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

Writing procedure texts in English is an important skill for vocational students, especially those in practice-based programs. These texts are used in workplaces to give instructions or explain steps clearly and accurately. The Genre-Based Approach (GBA) is often used to help students write better by teaching them the structure and purpose of different types of texts. While many studies have shown that GBA helps students organize their writing, few have looked closely at the language mistakes students still make after learning with this method. Methods. This study used a qualitative descriptive design to analyze the errors in 30 procedure texts written by students in the Audio-Visual Editing program at AKN Putra Sang Fajar Blitar. These texts were collected after students completed two cycles of learning with the GBA. The errors were analyzed using the Surface Strategy Taxonomy, focusing on four categories: omission, addition, misformation, and misordering. Two raters checked and coded the data, and additional data from teacher notes and student feedback were used to support the findings. Results. The results showed that most students could follow the correct structure of a procedure text. However, many still made language mistakes. Misformation (wrong word forms) and omission (missing words) were the most common errors. These errors often affected the clarity and meaning of the instructions. This shows that while GBA helps students with text organization, it does not always help improve grammar or sentence accuracy. Conclusions. Genre-based instruction helps students understand how to organize their writing, but it should be combined with a greater focus on grammar and language use. Teachers should include grammar practice and give detailed feedback on errors. This combination can help vocational students write more precise and more correct texts for real-world communication.

Writing is an essential skill for students to master in English. One of the texts that students need to learn is procedure text. Procedure text is a text that describes a sequence of actions needed to achieve a goal. However, students often face difficulties in learning to write procedure texts. One common problem is difficulty in explaining the steps. This study aims to determine the effectiveness of using mind mapping techniques to improve students' ability in writing procedure texts. This study uses a quantitative approach with pre-experimental design, one group pretest-posttest design. The sample consists of 19 tenth grade students in MA Al-Falah Tolutu selected through random sampling. Data were collected through tests and questionnaires, then analyzed using paired sample t-test.The results showed an increase in the average value of students' procedure text writing skills before being given treatment (pretest) of 59.94 to 77.76 after being given treatment (posttest). Hypothesis testing obtained sig value. (p-value) of 0,000 <0.05 which means that H0 is rejected and Ha is accepted. Thus, it can be concluded that the mind mapping technique effectively improves students' ability in writing procedure texts. The questionnaire results also showed very good student responses regarding the application of mind mapping techniques in writing procedure texts.

The Effectiveness of Using E-Flipbook Based Teaching Materials for Writing Procedure Texts for Class VII Students of SMP Negeri 1 Parungkuda, Sukabumi Regency. Abstract. The purpose of this study was to determine the procedural text writing skills of class VII students of SMP Negeri 1 Parungkuda, Sukabumi Regency and the obstacles experienced by class VII students of SMP Negeri 1 Parungkuda, Sukabumi Regency in improving procedural text writing skills by using e-flipbook based procedural text writing skills teaching materials. . The method used in this study is the experimental method, the data collection techniques used are tests, questionnaires, and observations. The population in this study were seventh grade students of SMP Negeri 1 Parungkuda, Sukabumi Regency. The sample of this research is class VII D as the experimental class and class VII F as the control class by using cluster random sampling technique. The first hypothesis is the effectiveness of using e-flipbook based procedural text writing skills in improving the ability to write procedural texts in seventh grade students of SMP Negeri 1 Parungkuda, Sukabumi Regency. this is evidenced by the obtaining of experimental class pretest data with an average value of 42.2 (low ability) in writing procedure text, while the experimental class posttest results in writing procedure text increased with an average value of 82.9 (able). The results of the calculation of the comparison of the mean of the experimental class and the control class using the t test formula, obtained the price data and db = 58. and obtained the price of and the price of . Thus, the value of t_count is greater than t_table or the price of because the value of< is 1,672,39. These results indicate that the use of procedural text writing skills based on e-flipbooks effectively improve procedural text writing skills in seventh grade students of SMP Negeri 1 Parungkuda, Sukabumi Regency. Keywords: Writing skills, procedural text, e-flipbook based teaching materials.

In learning procedure text writing the majority of students get low grades, especially in developing their ideas into written material. In this study, the authors want to see the effectiveness of learning outcomes in the procedure of writing text skills by trying to apply the Group Investigations method to students to see how the writing results in writing procedure texts. This study aims to determine the differences in the learning outcomes of writing procedure texts with the application of the Group Investigations method to the learning of writing procedure texts of students in class XI Vocational High School. The research method used in this study is a descriptive qualitative method that describes the comparison of the results of student scores on learning to write procedure texts using the Group investigation method. The results show that there is an increase in the value of students after being given treatment. The average score at pretest was 72.5, the lowest score was 60, the average score was 75 and the highest score was 80, while the average score at posttest was 85, the lowest value was 80, the average score was 85, and the highest score was 95. This proved that the text learning process the procedure gets better. Students become richer in their vocabulary so that when given treatment students can clearly determine the general statement and structure of the procedure text. With the application of the Group Investigations method to Vocational High School students in class XI, they experience differences after being given treatment.

This study aims at investigating the students’ perception in writing procedure text and the definition of writing is different from learning other skills because writing is thinking process and need much time. Writing can help us to deepen understanding. It can help to make the sense of the information. The objective of this research is to find out students’ writing skill in procedure text. This research was a descriptive qualitative method research with a survey approach through questionnaire. The samples of this research were 20 students from 1 classes of X at SMK Jabir Al Hayyan. The data in this research were obtained through 10 questions of the questionnaire. The objective of this research is to find out students’ perception in writing procedure text. Based on the result of the data analysis who the researcher got the researcher can conclude that students’ writing skill in procedure text was positive . Most of the students knew that they have skill in writing procedure text. From the questionnaire, it was shown that the teacher may also give a good system to learn about how make a procedure text in writing skill. Keyword : Students’ Writing skill, Procedure text

Abstract
 The function of writing skills is the most effective way to show someone’s English proficiency, including the ability and difficulties. The objective of this research was to know the factors and to the dominant factor of students’ writing difficulties in procedure text. The instruments of this research were interview and writing test as the support data. Therefore, the researcher conducted a descriptive qualitative study analysis. The technique in analysed the data of the interview was a descriptive analysis technique (percentage) and descriptive analysis technique without percentage to analyse the writing test. The researcher asked some aspects of students’ writing difficulties in writing procedure text based on the syllabus of class 9 K13 namely social function, structure text, language features, and topic. For the writing test, the students were asked to write a procedure text. So that the students had difficulties in social function, structure text, language features, and topic. This research showed the dominant factor students’ writing difficulties in procedure text was language features, like vocabulary and grammar which made the students difficult when writing the procedure text. Thus, the students still faced difficulties in writing skills like procedure text and the students have to improve their ability in writing skills.
 
 Keywords: Difficulty, Writing, Procedure Text

The purposes of researcher was about figuring out if there was an effect in improving the students' ability on writing procedure text by using the Gallery Walk. The research problem was whether there is effect in Gallery Walk on students’ ability in learning writing procedure text. The aim of the research was to find out the effectiveness of the Gallery Walk in the students' writing ability on procedure text. In this research, the researcher used the pre-experimental design method in one group pre-test and post-test design. There were two variables research namely the independent variable (Gallery Walk Strategy) and dependent variable (students' ability in writing procedure text). The researcher collected the data on the written test (pre-test and post-test). Each written test was a type of questions in the multiple choice form. Each test consisted of 30 items. These data would be calculated into the total and mean score. It would be analyzed the validity, reliability, homogenity, normality and T-test by using SPSS. Based on the findings and discussion of the study, the research showed that the use of gallery walk had an effect in students' ability on procedure text. It could be seen by the mean of pre-test which was Mean Score 63,73 and post-test was 85,43. The value of to (t-count) = 0,716 and (t-table) = 0,266. It meant that the value of t-count was higher than t-table. It could be stated that the gallery walk was effective in students' writing ability on procedure text.

Functional markers (i.e., a hypernymic term for discourse and pragmatic markers) are of great interest both on the side of synchronic variational pragmatics and on the side of historical pragmatics. The sensitivity to variation and polyfunctionality of the two types of markers are the focus of this study. The analysis developed in this paper, which is based on diachronic and synchronic data on the Italian markers dai ‘come on’ and allora ‘then’, aims at verifying the hypothesis that pragmatic markers and discourse markers are differently sensitive to change and variation. The motivation behind such difference rests on the fact that pragmatic functions are more related to interactional dynamics, while discourse markers are more anchored to the co-text and tend to show higher functional and formal persistence over time. Indeed, pragmatic markers are typically related to the speaker’s subjectivity, to social rules and to contemporary cultural patterns, and hence are more ephemeral, while discourse markers appear more stable over time due to their anchoring to a “grammar of speech”. The paper shows how a prototype approach can effectively give a good account of the polyfunctionality of functional markers.

This study aims to find out what discourse markers are usually contained in an utterance, then what is the function of using these discourse markers, and also the reasons for using discourse markers that occur in Adele's video interview with Vogue. The data used in this study was obtained from the YouTube video content belonging to the Vogue channel called 73 Questions. As a basis for this research, there are several theories used, namely the theory of Fraser (2009), Dumlao and Wilang (2019), and Schiffrin (1987) in Cambridge (2018). In analyzing the data, the author uses a qualitative method with a case study research design. Based on the results of the analysis obtained by the author, it was found that 373 data were showing the use of discourse markers consisting of 26 different discourse markers. The 26 markers consist of 5 different types of discourse markers which include contrastive discourse markers, elaborative discourse markers, inferential discourse markers, temporal discourse markers, and spoken discourse markers. Furthermore, the dominant types of discourse markers that occur are elaborative discourse markers occur 118 times and spoken discourse markers occur 130 times. As for its function, there are 8 functions, namely, connecting markers, managing information, response markers, the cause, the effect marker, a temporal adverb, a marker of time, a sign of rejection or contrast, as well as a marker that describes the closeness between the topic of the question and the idea. And the reason found for the use of discourse markers is to make the conversation that occurs flow, not stiff, natural, and meaningful between Adele and the interviewer.

This study aims to know the difficulties level in writing procedure text by Grade VIII Students at Junior High School 21 in Bengkulu City. This research design used descriptive quantitative method of research. The data collecting technique method used in this study was treatment. In this context, treatment research is referred to an intervention or treatment given to a research subject to observe a specific effect or outcome. In analyzing the data in this study the researcher using a scoring formula, categorized the difficulty level and determines the level of difficulty. The findings from both assessments reveal that Grade 8th Students at Junior High School 21 Bengkulu City face significant challenges in writing procedure texts, with most aspects falling into the difficult category. In conclusion, the findings from both assessments indicates that the difficulty faced by Grade 8 students at Junior High School 21 Bengkulu City is at the difficult level in writing procedure texts, this difficulty caused by the generic structure and language features. This research can be used as a reference to conduct research related to procedural texts. Keywords: Difficulty, Writing, Procedure Text

This experimental research was motivated by a problem in learning Indonesian: the low score of students' learning outcomes in writing procedural texts. Based on this, this research was conducted to know the effect of the Example Non Example learning model and learning motivation on the skills of writing procedure text. The samples of this study were students in grade 7-I (experimental class) and grade 7-H (control class) at MTs Negeri 4 Pasaman Barat for the academic year 2020/2021. The data of this research are the score of the learning motivation questionnaire and the test scores for writing procedural text writing skills in the experimental and control classes. The final results of this study indicate that the Example Non Example learning model has a good effect on the writing skills of the seventh-grade students of MTs Negeri 4 Pasaman Barat. It can be seen from the scores of students' procedural text writing skills taught using the Example Non Example cooperative learning model better than students taught using conventional learning models. Furthermore, there is also an interaction between the Example Non-Example learning model and learning motivation so that students can write procedure texts better.

The purpose of this study is to investigate the use of discourse markers (DMs) by Chinese EFL learners and find out the relationship between English proficiency and the pragmatic fossilization of DMs. The current study focuses on the use of DMs in speech. The data from the high-level English learners and the intermediate English learners are used for the exploration of Chinese EFL learners’ DMs use, and Michigan Corpus of Academic Spoken English is selected as speech of native speakers for comparison. By analyzing three frequently used DMs in their oral production, the results show that the fossilization of DMs is caused by English learners’ lack of acquiring the pragmatic functions of DMs as native speakers do. The study indicates that Chinese learners are not aware of the importance of DMs in constructing textual coherence. In this case, both explicit instructions and implicit instructions should be given in class. Under the framework of Relevance Theory, the textual coherence of DMs should be explained explicitly in classroom. From the perspective of Relevance Theory, DMs can be used to help the speaker to organize information, produce clear utterances, and ultimately direct the hearer towards the intended interpretation of the utterances in discourse with the minimum cost of processing effort. On the other hand, DMs can ease the hearer’s search for relevance of utterances by providing an effective means for constraining his interpretation of utterances in discourse in terms of the principles of relevance. In addition, teachers should provide learners with accurate and appropriate L2 input and as many chances as possible to make enough L2 output in proper situation.

This research is motivated by the low ability to write procedure texts and Lack of student interest in writing procedure text. The purpose of this study is first, to describe the use of image media in the ability to write procedural texts for class XI students of SMA Ekasakti. Second, to describe the use of audiovisual media in writing procedural texts for class XI students of SMA Ekasakti. Third, describe the differences in the use of image media and audiovisual media in the ability to write procedural texts for class XI students of SMA Ekasakti Padang. This type of research is quantitative with a comparative method. The research data are in the form of test results for writing procedural texts. The population in the study were all students of class XI totaling 38 students. Sampling was carried out with a total sampling of 38 students consisting of two class XI IPA 20 students and class XI IPS 18 students. The research instrument was in the form of a procedural text writing ability test. The results showed that first, the use of image media in writing procedure text in class XI IPS SMA Ekasakti was in the medium category (40.7%) with an average value of 66.00. Second, the use of audiovisual media in class XI IPA SMA Ekasakti is in the high category (54.4%) with an average score of 79.00. Third, there is a difference between students writing procedure texts for class XI SMA Ekasakti students using audio-visual media (79.00) and picture media (66.00).

This research is conducted based on the preliminary research that are many students difficult in writing procedure text. The students are still confused about how to start writing and applying grammar in writing. The objective of the research was to know whether there was a correlation between students’ imperative sentence mastery and their ability in writing procedure text at MTs Sriwijaya East Lampung. This was correlation research. It was used to know the correlation between students’ imperative sentence mastery and their ability in writing procedure text. The population of this research was the students at the MTs Sriwijaya east Lampung of the ninth grade of the first semester. The total sample in this research was 28 students. In collecting data, using 20 multiple choices for imperative sentence test and writing a paragraph for procedure text test. After giving the test, the writer analyzed the data by using SPSS Statistic 17.0 After doing the hypothetical testing, the result demonstrated that there was a positive correlation between students’ imperative sentence mastery and their ability in writing procedure text. Based on the data analysis computed by using SPSS, it was obtained that Sig = 0.004 and α = 0.05. It means that Ha is accepted because Sig ˂ α = 0.05. Based on this research, it was suggested that to have a good writing procedure text, students should have a good mastery of imperative sentences.

This study is focused on the use of discourse markers in Donald Trmpu’s rally victory speech. The purposes of this study are to find out the types of discourse markers used during the speech and the functions by using Fraser’s theory (2009) to examine the types of discourse markers and Schiffrin’s theory (1987) to analyze their functions. In this study, the data used are words and phrases from the utterances uttered by Donald Trimp which included to discourse markers. Therefore, the researcher used qualitative research method to analyze this topic. The reearcher also used data analysis technique from Miles, Huberman, and Saldana (2014). In conclusion, the researcher found all types of discourse markers used by Donald Trump on his rally victory speech. There are 227 data included in the discourse markers. Among them are 54 contrastive discourse marker, 148 elaborative discourse markers, 20 inferential discourse markers, and 5 temporal discourse markers. Elaborative Discourse Markers are dominant used by Donald Trump. Based on the functions, the writer found that from 5 functions of discourse markers. There are Marker of Response, Marker of Connectives, Marker of Cause and Effect, and Marker of Information and Partiipation.