ORY, MARIA LORETA (2025) THE USE AND CHALLENGES OF DISCOURSE MARKERS IN ACADEMIC WRITTING BY EFL UNIVERSITY STUDENTS A THESIS PRESENTED AS A PARTIAL FULFILLMENT FOR THE REQUIREMENTS FOR THE DEGREE OF SARJANA SASTRA IN THE ENGLISH STUDY PROGRAM. S1 thesis, UNIVERSITAS KATOLIK SOEGIJAPRANATA.

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Abstract

Using discourse markers is essential in building coherence and cohesion in academic writing. This study analyzed the frequency of discourse markers and the challenges Faculty of Language and Arts students face in writing essays in English as a second language. The researcher analyzed 27 students' essays and interviewed 5 participants to answer two research questions regarding the use of discourse markers and the challenges they experienced. The results showed that elaborative discourse markers are used most frequently, 713 times or about (83.78%). Adversative markers appear 106 times or about (12.45%), while causal-inferential markers are the least used, only 32 times (3.76%). Although elaborative markers are used relatively widely, they are often used repetitively and unvaried, indicating that students do not understand the specific functions of discourse markers. Based on the interview results show that students tend only to use discourse markers that they are familiar with, while discourse markers that are considered unfamiliar are often avoided. This condition is caused by limited vocabulary and lack of knowledge, ultimately lowering their confidence. Therefore, this study emphasizes the importance of explicit learning based on real contexts. This approach is designed to help students recognize and be able to use discourse markers more effectively. The researcher expects that the results of this study can help students understand the different types of discourse markers and improve their ability to write academic texts.

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