa Indonesia yakni oke, jadi, nah, bentar-bentar, dan tapi dan DMs dalam Bahasa Jawa yakni sik-sik. Temuan penelitian ini menunjukkan bahwa dari segi jumlah penggunaan DMs dalam Bahasa Inggris melebihi DMs dalam Bahasa Indonesia dan Bahasa Jawa dengan DMs okay, so, and then, dan filler er sebagai DMs yang paling sering digunakan oleh kedua guru dalam ujaran mereka karena karakteristik multifungsi DMs tersebut dalam diskursus akademik. (3) Temuan penelitian menunjukkan bahwa fungsi tekstual DMs yang digunakan guru di dalam interaksi kelas adalah untuk: (a) menandai pembukaan diskursus kelas, termasuk menarik perhatian siswa (okay, so, oke); (b) menandai pergantian topic, termasuk batas-batas prosedur kelas (okay, oke, well, by the way, now, nah); (c) menandai penutupan diskursus kelas (okay); (d) menahan giliran berbicara (er, em, bentar-bentar, sik-sik); (e) memberikan giliran berbicara (okay, so); (f) menandai kesimpulan atau hasil (so, jadi, nah); (g) manandai hubungan kontras (but, tapi); (h) menandai kesinambungan urutan (next, and then); (i) menandai terusan dan tambahan (and); (j) menandai perbaikan ujaran (I mean); (k) menunjukkan hubungan prasyarat (if); (l) menunjukkan sebab (because).

Fakta bahwa penggunaan DMs dipandang bermanfaat dalam organisasi diskursus mengimplikasikan bahwa harus ada peningkatan kesadaran dalam penggunaan DMs dalam ujaran guru karena hal ini dapat membantu guru untuk mencapai tujuan pembelajaran dengan lebih baik melalui ujaran guru. Pendidikan guru, oleh karena itu, harus memfasilitasi dimasukkannya DMs sebagai fitur linguistic yang signifikan.

Kata kunci: Penanda wacana, ujaran guru, interaksi kelas.


commit to user

vii

MOTTO

“Just keep swimming!”

Dory – Finding Nemo (2003)


commit to user

viii

To:

My loving parents

My loved-up sister

English Education Department


commit to user

ix

ACKNOWLEDGMENT

First and above all, I praise God, the almighty for providing me this opportunity

and granting me the capability to proceed successfully. This thesis appears in its

current form due to the assistance and guidance of several people. I am deeply

indebted to them for their generous help and would therefore like to offer my

sincere thanks to:

1. The Dean of Teacher Training and Education Faculty of Sebelas Maret

University

2. The Head of the Language and Art Department of Teacher Training

and Education Faculty

3. Teguh Sarosa, S.S., M. Hum. as the Head of English Education

Department

4. Dr. Suparno, M. Pd., my esteemed principal supervisor, who has supported

me throughout my thesis with his patience and knowledge whilst still

allowing me the room to work in my own way. This thesis would not have

been completed or even written without his warm encouragement,

thoughtful guidance, critical comments, and correction. One simply could

not wish for a better or friendlier supervisor.

5. Endang Setyaningsih, S. Pd., M. Hum. as my esteemed second thesis

supervisor for her excellent guidance and patience in the midst of her very

busy days, without which I would not have been able to complete this

work.

6. Drs. Makmur Sugeng, M. Pd. as the Headmaster of SMA Negeri 3

Surakarta that has given me permission for conducting the research.

7. Dra. Eny Nursanti, M. Acc., the English Teacher in SMA Negeri 3

Surakarta, for open-handedly providing me with abundant data I need for

the research. Sherlockians do stick together, Mom!

8. Abdul Munif, S. Pd, M. Hum., the other English Teacher in SMA Negeri 3

Surakarta, for generously providing me with a widely open access to the

data for my thesis completion.


commit to user

x

9. The board of English Department Lecturers for the transfer of insightful

knowledge and valuable guidance without which my college years would

not have been this fruitful.

10. My family. My loving parents who tirelessly support me in my good and

bad times with their endless shower of love and prayer. My beloved sister

who can get annoying sometimes and super annoying at other times for

always cheering me up. Home is wherever they are.

11. HIMALAYA girls Imel, Imi, Ipen, Ecak (Gals, I know what this name

stands for sucks. We had better have a serious talk about other alternatives,

no?) Gosh, where to start? I will not say much about them because if I do I

will need an additional chapter. Simply speaking, those lovely wenches are

one of the best parts ever happening to my college years and even to my

life. The tears, laughter, stories, pains, joy, journey we share are amongst

the evidence that I am blessed and I am eternally grateful for that.

12. Class B English Education Department batch 2010 for the warm

atmosphere of togetherness during these past four years or so.

13. Big family of English Student Association (ESA) FKIP UNS, especially

PHT ESA FKIP UNS 2012/2013 Radit, Hanip, Tiche, Mba Indri, Imel,

Imi, Ipen, Ecak (you girls again?) for the kinship (I honestly would say

‘sisterhood’ but then I realized that there is Radit there) and the Tuesday

meetings which resemble girls’ curhat sessions with Radit acting as the

moderator.

14. Student English Forum (SEF) UNS buddies Nanda, Manda, Juli, Mas Bay,

Dio, Esty, Mba Sifa, Mba Vista, Mba Evi and others. Mister Speaker, my

speech of gratitude will consist of two major points. Firstly, thanks for the

crazy -literally crazy- hangouts, discussions, debate, tourneys, and

randomness we have been through. Debaters never quit, quitters never

debate! Secondly, I beg you to propose.

15. U2, The Beatles, Ella Fitzgerald, Frank and Nancy Sinatra, Lana Del Rey,

Calvin Harris, and the All American Rejects for being such awesome


commit to user

xi

companions who beautifully break the dead-air silence and boredom

during the time of this thesis compilation.

For any errors or inadequacies that may remain in this work, of course,

the responsibility is entirely my own. Therefore, constructive feedbacks,

suggestions, comments, and criticism for improving the work are highly

welcomed.

Surakarta, November 2014

Yeni Karlina


commit to user

xii

TABLE OF CONTENT

TITLE ................................................................................................................ i

APPROVAL ...................................................................................................... ii

THE APPROVAL OF THE EXAMINERS ………………………………….. iii

PRONOUNCEMENT ....................................................................................... iv

ABSTRACT ...................................................................................................... v

MOTTO .......................................................................................................... vi

DEDICATION ............................................................................................... vii

ACKNOWLEDGEMENT ................................................................................ viii

TABLE OF CONTENT .................................................................................... xi

LIST OF ABBREVIATIONS ................................................................ xiv

LIST OF FIGURES ......................................................................................... xv

LIST OF TABLES ........................................................................................ xvi

LIST OF APPENDICES ............................................................................ xvii

CHAPTER I. INTRODUCTION .................................................................. 1

A. Background of the Study ...................................................... 1

B. Limitation of the Study ................................................................... 6

B. Problem Statement ............................................................................... 6

C. Objectives of the Study ………....................................................... 7

D. Benefits of the Study …........................................................................... 7

CHAPTER II. THEORETICAL REVIEW ...................................................... 9

A. Classroom Interaction ……………………................................... 8

1. The Nature of Interaction in Language Classroom .......................... 8

2. The Features of Classroom Interaction ……...................... 11

3. The Structure of Classroom Interaction .............................. 13


commit to user

xiii

B. Teacher Talk ….................................................................................... 15

1. The Characteristics of Teacher Talk ....................................................... 15

2. The Elements of Teacher Talk .............…………...................................... 16

a. Teacher Question ............................................................................... 16

b. Teacher Explanation ................................................................... 17

c. Teacher Feedback and Error Treatment ………………………… 19

3. Teacher Talk in EFL Classrooms ................................................... 20

C. Discourse ...........……….................................................................... 22

1. The Definition of Discourse ….………………………………………….. 22

2. Types of Discourse …………….………………………………………… 24

a. Spoken and Written ………………………………………………… 24

b. Monologue and Dialogue ……………………………………………. 25

3. Context ………………………………………………………………….. 26

4. The Cohesion and Coherence of Discourse ………………………….. 28

a. Cohesion ………………………………………………………….. 28

b. Coherence ………………………………………………………….. 31

D. Discourse Markers ………………………………………………………….. 31

1. Definition ………………………………………………………….. 31

2. The Characteristics of DMs ………………………………………….. 33

3. The Functions of DMs ………………………………………………. 36

a. Textual Functions …………………………………………………….. 36

b. Interpersonal Functions ………………………………………………. 37

c. Pragmatic Functions …………………………………………………… 38

E. Review of Related Research on the Discourse Markers


commit to user

xiv

in Language Classrooms .................................................................................. 39

CHAPTER III. RESEARCH METHODOLOGY .......................................... 44

A. The Time and Place of the Research ............................................................. 44

B. Description of the Research Setting/ Subjects ................................................ 44

C. Method of the Research ................................................................................... 47

D. The Source of Data …………………............................................................. 48

E. The Techniques of Collecting Data ……………………………………….. 49

E. The Trustworthiness of Data .......................................................................... 50

F. Technique of Analyzing Data ………............................................................ 51

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ........................ 52

A. Research Findings ……….............................................................................. 52

1. The Language Used by Teachers in English Classroom ......................... 52

2. The DMs Used by the Teachers in English Classroom ..................... 59

3. The Textual Functions DMs Used by Teachers

in English Classroom …………………………………………………….. 72

B. Discussions .......................................................................................... 83

CHAPTER V. CONCLUSION, IMPLICATIONS, AND SUGGESTIONS ..... 94

A. Conclusion ………......................................................................................... 97

B. Implication ……….......................................................................................... 98

C. Suggestion ………........................................................................................... 99

BIBLIOGRAPHY ........................................................................................... 101

APPENDICES ............................................................................................... 105


commit to user

xv

LIST OF ABBREVIATIONS

CANCODE The Cambridge and Nottingham Corpus of Discourse in

English

DM(s) Discourse Marker(s)

EFL English as a Foreign Language

e.g. example

etc. et cetera (and so on)

ESL English as a Second Language

esp. especially

i.e. id est (that is)

L1 First Language

L2 Second Language

p. page

SL Source Language

SMA Sekolah Menegah Atas (Senior High School)

TL Target Language

T1 Teacher 1

T2 Teacher 2


commit to user

xvi

LIST OF FIGURES

Figure 3.1. Interactive model of qualitative data analysis technique ............. 52


commit to user

xvii

LIST OF TABLES

1. Table 2.1. The functions of DMs used by teachers and students

in EFL classrooms according to Castro (2009) ....................................... 41

2. Table 4.1. Languages of instruction

used by teachers in English classroom ..................................................... 59

3. Table 4.2. The classification of DMs

used by teachers in English classroom ..................................................... 71

4. Table 4.3. The textual functions of DMs

used by the teachers ………………….................................................... 82

5. Table 4.4. The occurrence of DMs use in every classroom ..................... 83

6. Table. 4.5. The textual functions DMs use in every classroom

(the highest frequency to the lowest) ...................................................... 87

7. Table 4.6. The comparison between teachers’ perception

and the students’ about the textual functions of DMs ............................. 91


commit to user

xviii

LIST OF APPENDICES

APPENDIX I ................................................................................................... 105

1. Interview protocol with

the English teachers of SMA Negeri 3 Surakarta ...................................... 105

2. Interview protocol with

the students of SMA Negeri 3 Surakarta …................................................... 107

APPENDIX II ................................................................................................... 109

1. Field note of classroom observation

in class XI Aksel 1 of SMA Negeri 3 Surakarta …...................................... 109


in class XI Aksel 2 of SMA Negeri 3 Surakarta ........................................... 114




in class XI IPA 1 of SMA Negeri 3 Surakarta .............................................. 123




in class XI IPS 4 of SMA Negeri 3 Surakarta ............................................... 131

7. Field note of interview with

English teacher 1 of SMA Negeri 3 Surakarta ……...................................... 136


English teacher 2 of SMA Negeri 2 Surakarta ………................................. 150


the student of class XI Aksel 2 of SMA Negeri 3 Surakarta ........................ 157


the student of class XI Aksel 1 of SMA Negeri 3 Surakarta ........................ 163


the student of class XI IPA 1 of SMA Negeri 3 Surakarta ........................... 173


commit to user

xix


the student of class XI IPA 2 of SMA Negeri 3 Surakarta .......................... 179


the student of class X IPS 4 of SMA Negeri 3 Surakarta ............................ 184

APPENDIX III …............................................................................................... 189

1. Transcript of teaching and learning process







in class XI IPA 1of SMA Negeri 3 Surakarta ............................................... 234




in class XI IPS 4 of SMA Negeri 3 Surakarta ............................................... 250

APPENDIX IV .............................................................................................. 258

1. Classification of occurrences and textual functions

of DMs used by teachers

in six English classrooms of SMA Negeri 3 Surakarta ................................. 258

2. The summary of classification of the textual functions

of DMs used by teachers

in six English classrooms of SMA Negeri 3 Surakarta ................................. 311

3. Lesson plans used by teachers in the classrooms ………………………….. 313

APPENDIX V ............................................................................................... 331

1. Photographs ............................................................................................ 331

2. Letter of permission ................................................................................ 333

the use of discourse markers by teachers in english

Documents