Institutional Repository | Satya Wacana Christian University: Study of Discourse Markers in Classroom Communication

A STUDY OF DISCOURSE MARKERS IN CLASSROOM COMMUNICATION
KHURTINA
112009112

Abstract
Emphasising on the importance of Initiation-respond-feedback (IRF) in classroom
communication, this study focuses on a part of IRF which is initiation. This study
was conducted to describe the types of discourse markers given by Swan (2005)
and Carter et al(2011) which are used by teachers to initiate students so that active
learning in classroom appear. Two selected teachers in Padma Widyanata Easy
English Course are analyzed in 6 classroom observations. The data is explained in
descriptive manner. The result of the observation is that by ten types which are
promoted by Swan (2005) and Carter et al (2011), there are seven types of
discourse markers which are used by teachers to initiate students' talk. They are
starting conversation, response, ending a conversation, changing a topic, showing
surprise, ordering what we say and saying something in other ways. These markers
work for teachers as tools to produce active learning. The other three types, as
reported in observation, are also used by both teachers but for other function. They
used the markers such as sharing knowledge, sounding less direct, and type um
and erm in order to manage explanation.
Keywords: discourse

communication.

markers,

initiation,

active

learning,

classroom