Students’ Ability in Using Discourse Markers to Build Coherence in Compositions

Patriana, Andhina; Rachmajanti, Sri; Mukminatien, Nur

doi:10.15639/teflinjournal.v27i2/203-216

Cited by 11 publications

(7 citation statements)

References 15 publications

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“…Learners did not put the risk of applying grammatical cohesion, which was unaccustomed to them. This was the same as the research by Patriana et al (2016) and Meneveau (2015) that EFL learners feared making errors; thus, they were reluctant to use unfamiliar cohesive devices.…”

Section: Discussionsupporting

confidence: 76%

“…Cohesive devices enabled readers to capture the meaning between what preceded and what followed. Likewise, Patriana et al (2016) argued that cohesive devices were certain words or phrases and their location within the discourse activated a set of expectations of what might follow. The demonstration to create coherence is a cohesive discourse to make cohesion in writing the text.…”

Section: Introductionmentioning

confidence: 99%

“…Many scholars have researched cohesion and coherence (e.g., Sari & Indarti, 2016;Hamed, 2014;Patriana et al;Mohamed, 2016;Chanyoo, 2018). Some researchers (Trisnaningrum, Alek, & Hidayat, 2019;Astariani, 2020;and Rahman, 2018) have risen since the book Cohesion in English by Haliday dan Hasan, 1976 was published.…”

Section: Introductionmentioning

confidence: 99%

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Cohesive Devices Used in Argumentative Essays by Undergraduate EFL Learners

Rokhaniyah

Adila

Yulianti

2022

lkw

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Cohesive devices are crucial points recognized as essential features of a good essay, yet employing them in an essay appropriately becomes problematic for learners. This study analyzes qualitatively cohesive devices to investigate EFL learners. It aims at examining how EFL learners apply cohesive devices in argumentative essays, the frequencies of cohesive devices errors in their writings, and the possible causes of EFL learners to produce cohesive devices. Twenty-five learners of the Department of International Relations, at a university in Ponorogo, were requested to produce argumentative essays that consisted of five paragraphs. Twenty-five essays had been identified with the number of errors of grammatical cohesion. Those errors were then analyzed to determine the possible causes affecting the learners’ errors. The find revealed that the number of grammatical cohesion utilized by EFL learners reached 2172, while 168 obtained errors. There was a heavy reliance on cohesive item use. The intralingual transfer mostly influenced the errors produced than the interlingual transfer. The intralingual errors percentage represented 96,9%; interlingual transfer errors reached 3.03%. It occurred due to the learners’ inability to employ the grammar rule. Hence, lecturer should employ the strategies for learners’ writing ability development, such as implementing collaborative learning, delivering the feedback, exposing learners to exercise, and applying a learning management system to result higher level of cohesion.

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Section: Discussionsupporting

confidence: 76%

Section: Introductionmentioning

confidence: 99%

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Cohesive Devices Used in Argumentative Essays by Undergraduate EFL Learners

Rokhaniyah

Adila

Yulianti

2022

lkw

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“…Mature writing, particularly the academic essays, "requires more than just the ability of writers to create sentences appropriately in the standard language, yet they also need an ability to use cohesive devices to create cohesion and coherence of a text" (Prommas & Sinwongsuwat, 2011, p. 2; see also Das & Taboada, 2018;Patriana et al, 2016). Coherence refers to the unity of the ideas and cohesion the unity of structural elements (Chalmers Writing Centre, n.d.).…”

Section: Introductionmentioning

confidence: 99%

Discourse markers in academic and non-academic writings of Thai EFL learners

Choemue

Bram

2021

SiELE

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The ability to use discourse markers (DMs) to create cohesion and coherence of a text is essential for EFL learners at the university level to express ideas and thoughts in various types of writing assignments, such as academic papers and reflections. Hence, this study attempted to shed more light on the use of DMs in academic and non-academic writings of Thai EFL learners. The main objective was to investigate the types, overall frequency, and differences, and similarities of discourse markers in both styles of writing. Sixty essays, consisting of 20 academic essays and 40 non-academic ones, were selected as the primary data. Academic essays were selected from the Critical Reading and Writing course of Xavier Learning Community (XLC), Thailand, while the non-academic ones were selected from the XLC English Newsletter. The data were analyzed based on Fraser’s taxonomy (2009). The results showed that 2.521 DMs distributed in five types, namely contrastive discourse, elaborative discourse, inferential discourse, temporal discourse, and spoken discourse markers, were identified in the 20 academic and 40 non-academic essays. The most frequently used DM was elaborative discourse markers (EDM), F=1,703. This study concluded that raising awareness of DMs would assist Thai EFL learners in producing an effective and coherent piece of writing.

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“…Furthermore, studies conducted by Kao and Chen (2011) proposed six problems encountered by Taiwanese students, namely: non-equivalent exchange, overuse, surface logic, wrong relations, semantic inclusions, and disturbances. In Indonesia, a study conducted by Patriana, Rachmajanti, and Mukminatien (2016) which analyzed the use of 21 students' argumentative markers of argumentative essays by Indonesian students found that in 234 occurrences, 118 occurrences used DM improperly.…”

Section: Introductionmentioning

confidence: 99%

Discourse Markers in Tertiary Level Students’ Essay Writing: Ability and Problems

Riznanda¹

2021

Engl. Franca acad. j. of Engl. lang. and educ.

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Writing is a fundamental, yet complicated part of language learning. In writing, Discourse Markers is an indispensable component of writing quality. The aim of the present study was to find out how Discourse Markers (DM) were applied to build coherence in EFL students’ essay writing and the problems encountered. Descriptive design was applied; analyzed 52 target DM and how they were used in 30 academic essay writing. The participants of the study were 30 students majoring in English Education of UIN Raden Fatah Palembang academic year 2019/2020. The results revealed that the participants employ 32 DM in 221 occurrences, in which 102 occurrences were inappropriately used. The problematic matters cover non-equivalent exchange (52 occurrences), and overuse (48 occurrences). Despite their awareness of the importance of DM to assure the coherence of their essays, they need to develop their ability to use DM correctly and efficiently to make their writing connected more logically. Keywords: discourse markers, coherence, essays.

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Students’ Ability in Using Discourse Markers to Build Coherence in Compositions

Cited by 11 publications

References 15 publications

Cohesive Devices Used in Argumentative Essays by Undergraduate EFL Learners

Cohesive Devices Used in Argumentative Essays by Undergraduate EFL Learners

Discourse markers in academic and non-academic writings of Thai EFL learners

Discourse Markers in Tertiary Level Students’ Essay Writing: Ability and Problems

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