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Linda Agustin

Agustinus Ngadiman

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Keywords Early Childhood teachers, readiness and involvement, online learning English vocabulary, Quizlet, students’ attitudes ICT, ICT literacy, TPACK, English teaching, generation Z Intelligence Quotient (IQ), Emotional Quotient (EQ), Spiritual Quotient (SQ), Speaking Proficiency, Indonesian Adults. Speaking, Textbook, Content Feasibility causal-comparative cloze technique distance learning, early childhood, early childhood education teacher eleventh graders higher-order thinking intermediate listening junior high school language learning strategies, high achievers, low achievers online learning reading ability reading comprehension questions reading proficiency self-efficacy students’ perspectives writing self-efficacy young learners, speaking, role-play
Home > No 34 (2013) > Agustin

Transitional Markers in The Argumentative Compositions of The English Department Students

Linda Agustin, Agustinus Ngadiman

Abstract


Coherence in a composition is achieved when there is a clear
transition or link between its major parts. This study is conducted to
reveal the kinds and uses of transitional markers signaling reason and
conclusion in argumentative compositions. The data source was 16
argumentative compositions of Writing 3 students of an English
Department Surabaya. The study reveals that there were 31 (156
frequency of occurrences) transitional markers signaling reason and
conclusion found, which consists of 21 (110 frequency of occurrences)
markers functioning as reason, and 10 (46 frequency of occurrences)
others functioning as conclusion. The forms of transitional markers
signaling reason were: word and phrase form. The writer found 7 (83
frequency of occurrences) word and 14 (27 frequency of occurrences)
phrase forms of reason transitional markers. She also found 4 (34
frequency of occurrences) word form, 3 (9 frequency of occurrences)
phrase form, and 3 (3 frequency of occurrences) clause form of
transitional markers signaling conclusion. Among all of those transitional
markers, there were 93 times of appropriate and 17 times of
inappropriately used transitional markers signaling reason; and 37 times
of appropriate and 9 times of inappropriately used transitional markers
signaling conclusion. Based on the findings of the analysis above, it can
be concluded that the inappropriateness used of the transitional markers
found mostly happen in the presence of comma and because of the
influence of Bahasa Indonesia.

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DOI: https://doi.org/10.33508/mgs.v0i34.605
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