Maed English Durdas Nino For HB
Maed English Durdas Nino For HB
Maed English Durdas Nino For HB
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NIÑO P. DURDAS
July 2021
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APPROVAL SHEET
ABSTRACT
ACKNOWLEDGMENT
First and foremost, I would like to thank our Almighty God for his unconditional
blessings of strength and wisdom and for giving me all the people who undeniably
To my thesis adviser, data analyst, and editor, Dr. Anthony Pol Fulache, I am
forever thankful for your close supervision and earnest efforts in checking my manuscript
and for your humble encouragement, which inspired me to complete the study.
To the Dean of Graduate School, Dr. Perla C. Padro, thank you for your constant
To the panel members, Dr. Teena Marie B. Bautista, Dr. Excelsis Deo A. Deloy, Dr.
Socorro L. Neri, and Dr. Janice A. Fernandez for giving me constructive feedback that I
need to make my study more fruitful. Your intelligent suggestions, thorough assistance,
To the school heads and school principals of the nine (9) public schools in the
Division of Davao de Oro, for allowing me to conduct the study in your respective schools.
Without your permission and authorization, the study would not be a success.
To my dear participants, the twelve (12) content writers and content presenters
coming from the different public schools of Davao de Oro Division, who generously offered
aspects, and to all the special people who have become part of this endeavor, I owe sincere
TABLE OF CONTENTS
Page
TITLE PAGE i
APPROVAL SHEET ii
ABSTRACT iii
ACKNOWLEGMENT iv
TABLE OF CONTENTS v
CHAPTER
1 INTRODUCTION 1
Research Questions 3
Theoretical Lens 4
Definition of Terms 7
3 METHODOLOGY 26
Research Design 26
Research Material 28
Data Sources 31
Data Analysis 34
Ethical Considerations 40
v
4 RESULTS 43
5 DISCUSSIONS 93
REFERENCES 109
APPENDICES 112
Chapter 1
INTRODUCTION
The world is currently facing a crisis due to the Covid – 19 pandemic. The demands
in our educational system are greatly challenged. To cope with these pressing times, the
Department of Education has provided various learning modalities that the learners can
Instruction along the various alternative learning modalities to cater to the diverse
learning needs of my students. However, this learning modality is not free from flaws
itself.
programs to implement distance education. However, the set-up and use of radio
broadcasting as a tool to provide distance education present major challenges, such as the
teachers face difficulties in creating excellent content in a short period. The absence of pre-
challenge. The lack of the knowhow and expertise in monitoring and evaluation of learning
is also a major problem. In Laos, most broadcasters called on teachers to host their
educational programs. However, because of the small availability of time to create and
produce educational content for radio, most teachers chose to lean on the existing program
programs to cater to the present crisis being faced by the educational system. Radio
programs were seen as a remedy and supplement to the inadequate number of teachers
and learning resources; however, it was sad to note that teachers faced difficulties and
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challenges in employing this instruction since most were not trained in this kind of
education system beyond the COVID-19 pandemic, DepEd has implemented DepEd Radio
to cater to the educational needs of the students despite the present situation. Since radio
is considered cheap and accessible, DepEd Radio is an effective tool to deliver quality
education to students, especially those who live in remote areas. DepEd Radio aims to
strengthen the learning platform for mastering the essential competencies (MELCs)
Learning Continuity Plan (BE – LCP). As a form of distance learning, it can expand access
through the broadcast of lessons. However, teacher radio broadcasters find difficulties
employing the said instruction since they are not well-equipped and trained. In this sense,
they have suspicions that it could lead to low academic achievement of the students. In
addition, language use in this instruction could hinder how students understand the
instruction given.
Interactive Radio Instruction (IRI) within selected Primary Schools in Region Number
Four (4)” which is about the value of radio-broadcasting instruction as an important tool
for reinforcing and strengthening numeracy skills for students. Moreover, Sanusi et al.
Literacy in Lagos” concerning the radio instructional techniques used in promoting adult
literacy in Lagos, Nigeria. With this in mind, a lot of researches have been carried out
about an analysis of radio broadcasting instruction. However, there is little that we know
about the different discourse markers used by teachers in broadcasting. Hence, the
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researcher deemed it was vital to conduct this study to unfold the other discourse markers
and their functions in radio broadcasting instruction of the teachers to highlight the
instruction. Moreover, the findings would help the teacher broadcasters and teachers who
perspective on how discourse markers affect the use of instruction and to deliver classes
through this modality for students better. It would ensure that effective instruction would
The purpose of this qualitative study employing Discourse Analysis was to analyze
the types and functions of discourse markers on the radio broadcasting instruction of
teachers.
In this study stage, the discourse markers in radio broadcasting instruction are
defined as words, phrases, or expressions that help connect and organize sentences. They
help link texts or speeches without changing their meaning. They can be called linking
words. With this in mind, the researcher deemed it necessary to research the discourse
markers being presented in radio broadcasting instruction and identify how these
Research Questions
Instruction production?
Theoretical Lens
The theory and idea of this study were gleaned from the Relevance Theory of
Schiffrin (1992). This theory states that discourse markers guide the hearer to be guided
with the intended interpretation. Blakemore (1992) holds that discourse markers help to
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or contradicting an assumption. They further stressed that discourse markers have four
Examples of transition phrases and words for the Narration Mode are the following; after,
afterward, as soon as, currently, during, finally, later, etc. In this analysis, narration
signifies order, guides the audience where they left off, uses to signify time, narrates a
story, or guides the students on the tasks that they should. The following is a sample
statement: “So now, please get your pen, notebook, and module in Oral Communication
The second was Description. The description was used to describe the five senses.
In the description, for example, it described how an object feels, looks, sounds, smells or
tastes or uses the words ‘like’ or ‘as’ for simile or by indirect comparison such as
metaphors. This study was used to help describe what the presenter is trying to convey
and show the presenter’s feeling towards their listener, such as in this sample statement
“Very good! Did you get it all correctly? Wow, that’s sounds great! Congratulations!”
The third type of discourse was the Exposition mode. This type of discourse was
utilized in which its main purpose is to inform. Therefore, this type of discourse used
transition words to imply definition, classification, comparison and contrast, cause and
effect, problem and solution, and process analysis. This analysis was utilized to define
further what is being discussed by the presenter, demonstrate the process, and emphasize
compare and contrast. An example for this is this statement: Moving on, let’s go to E-
books. These were books that were read on a computer or electronic devices.
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The fourth type of discourse is the Argument mode. The intent in the argument is
to provide and facts to cause rational arrangement. Transition words that belong to the
argument mode and, furthermore, besides, too, also, both-and, another, equally
important, first, second, etc. In this study, they are used to sway the listeners to relate
more to the presentation and expound a claim in a certain topic, such as in this example:
“Therefore, when you have these values - cohesion, flexibility and communication you
As posited by Schiffrin (1992), the researcher was guided in the conduct of his
study using the four discourse markers, namely, narration, description, exposition, and
argument.
To answer the second research problem, the researcher utilized the pragmatic
functions of discourse markers by Brinton (1996). They suggested that discourse markers
offer pragmatic functions. They provided a list of ten pragmatic functions; (1) To start a
discourse, as well as the attention of the listener - in this study, this was used to engage
the listeners and start the presentation; (2) To end discourse - signaling the end of the
discourse; (3) To guide the one who is speaking to acquire or relinquish the floor – in the
presentation, this allows the speaker to direct the listeners on what they will do next in the
presentation; (4) To use as filler to delay or sustain the floor – in this study, this was used
to prolong the presentation or further delay the statement or to fill more words in between
statements; (5) To indicate a shift or start of a new topic – this is used to mark shift in
topic which helps the presenter guide the listener for the succeeding topic; (6) to signify a
whether the information is old or new – this helps the listener to identify whether the
information being shared is old or new; (7) to mark sequence – in this study, it provides a
clearer transition of ideas in the text; (8) To salvage other’s or speaker’s discourse –
discourse markers help maintain the flow of the presentation; (9) To express a reaction to
the earlier discourse – it helps to acknowledge the listener of the presentation; and (10)
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markers are used to maintain the interpersonal relationship of both the speaker and
listener. This proposition would guide the researcher on the functions of discourse
This research study covered the fourteen (14) materials employing Radio-Based
Instruction of School Year 2020-2021. The study was conducted from February 2021 to
Moreover, the investigation only focused on the 14 materials for discourse markers
present and being used in radio-based instruction of teachers in Davao de Oro. The
investigation did not include the technicalities and other standards in delivering radio-
based instruction. The length and duration of the materials were 40 to 60 minutes long.
The research material focused on the scripts used for the English subjects in the secondary
level from Grades 7 to 12 only. The researcher used two materials each for Grades 7, 8, 9,
and 10 and three materials each for Grades 11 and 12. Furthermore, there were no
To contribute to the existing body of knowledge is the goal of every research. The
markers present in radio-based instruction. The output findings would be a great source
Teachers will know how they attack to improve students learning. They can be able to draw
suggestions that can be the benchmark in improving their approach in facilitating student
learning.
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It could benefit foremost, to the students, in a manner in which they can expand
information to be aware of the problems concerning the students’ knowledge and how they
can give help not only to the learners but also to the teachers by providing relevant training
and seminars.
to the necessities of different schools, especially in training the teachers. It will benefit the
department greatly in delivering basic education to students. Moreover, the study results
For future researchers, this study would give them insights into discourse
It will also help them understand how discourse markers function in the presentation of
Definition of Terms
The following terms are both defined conceptually and operationally to give clarity
using radio broadcast to deliver the distance learning program. It also refers to the
instruction given to the students in the new normal education. It intends to provide equal
learning opportunities for students and help them eventually obtain education by way
of broadcasting lessons (Feng, 2015). The researcher will use the scripts obtained from the
Discourse Markers. In this study, these are words, phrases, or expressions that
help connect and organize sentences. They help link texts or speeches without changing
their meaning. They can be called linking words and, sometimes, fillers (Blakemore, 1992).
This study is organized and arranged in an order that the readers can easily identify
and comprehend. Below are the comprehensive presentation and discussion of the
Chapter 1 presents the exploration and understanding of the study. The research
questions are posted and significant terms used are operationally and technically defined.
The scope and limitation of this study are also articulated in this section.
Chapter 2 presents the review of related literature, readings, studies, and concepts
of some researchers and concerned individuals similar to the present study. I obtained the
related literature used in the study through internet articles and other publications.
Chapter 3 discusses the method that was used in this study which includes the
research design, research participants, role of the researchers in the study, data sources,
data collection procedures, data analysis, the trustworthiness of the study, and ethical
consideration.
Chapter 4 shows the result of the study, which reveals answers from the research
questions formulated and conducted to the participants. The results are presented in
Chapter 5 discusses the themes extracted from the results with supporting
statements. It also includes the implications for teaching practices and future research and
Chapter 2
This chapter presents the survey of related literature and the writing of recognized
experts, both of which have significant bearing or relation to the problem under
investigation.
Radio-Based Instruction
knowledge and can also access an infinite amount of information without adult
supervision. However, new instructions pose challenges because it tends to impose on the
utilization of the actual curriculum's goals. Nevertheless, because of practices and policies,
credence is given to the ingenuity and tactfulness of pupils the program assists (Handall,
2013).
teachers address obsolete media with a more conventional program within the four
corners of a classroom. It generates an understanding over the past three decades on the
use of RBI in emerging economies. However, Radio Instruction has been among the most
common method among these countries because of its efficacy and funding (Elliott &
Lashley, 2017).
curriculum incorporating the conventional RBI. A year later, the ministry decided to
include a Numeracy curriculum for primary school students. The program started in the
Furthermore, MOE pointed out that aside from radio instruction, they also
introduced several technology-enhanced devices like Success Maker software and phonics
programs to help pupils’ skills. The ways that bind students to information and skills are
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numerous: the facilitators of learning which are teachers, classmates, family, stakeholders,
Therefore, Feng (2015) suggests that RBI improves the classroom setting by
materials, and even the teachers themselves. The use of such materials helps create a
conducive learning environment. Teachers can also opt to pre-record lessons from RBI
also used in various subject areas such as arts and sciences, mathematics, and language.
This help teachers cater the needs of students ranging from different age groups,
nationality, and race. The use of RBI for these fields is also aligned to students' learning
needs as designed by education specialists to ensure that the learning goals are met. The
evaluation of results over the past four decades suggests that radio-based instruction
In addition, Dock and Helwig (2016) said that the specialists of Guyana’s center
for education development crafted RBI that aligns with the curricular needs of students
whose ages 6 to 8 are in their 1st to 3rd Grades. Mathematics subject is in their high priority
subjects are regarded as prone to be evaluated. Thus, it is given a more focus on enhancing
it.
instruction does not allow an interactive connection between the mentor and the learner.
With this, pauses between words and phrases during the lesson's delivery allow the
teachers and learners to pause and respond to the inquiries and activities as suggested by
the RBI. It would then elicit responses that would warrant the desired response given
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through radio instruction such as group activities and verbal and non-verbal necessary in
provided by the teacher, such as printed instructional materials, realia, and models. It also
fosters camaraderie between students. Furthermore, this broadens their imagination and
ability to operate and manipulate objects by being guided through radio-based instruction.
Additionally, enhancement activities and materials are also provided, such as workbooks
Erwin (2015) stated that the most known and considered universal medium of
instruction that is more affordable and cost-efficient. The utilization of RBI is extensively
further emphasized that communication and information dissemination are both essential
not only for economic development but also in education. It is noted that the literacy rate
has increased due to the use of this medium. In addition, along with the growing use of the
internet and the accessibility of television, this has become a catalyst in the financial boom
education is still widely the most compelling avenue for the innovation of communication
since its inception. In contrast to other forms of mass communication, the set-up for a
radio broadcasting instruction is unique since the listener is not able to see in person the
this, the technology utilizes a great avenue in fostering a relationship between the one that
operates behind the radio and the learners within the four corners of the classroom.
Moreover, It does not limit itself into one class but transcends boundaries that shatter the
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glass ceiling of illiteracy. Remotest parts of developing countries can provide basic
education for their least citizens whose access to basic education is limited. Can transcend
the territory of the region and breaks the barriers of numeracy. Hence, students who reside
in far-reaching communities can share the same opportunity for basic education as those
teacher enrichment, orientation, and other necessary educational activities. RBI does not
aim to change the status quo of the educational system. Still, rather it functions as an
combine all the necessary fundamentals of the learning process by utilizing resources that
are now at hand to make the broadcasting of educational programs possible. Teachers,
community members, students, stakeholders, books, and learning materials are necessary
for crafting radio programs that cater to basic education needs (Kie, 2015).
In some instances, RBI is also utilized to craft a learning scheme where the system
resource of producing the rudimentary connections of the learning process, the Radio
which audio aids as an essential element that connects knowledge across all learning areas
Further, as Willis (2012), Radio Broadcasting Instruction differs from some other
remote education systems and that the basic objective is to advance the quality of
education. Compared to other forms of remote and distance education programs that are
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utilized. As a tool inside the classroom to create an opposite effect of poor teacher training,
poor learning attainment among students, and restricted learning resources. However,
radio broadcasting instruction has proven itself to be used to broaden the access and
augment the value of both the formal basic and informal educational scenarios. It
recollects the importance of improving and developing strategies and methodologies that
need the necessary level of education, effective teaching methods, strategies and
techniques, and appropriate formative assessment as a necessary and basic form of its
design.
In addition, Alghamdi (2016) stated that the teaching strategies in the delivery of
instruction for Radio Based Instruction are necessary. Radio Broadcasting Instruction
directs the members in the educational process to develop essential actions concerning
objective and measurable learning goals. Educational programs are modeled and shared
through lessons for knowledge to shape from prior learnings. Novice students can now
easily create a more considerate understanding of the learning area being shared in the
initially fashion their actions and problems to guarantee that the teachers and learners will
sign the necessary effects in their development and the essential skills and support
required. These fundamentals are mixed collectively to produce stories, compose songs,
develop characters, and other vital values available from radio instruction.
and instruction the students and teachers alike are directed using the radio broadcasting
instruction characters in the whole conduct of the audio drills. The one who instructs via
radio and characters being depicted converse directly to the learners. Students actively
join in the classroom through various modes such as verbal cues, written texts, creating
characters through drawing pictures, by means of counters and chants, or a mix of the
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strategies for approximately half an hour. Students move to cater to the questions or act
Discourse Markers
With the rise of globalization, language plays a significant part in every culture and
the parts and purposes of discourse markers in verbal and non-verbal forms of
McCarthy and Carter (2012) further discussed that discourse is one of the many
Discourse can be defined in several ways, but the other way of describing it is by
recognizing that it is a form of extended use of language, verbal or non-verbal, that has
coherent meaning. Another way to understand 'extended' is the use of words which is
In linguistics, discourse analysis aims to study the patterns and rules in spoken or
written form that is lengthier than a sentence. There are two definite theoretical
viewpoints and logical methods employed in discourse analysis in the field of linguistics.
These are the theories of cohesion and relevance, in addition to functional grammar in
which it aims to examine the connection among the systems and purpose in spoken
On the contrary, Bloor and Bloor (2013) expounds that discourse is more often
than not utilized in contrast with text, where text denotes definite verbal or nonverbal
construction and understanding, and it does not need to be spoken completely. Discourse,
in essence, includes the use of context and prior information background shared by both
manifestation that the utilization of language depends on its use in a social function to
discuss a broad range of past meanings. Language use questionably develops into a neutral
state because it connects individual and societal worlds. Discourse exposes fact and is
Discourse states any facet of utilizing language and the scholarly study that concerns
language use as a path using accomplishing goals or actions in people's lives, to put
it another way. With this in mind, forms of language and its structures are attached to how
society applies language daily to achieve certain actions or functions (Goertel, 2015).
Additionally, Rahimi and Riasati (2015) stressed that discourse analysis is focused
broad area that concerns the use of languages in a given context. Discourse is a far-
definitions. Discourse analysis considers many approaches that are both systematic and
displays the connection between utterances and context. This definition entails that such
linguistic units either join sentences to what goes before or after a sentence or indicate a
speaker’s stance to what they are saying, thereby promoting textual cohesion and
The perspective held by Swan finds support in Kopple (2015), who points out DMs
are linguistic items that appear both in verbal and non-verbal communication and assist
the listener or reader organize, interpret and evaluate the information. Building on
Kopple’s perspective, Blakemore (1992) states that every speaker must decide what to
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evoke and leave implicit. Every speaker must decide about the limit that he should use the
It has been confirmed by Barnabas and Adamu (2016) that it applies to both
spoken discourse and written discourse. It is the case that DMs guide both the listener or
reader of the extended definition of the text or connection between the preceding and the
following text. They guide the reader to anticipate the course of discourse, linking the
various text elements. This observation state that skillful utilization of DMs often indicates
a higher level of fluency and an ability to produce and understand authentic language.
Similarly, Litman (1996, cited by Barnabas and Adamu, 2016) mentions that DMs
whoever is reading a certain text and connecting the current and the preceding discourse.
In this regard, discourse markers enforce limitations on the implicatures. The listener may
draw from discourse, and that discourse without DMs is available to farther than one
the relation of either contrast (James is fat, but Mary is thin), implication (John is here,
so we can start the party), or elaboration (John went home. Also, he grabbed his toys).
Amid the explanation of segment two and segment one.” In composition writing, DMs link
words labeled as the glue that binds together a part of writing, making the different parts
discourse: conjunctions like and, yet, however, consequently and phrases such as in
contrast, in any case, in addition, and on the other hand. Appropriate utilization of these
markers enables writers to organize and present their written pieces of discourse markers
by giving guidance to an audience or reader as to what the writer’s intentions and attitudes
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are regarding the text. Therefore, failure to or inappropriate DMs may lead to discourse
discourse, one uses the term called a marker of information management such as a marker
of responses as like well, discourse connectives for example but, and, or, cause and results,
example: so and because, temporal adverb for example now and then, information and
participation like I mean, you know. Those phrases and words have an important role in
signaling connection in discourse and textual unity (Gregore & Horn 2015).
Therefore, using DMs by the one who speaks or writes will make the texts
meaningful. These markers for discourse are also very useful for English learners that
make them understand well the language used by speaker and writer because they will
know how the coherence and structure of any discourse (Chen, 2015).
Likewise, Schmitt (2015) pointed that DMs are an interesting topic to analyze,
especially about the functions of DMs being utilized in a conversation. It is said that
markers in discourse can guide whoever is reading to expand their skill of language after
considering the DMs. So, it is very important if these markers in discourse are necessary
markers are a guide for the hearer to be guided with the intended interpretation.
Blakemore (1992) holds that discourse markers help make a discourse coherent in
They further stressed that discourse markers have four modes: narration, description,
The first mode is Narration. It is the art of storytelling, and the purpose of narrative
writing is to tell stories. In this mode, the discourse markers used are being used to mark
time. Events are most often conveyed in chronological order, the order in which events
unfold from first to last. In this way, it functions to build up the connection between the
The next mode is Description. Mavridou et al. (2015) suggest that this marker is
utilized to describe things using the five senses. A writer would describe how an object
feels, look, sound, smell, or taste in a paragraph by description. The readers can then be
able to picture the elements of certain literature. It can likewise induce the atmosphere of
a certain literary piece with the use of the words ‘like’ or ‘as’ for simile or by indirect
In addition, Smith et al. (2015) discussed that exposition has a function to explain
scripts, the DMs were used to imply definition, classification, comparison and contrast,
cause and effect, problem and solution, and process analysis. The discourse marker in
order, for example, is used as a demonstrated process. With the help of this discourse
marker, the listener is being guided further for them to understand the topic better.
through logical statements. Discourse markers are also used to signal conclusions in an
argumentative mode. The word, therefore, for example, is being used to conclude a
statement. It allows the students to understand the topic that was being discussed fully.
Van Dijk (2012) suggests that discourse is a type of language use that incorporates
certain facets of language and communication. It suggests that society uses language to
communicate their ideas and emotions in every social function, such as communicating
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with other people. It further suggests these events where communication is further
utilized, the people involved are not bounded to utilizing language: they interrelate.
language used by the people in society, including observing both the language function
and form. With this in mind, language use is seen as a societal connection inside the four
corners of the classroom, among advanced students and second language users of the
Moreover, Bosch (2015) asserted that discourse markers and their functions had
been modeled through many very diverse frameworks. Most of these models target written
language and the discourse relations that hold between sentences. More specifically, its
information, including fields and roles, when joined, give a well-defined description of
discourse markers.
In addition, Skehan (2012) stated that DMs are words, phrases, or expressions that
link, manage and help to organize sentences. They connect what is written or said with
something else. They do not change the meaning. They can also be referred to as
connecting words or, in some cases, fillers. These are necessary to make a certain
Additionally, Thornbury (2015) claims that Discourse Markers and many other
verbal and non-verbal signals elicit a response such as okay? right? and signals for
attention like hey! Are highly necessary to the cooperative organization, which happens in
Markers in discourse are both empty in semantical sense and grammatically optional
however the two are also superfluous and optional in a pragmatic sense. In its place, these
are variations of their pragmatic functions. She offers a plethora of functions narrowed
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and further divided into two primary groups grounded on the modes or purposes of
language.
Further, Timmis (2012) added that the function of texts that depends on the
manner of the one speaking creates meaning as non-verbal cues or text, making consistent
passages of discourse, utilizing language about context. And the societal function of it
which is dependent on the manner of the conversation, that if, the part of the one who is
On the contrary, Carroll (2015) stated his method to discourse markers as they
phrases, words, or expressions that act inside the linguistics system to create connections
among themes or units in grammar about that of discourse, such as the use of the words
well, so, and then. Discourse markers also aid functions in pragmatics, when a speaker
utilizes them to mention the state of their understanding of the material expressed by way
Brinton (1996, as cited by Schiffrin, 1992) suggests that discourse markers offer
pragmatic functions. She provided a list of ten pragmatic functions; (1) To start a
discourse, as well as the attention of the listener; (2) To end discourse; (3) To guide the
one who is speaking to acquire or relinquish the floor; (4) To use as filler to delay or sustain
the floor; (5) To indicate a shift or start of a new topic; (6) to signify a whether the
information is old or new; (7) to mark sequence; (8) To salvage other’s or speaker’s
discourse; (9) To express a reaction to the earlier discourse; and (10) To preserve
are further divided into two primary groups grounded on the modes of language as posited
by Halliday (1973). First, the function of the text relates in a manner in which a speaker
creates meaning as text, making consistent passages of discourse, utilizing words that is
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in line with the context. The second mode proposes the interpersonal function in which it
suggests the mode of verbal – nonverbal exchange between the speaker and listener.
According to Brinton (1996), the necessity to start and end discourse, highlight
shifts on topic, specify new and old material, and highlight the significance of connecting
speeches are important for DM's textual functions. To indicate topic alteration, constrain
the significance of speech, intricate or reference on a prior speech, and be aware of one’s
mistakes are among the functions of DM in the written field. From an interpersonal–social
standpoint, DMs are necessary for building and maintaining relationships between the
one who is speaking and listening. The DM fundamental feature is showing the
relationship among the speaker and the alignment to the fashioned discourse. These are
important to direct ambiguity and as demands to the listener for validation. It can also be
markers offer pragmatic functions; of these functions is to start a discourse, as well as the
attention of the speaker. Discourse markers usually are used at the beginning of a
discourse marking the start of a topic. Discourse markers function to build up the
connection between the situational context and the proceeding discourse. The context is
concerned with a speaker’s beginning his speech by discourse markers. In this way, the
Moreover, Taguchi (2015) posits that using discourse markers as a signaling device
to mark the end of discourse is necessary to control and take the initiative, making their
moves and decisions. In such a manner, a person can use discourse markers authentically
to signal the end of the discourse. Therefore, conversation tasks contain contextualization,
interaction, and agency, which are integral elements that can effectively elicit evidence of
pragmatic knowledge.
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interaction between speaker and listener, which can bring natural communication in their
component that should be regarded in teaching and learning English in the classroom.
The fourth function of the discourse marker is to use as a filler to delay or sustain
the floor. Fillers have no meaning and indicate hesitation, pauses, or continuation in
speech. Although considered redundant and syntactically detachable, they usually have
pragmatic implications. They reflect the speaker’s intentional effort while executing
topic shifters to manage conversations. It helps mark the shift and facilitates the listeners
in following the direction of the conversation. Without the discourse marker so, the shift
would not be as smooth. When speakers shift to a new topic or a different topic, they can
begin with but to indicate such transitions. For example: But, before we proceed to our
discussion, we will take a break for just a very short moment. As mentioned earlier, the
information or old context is constantly revised, supplemented, and improved and then
constitutes the foundation of the next step. It helps the listener to process the information
easier, thus helps with the flow of communication. In this case, the information is the
lessons being delivered by the presenter in the radio broadcasting instruction. Discourse
markers indicate the sequential dependence of the utterances. They help to create a
Further, Blakemore (2017) suggests that discourse markers function to repair one’s
own or other’s discourse. One reason for communication failure is that the speaker fails to
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provide relevant information for the hearer. The reason is that different hearers with
different cognitive environments and processing abilities may get quite different
inferences about the informative intention and communicative intention of the same
utterance.
Moreover, Castro (2009, as cited by Piurko, 2015) discussed that discourse marker
understanding and continued attention while another speaker is having their turn
functions of DMs are precisely more related to the reactions, responses, and relations built
by the participants during interaction to the role of the speaker and hearer during the
the difference of saving face (confirmation-seekers, face-savers). They are also used as an
agreement marker. The purpose of its use is to effect cooperation or sharing the same
points of view.
Schiffrin (1992) and Brinton (1996) discuss that their practice is elective, not
compulsory, as discourse markers may be taken from an utterance without the need to
alter neither its construction nor its content. Discourse markers are also analyzed through
diverse genres and cooperative contexts and in various language interactive situations. It
markers and review recent studies that have contributed to how discourse markers work.
discourse markers analysis and the radio broadcasting instruction of teachers. All of the
mentioned related literature were necessary for the conduct of the research since it served
24
questions, anchored theories. The Review of Related Literature provided support to the
results and findings of the study and served as references for future studies.
25
Chapter 3
METHODOLOGY
This part of the research focuses on the methodology utilized in this qualitative
study. This chapter contains the research design, research participant, role of the
researcher, data sources, data collection procedure, data analysis, the trustworthiness of
Research Design
practices are most valuable when studying to gather data grounded on human insights and
sympathy (Stake, 2010). Qualitative study accentuates recognizing the quality and topics
2013). It contains qualitative data using interviews, participants’ thoughts, and opinions
insight determines the necessity for qualitative practices to create something more (Stake,
2010).
utterances and setting of participants can be perceived and agreed upon. It is also
constructed after respondents' opinions, not coming from the researcher (Hermanola,
2018). Further, Drid (2014) further stated that if someone is more interested in answering
the why rather than finding out what percentage or how many of the issues are at hand,
and then the approach should be qualitative. Thus, in this research, I wanted to know the
markers in discourse and its functions in radio-based instruction rather than measuring
the number of teachers using discourse. Therefore, it was important to use qualitative
research. The qualitative approach was appropriate for this investigation of markers in
discourse found in the radio-based instruction of teachers and knowing the functions of
markers in discourse used in radio-based instruction. This research design was useful to
26
identify the different DMs that were used in radio-based instruction of teachers. It was
useful in determining the discourse markers and their functions. I was also interested in
than explaining it. The natural observation of the functions of DMs was controlled
measurement and views of the subjective exploration of reality from the perspective of an
insider.
This study employed discourse analysis in the study of language in use. It was
necessary to use discourse analysis to know how teacher broadcasters used discourse
analysis talks about the association between linguistics and the setting in how it was
action within the social contexts in which it was used. Thus, discourse could be considered
to spread between two poles, giving more or less emphasis to concrete texts or institutional
practices, to either particular cases of talk, or to how social structures were formed by it
identify discourse markers used by the teachers. After identifying discourse markers, I
exposition, and argument. After analyzing according to its mode, I analyzed by function if
it was used using the following; (1) To start a discourse, as well as the attention of the
listener; (2) To end discourse; (3) To guide the one who is speaking to acquire or relinquish
the floor; (4) To use as filler to delay or sustain the floor; (5) To indicate a shift or start of
a new topic; (6) to signify a whether the information is old or new; (7) to mark sequence;
27
(8) To salvage other’s or speaker’s discourse; (9) To express a reaction to the earlier
utilization of language in society. It aimed to study language past the sentence level, and
that language was not merely an abstract set of rules. Instead, it was a means of social
action.
Qualitative Research Design Discourse Analysis was the study of language in use.
It was necessary to use discourse analysis to know how teacher broadcasters use discourse
analysis talked about the connection between the context of language when it was utilized.
Discourse Analysis or (DA) was seen as the field of linguistics that focuses on using
language in societal contexts in which it was used. Consequently, Discourse analysis can
be measured to spread between two poles, giving more or less emphasis to concrete texts
or institutional practices, to either particular cases of talk, or to how social structures are
Analysis to analyze the discourse markers used in teachers' radio broadcasting instruction.
The researcher used fourteen (14) Radio Broadcasting Instruction (RBI) Scripts as
research corpora. The researcher ensured the trustworthiness of the study was to establish
following principles set by Belmont (1984), which were the principle of respect for
Research Material
This research study covered the fourteen (14) materials employing Radio-Based
Instruction of School Year 2020-2021. The study was conducted from December 2020 to
Moreover, the investigation only focused on the fourteen (14) materials for
discourse markers present and being used in radio-based instruction of teachers in Davao
instruction and did not include the technicalities and other standards in delivering radio-
based instruction. The length and duration of the materials were 40 to 60 minutes long.
The research material focused on the scripts used for the English subjects in the secondary
level from Grades 7 to 12 and did not include English subjects from Grades 1 to 6. The
researcher used two materials each for Grades 7,8, 9, and 10 and three materials each for
Grades 11 and 12. Furthermore, there were no interviews for the scriptwriters and teacher
broadcasters.
The corpora of the study were the fourteen (14) Radio Broadcasting Instruction
(RBI) scripts coming from the Teacher Broadcasters of the province of Davao de Oro. In
getting my corpora, I sought first the permission of the schools’ division superintendent.
After that, I requested the permission of the learning resource manager of the division.
The third step was getting the scripts from the writers or the teacher broadcaster
themselves.
According to Clarke and Braun (2013), ten (10) to 100 is the range of research
material enough to saturate data from the corpora. Hence, 14 materials used in radio
instruction are already a substantial number of data. The 14 materials can already
accommodate the necessary data that the researcher needed. It covered the analysis of the
discourse markers used by the teachers and described how these discourse markers
The materials of this research were gathered through the radio-based instruction
of teachers. I used codes for each instruction of the teachers. The codes were: Discourse
Markers in Scripts (DMS), thus codes are DMS01, DMS02, DMS03…DMS10. Hence,
these materials were analyzed to know the discourse marker used by the teachers and the
functions of these discourse markers in the scripts used in the presentation of radio-based
instruction of teachers.
ensured that their anonymity was in place by providing informed consent to partake in the
study.
In this discourse analysis, I analyzed data and acted as a data analyst. I played and
took the roles of being an encoder, translator, transcriber, editor, and data analyst. As a
researcher for this qualitative study, my role was to find answers to the research questions.
As an encoder, I took care of encoding all the recorded data and analyses from the
corpora. I was guided by the expertise of my adviser for enhancing my study. As someone
who ensured the ethical conduct of the study, I made certain that the materials used in
As a translator, I carefully translated the text from my obtain corpora without bias
and maintained respect and confidentiality on the scripts. In my study, I ensured that the
texts were analyzed accordingly. I was guided by the modes and functions of discourse in
transcribing their answers. Utmost respect was given to the teacher broadcasters who took
part in the study by signifying the consent forms. Their names were taken with utmost
30
confidentiality as well. I transcribed the scripts of the teacher broadcasters carefully and
made sure that I never add, delete and change the thought of their speech. I also translated
the usage of correct grammar and punctuation. In my study, I ensured the grammar and
the correct language always. As a language teacher, I ensured that these qualities were
As a data analyst, after the data were gathered, I used discourse analysis to analyze
the data to answer the research questions and extract the main or core ideas based on the
radio-based instruction of teachers. I used the Relevance Theory of Schiffrin (1992) and
the pragmatic function of discourse markers by Brinton (1996) to analyze the corpora of
my study. Moreover, I was being guided by my adviser to ensure that the responses of the
aware and be thoughtful, and reflective of the philosophy that guided my interpretation of
the world and recognize different views and values with regards to the topic of my study.
I reflected on how these assumptions and beliefs shaped reality and how they affected the
process and results, understand them, continually investigate my relationship with them,
Data Sources
interviews, observations, and documents (Creswell, 2007). The data of this study were
taken from the 14 materials used in the radio-based instruction of teachers, which were
obtained by employing radio-based instruction. The teachers were asked to give the
materials they used while employing Radio-based instruction. According to Clarke and
Braun (2013), ten (10) to 100 is the range of research material enough to saturate data
31
from the corpora. Thus, 14 materials used in radio-based instructions were already a
necessary data that the researcher needed. Moreover, I sought the help of primary sources
such as the corpora being studied by the researcher and secondary sources such as books,
articles, journals, and past research in the conduct of my analysis for this study.
collecting data. An important step is to look for participants included in the study, look for
the necessary materials, and conduct the study to obtain accurate information.
sequence of events in the data collection procedure before the conclusion of the study. The
following procedures were taken in the conduct of this study to ask permission before the
actual gathering. Due to the current pandemic, before I conducted my study, I ensured
that the health and safety protocols advised by the Inter-Agency Task Force (IATF) were
faithfully observed.
Before conducting the study, the protocol undergone an Ethics review in the Saint
Mary’s College of Tagum, Inc., Research Ethics Office. The protocol and the necessary
forms were reviewed and checked thoroughly by experts. The Ethics Office permitted me
to start the conduct of my study once I received the ethics clearance from the office. After
that, I asked permission and secured a copy of the permit from the Dean of Graduate
Education of St Mary’s College, Inc., to allow me to conduct the study. After which, I
sought the permission of the Schools Division Superintendent to enable me to conduct the
study in the Division of Davao de Oro. The next step was to employ a gatekeeper for my
research. The role of the gatekeeper is to identify the people who will be the participants
for the study, which are the teacher-radio broadcasters, and writers. The gatekeeper of the
32
study was the Learning Resource Management and Development System (LRMDS)
coordinator of the division. Next, a letter of consent was sent to the School Principals,
the schools where the teacher broadcasters and writers are assigned.
The study participants were given an informed consent form where the research
participants were given complete information about the research, both risks, and benefits,
and allowed to make decisions for themselves as the participants. In my study, the
participants were the teacher broadcasters and scriptwriters of the Division of Davao de
Oro. As part of the consent, I included the participants’ right to withdraw from the study,
confidentiality, and a signature of both the researcher and the participant. Furthermore,
I made sure that my research participants, the teacher broadcasters and writers, will
broadcasters. After which, analyzing the linguistic corpora was followed by the analysis of
the data gathered utilizing Discourse Analysis as the method. As I analyzed my research, I
storing, and disposal of data was necessary. For me to do so, I used the appropriate
filename of data. I ensured that the data was dealt with the utmost confidentiality.
Furthermore, I ensured that the data would be deleted after three years.
Lastly, the peer-review debriefing in which the analysis outcomes were tabulated
to draw conclusions and recommendations for future researchers on the same topics. The
results were verified and reviewed by experts in linguistics to discover some biases,
Data Analysis
The gathered data results were the basis for the conclusions, the implications for
practice, and recommendations for further research. Creswell (2007) developed the four
Analysis of the data initially begins after the collection period. The data collected
were reviewed, synthesized, and transcribed to keep careful and detailed notes. The
analysis began after the formal data collection period was completed. The qualitative data
In this research, the data was collected through the 14 materials used in radio-
based instruction teacher broadcasters; thus, I collected the materials from the teacher
broadcasters and writers of the Division of Davao de Oro. The materials were from English
subjects for Grades 7 to 12. Moreover, all the participants were given informed consent
and thoroughly explained the purpose and the conduct of the study.
examined methodically using the theory primarily gleaned on the framework and
functions of discourse markers by Schiffrin (1992). Using this theory, the researcher then
analyzed the discourse markers used to deliver radio broadcasting instruction of teachers.
The researcher analyzed the modes of discourse markers used in the scripts.
Moreover, to answer the second research question. The researcher used the
Brinton (1996). According to him, the amount and frequency of Discourse Markers use are
significant compared to other forms because they serve important textual and
interpersonal functions.
Then, I conducted the peer review debriefing where an expert debriefer validated
the result of the researcher's analysis. The conduct of a peer review debriefing is to validate
integral role as a concept because it helped the researchers define qualitative terms outside
of the parameter typically applied in quantitative research. It was easy for qualitative
research to be questioned or discredited due to bias as the researcher analyzed the data.
Therefore, the trustworthiness of the study was deemed necessary to ensure that these
biases would not affect the conduct of my study. Moreover, to treat the participants with
utmost care and protection due to the current threat of the pandemic, I ensured the health
and safety of the participants by faithfully observing the guidelines set by the IATF.
needed to test and show that their studies have validity and reliability. Even as validity and
reliability are treated separately in quantitative research, it is not qualitative. A term that
Shenton (2004, as cited by Creswell, 2013) set that the trustworthiness of a study
the "Strategies for Ensuring Trustworthiness in Qualitative Research Projects," the four
tending to comparable issues, the researcher uses the segments or builds related to the
rules.
described as acceptable data, data that can be relied on to be accurate and correct. It
includes building up that the outcomes were reasonable. It manages the inquiry on how
harmonious the discoveries are with the real world. It alludes to the trust in the reality of
the discoveries. Validity is perhaps the main factor in setting up reliability (Gunawan,
2015).
35
To establish the credibility of my study, I ensured that rigor was properly observed
during the data collection, wherein I avoided concluding but based everything on actual
data gathered directly from the radio-based instruction of teachers. I ensured that no
relevant data were excluded and no irrelevant ones were included. I also ensured the
transcribed the data and assigned names for the characters of the corpora. Then analyzed
and interpreted the data using the theoretical lens of the study and the other authorities
in the review of related literature. I ensured the accuracy of the analysis of data. As a
researcher, I made sure that my debriefer is reliable and credible. The debriefer was
chosen for her expertise in the field of linguistics. Therefore, she is reliable and credible to
become a debriefer for this study. The debriefer in this study is Dr. Janice A. Fernandez,
an English teacher, and Doctor of Philosophy major in Applied Linguistics. The debriefer
reviewed my analyses vis-a-vis the extracted lines from the printed documents and the
cited authorities. In other words, the credibility of my study is carefully done by observing,
Furthermore, aside from the assistance of the technical panel of reviewers, I also
sought the help of an external debriefer to ensure the credibility of my study fully.
equivalent to reliability and similarly concerned with the stability of the results over time
(Ramsey, 2010).
accept their circumstances as those portrayed in the research, they may relate the
2015), who suggested that the researcher must guarantee that adequate context-oriented
data about the hands-on work destinations was given to empower the reader to make such
an exchange.
Ramsey (2010) affirmed that transferability alludes to how well the discoveries
apply to other school settings and relies on the likenesses between the two analyzed
settings. Rich and thick portrayals permitted the reader to settle on decisions and choices
concerning adaptability. The itemized depictions in this article move data to different
settings and subsequently decide if the discoveries can be moved (De Wet, 2010).
satisfactory ideas and models that are gotten from a recently evaluated theoretical
framework. It did not include wide claims; however, it welcomed readers to research to
make associations between components of an examination and their insight. I played out
certain parts of the information on the board as demonstrated in the documented log to
be included in the appendices, where you can locate the arrangement of records. To do so,
I collected all of the corpora and ensured the anonymity and confidentiality of the
participants. I also ensured the proper handling, storing, and disposal of data. For me to
do so, I used the appropriate filename of data. I ensured the data was dealt with the utmost
confidentiality.
Furthermore, I ensured that the data must be deleted after three years.
Comparison of similarities and differences of the given text or other context was
permitted. Then the development of detailed descriptions of the context made judgments
about fittingness with another context possible. To address transferability, the researcher
had knowledge of the detailed and thick description of the methodology and materials
being studied and assured that the data was filed to make this study more credible and
transferable.
37
Dependability indicates the strength of information after some time and under
various conditions. Hence, it is imperative to express the standards and rules used to
choose members and detail the members' principal attributes with the goal that the
exploration study's discoveries as steady and repeatable (Patton, 2015). Lincoln and Guba
(1985, as referred to by Creswell, 2013) focused on the nearby ties among believability and
reliability, contending that, practically speaking, an exhibit of the previous goes some
significant factor in ensuring that significant accentuation was set on the hypothetical,
methodological, and scientific choices made all through the investigation. It additionally
demonstrated that one has fundamentally made a reflection and assessment of the choices
made. A similar writer added that examination audit trails are important instruments in
Predominant outcomes, seen through an inside and out and straightforward exploration
measure, are imperative when utilized as the premise of additional examination considers.
By inspecting an exploration study and its review trails, different scientists can freely judge
whether research ends are sound, regardless of whether discoveries are grounded in the
Indeed, even as its improvement as far as training is very restricted and deficient, research
review trails are considered as a significant system in affirming and verifying qualitative
inquiry.
research design, which is qualitative research, and I discussed the operational detailed
38
data analysis, which is discourse analysis and data collection. The teachers were also
informed that this radio broadcasting instruction is part of the study of the researcher.
Moreover, the materials of this research were gathered through the radio broadcasting
instruction of teachers. I used codes for each instruction of the teachers. The codes were:
Discourse Markers in Scripts (DMS), thus codes are DMS01, DMS02, DMS03…DMS10,
Hence, these materials were analyzed to know the discourse markers used by the teachers
and the functions of these discourse markers in the radio broadcasting instruction of
teachers.
respondents frame the research results and not the researcher's inclination, motivation,
personal bias was not practiced in my study. By withstanding the confirmability of the
research, these attributes were guaranteed. I similarly followed Fenton and Mazulewicz
(2008). They suggested having all materials and assessment notes composed and set up
so the survey trail gave in the study can be checked at whatever point there is a need to
favor understandings.
Furthermore, Ramsey (2010) approved that confirmability shows how well others
avow the results. Proving this enunciation, Suter (2012) zeroing in on the use of objectivity
suggested the join courses of action made by the analyst: to reduce the effect of inspector
depiction to allow the uprightness of investigation results to be explored, and the making
of survey trail.
doubts, and rulings against misusing of information. I lead the examination with as little
39
deterrent as possible to gain the certifiable picture and ensuring that the work's revelations
are the outcome of the considerations drawn from the data source instead of guarantee
ascribes and tendencies as a researcher. In this examination, I kept all the records
concerning what is done in the number one spot of the assessment so other staff, for
instance, the investigation board and advocate, can check whether the interpretations and
Ethical Considerations
to ensure ethical consideration in a research study. To start, with respect for people, an
researcher should guarantee that the subject has gotten a total honesty of the idea of the
study, the dangers, advantages, and choices, with all-inclusive freedom to pose inquiries.
Belmont (1984) noticed that it is important to augment potential benefits and limit
potential risks. The researcher should offer planning to boost advantages and decrease the
danger that may happen from the study. Furthermore, in conclusion, equity, decency in
Respect for persons assures that the participants need to be treated as self-ruling
people. It implies that they are autonomous, self-overseeing, equipped for settling on
choices for themselves as long as they are given adequate data to settle on those choices.
In this study, the corpora are the fifteen (14) materials used in radio broadcasting
instructions of teachers. As a researcher, I am aware that the voice recording of the teacher
– broadcasters are highly traceable. To address this issue, the researcher ensured the
participants' anonymity and confidentiality. I have written teachers’ informed consent for
the teacher-broadcasters who write the scripts for radio broadcasting instruction. Further,
the consent forms for the research participants gave them full information about the
40
research, both risks and benefits, and I let them decide to participate. As part of the
consent, I included the participant’s right to withdraw from the study, the focus of the
study and methods employed, statements surrounding confidentiality, and the signature
of both the researcher and the participant. I ensured that my research participants really
Furthermore, I also ensured the proper handling, storing, and disposal of data. For
me to do so, I used the proper filename of data and ensured that the data must be dealt
with the utmost confidentiality. Furthermore, I ensured that the data must be deleted after
three years.
The following principle, the principle of beneficence, refers to putting forth the
study participants' well–being, or augmenting the potential advantages of the study and
minimizing its potential risks. This principle ensures the balance between the perceived
risks and benefits of the study (Creswell, 2013). After the results were collected and
analyzed, I ensured that the participants shared the results. It greatly benefited the
Moreover, the results of this study would also benefit the students, teachers, school heads,
and DepEd officials alike. The students, in a manner in which they could expand their
comprehension skills, especially in radio-based instruction. Teachers were know how they
attack to improve students learning. They could draw suggestions that can be the
benchmark in enhancing their approach to facilitating student learning. For the school
administrators, this study provided them valuable information to be aware of the students’
knowledge and how they could help the learners and the teachers by providing relevant
training and seminars. Finally, DepEd officials could help school administrators develop
teachers.
41
The last tenet Belmont Report is the principle of justice. All classifications of
individuals (race, sex, racial identity, age, and so on) need to be equally subjected to the
dangers and advantages of the study, and individuals need to be included or excluded
To ensure justice, I assured that the teacher broadcasters know the results in
regards to this study. I likewise established that all the participants did not spend any sum
and recognized their commitment to finish my research. The participants were also
appropriately accommodated.
results and the anonymity of the participants was done using the coding system (Maree
and Van der Westhuizen, 2007). Maree and Van der Westhuizen (2007) suggested that
the whole data set (i.e., audio recordings, composing records, notes on the field, and other
related materials) neutralized by the end of the analysis. Respect for the right to privacy of
the participants was also be given great significance in this research. The teacher–
broadcasters were ensured that their rights are treated with utmost respect even if the
study is a corpora analysis. They were also ensured that just compensation was given to
the respondents.
Further, I likewise adhered to the Data Privacy Act of 2012, which intends to
accommodate the privacy and the efficient use of data. It was stated that the data collected
should be allowed when the data is publicly available or has the data subject's consent for
research. Hence, as a researcher, I ensured that adequate safeguards are in place and no
decision directly affecting the subject is made based on the data collected or processed.
Through the whole process of research, the data subject's rights were upheld without
Chapter 4
RESULTS
This chapter presents the results of the discourse analysis of the discourse markers
determines the functions of the discourse markers determined in the different scripts
Tables 1, 2, 3, and 4 show the different major themes and core ideas of the
discourse markers found on the teachers' scripts of radio broadcasting instruction. The
themes used below were: Narration Mode, Description Mode, Exposition Mode, and
Argument Mode. The theory and idea of this study were gleaned from the Relevance
Theory of Schiffrin et al. (1992). This theory states that discourse markers guide the hearer
Under Narration Mode, there were twenty-three (23) Discourse Markers. These
were: before, now, and, nowadays, for now, this time, after, okay, alright, so now, but
before that, once, a while ago, at this point/ at this point in time, at this juncture, once
again, as years passed by, today, this morning, but before, earlier, next, and at this
moment. For Description Mode, there were nine (9), namely: very good, oops, Oh my God,
somewhat, wow, normally, in this scenario, like, and that way. For Exposition Mode,
there were nineteen (19) which were: wherein, but, while, in order, moving on, another,
yet, then, so, again, right, alright, anyway, still, on the other hand, apparently,
otherwise, afterward, and thereby. Moreover, there were ten (10) for Argument Mode:
whether, conversely, however, therefore, thus, also, otherwise, hence, in this way, and in
this case.
43
Table 1
Discourse Markers present in the Radio Broadcasting of Teachers under
Narration Mode
Discourse Markers Sample Statement Analysis
Found
Before we proceed to our “Before” belongs in
assessment let us Narration Mode since the
remember some very DM is being used as a tool
important details of our to signify chronological
discussion. DMS_01 order. It guides the
students as to where they
Before Before reading the text, we are currently in the
will answer the activity “Let presentation. It presents
Us Try” on page 2 of your the order in which events
modules. DMS_05 unfold from first to last.
Narration Mode
Examples of transition phrases and words for the Narration Mode are the following; after,
afterward, as soon as, currently, during, finally, later, etc. In this analysis, narration
signifies order, guides the audience where they left off, uses to signify time, narrates a story
DMS_01 used the Discourse Marker (DM) “Before.” It belongs in Narration Mode
Furthermore, the discourse marker “now” indicates where listeners are in the
Likewise, the discourse marker “and” guides the audience where they left off after
an advertisement.
Additionally, the word “for now” is to ready the listener where they are going next
in the discussion.
Moreover, the discourse marker “this time” is used to signal the listeners where
In addition, the word “okay” is used help the listeners of the radio instruction
Moreover, the discourse marker “alright” is also used to help the learners be
Furthermore, the words “so now” are used to ready the earners about a task that
On the other hand, the discourse marker “but before that” reminds the learners
In addition, the word “once” is used to indicate the time the quote was said.
Further, the discourse marker “a while ago” is used to recall previously shared
information.
For this example, the discourse marker “at this point/ at this point in time”
is utilized by the presenter to help the learners be guided as to where they are at in their
discussion.
Likewise, the discourse marker “at this juncture” is used to help the listeners be
idea or statement.
Furthermore, the discourse marker “as years passed by” is being used to
In this example, however, the discourse marker “today” guides the learner about
Moreover, the discourse marker “this morning” marks what activity they will be
Moreover, the discourse marker “but before” indicates an activity that has to be
information.
On the other hand, the discourse marker “next” guides the listeners about the
subsequent discussion.
The last discourse marker in this group is “at this moment” this marker is used
Table 2
Discourse Markers present in the Radio Broadcasting of Teachers
under Description Mode
Discourse Markers Sample Statement Analysis
Found
Very good! Thank you for The discourse marker “very
trying your best. DMS_06 good” describes how the
Very Good
presenter feels about the
effort of their listeners or
54
Description Mode
A description is used to describe the five senses. In the description, for example, it
describes how an object feels, looks, sounds, smells or tastes or uses the words ‘like’ or ‘as’
for simile or by indirect comparison such as metaphors. This study is used to help describe
what the presenter is trying to convey and show the presenter’s feelings towards their
listener. For Description Mode, there were nine (9), namely: very good, oops, Oh my God,
The first discourse marker in this mode is “very good.” It describes how the
Moreover, the discourse marker “oops” is also used by the presenter. This word is
being used as a way to acknowledge the listeners prior to learning about the topic.
Further, the discourse marker “Oh my God” is being used to show the presenter’s
feelings towards their listener. More specifically, this describes how sad they are about the
situation.
In addition, the discourse marker “wow” also describes the presenter’s emotions.
In this example, the presenter expresses their amazement towards the listeners’ ability to
On the other hand, the discourse marker “normally” describes what the topic is
Moreover, “in this scenario” is also used to describe what the topic is all about.
It greatly helps the listener and the presenter to deliver the instruction through this
modality best.
describe the topic better. The use of simile such as this example is a good example to better
The last example for this theme is “that way.” The discourse marker greatly helps
Table 3
Discourse Markers present in the Radio Broadcasting of Teachers
under Exposition
Discourse Markers Sample Statement Analysis
Found
For item number one, I am The discourse marker
one of the strategies that “wherein” is being utilized
you can use to read more in to define further what is
less time wherein you will being discussed by the
Wherein only have to look for presenter. In the exposition
general or main ideas in the mode, this discourse
material you read, what am marker is used to imply
I? DMS_01 definition.
Exposition Mode
The third major theme is the Exposition Mode. In this theme, discourse is utilized
when a certain literary piece’s main use is to inform. Therefore, this type of discourse uses
transition words to imply definition, classification, comparison and contrast, cause and
effect, problem and solution, and process analysis. For Exposition Mode, there were
nineteen (19) which were: wherein, but, while, in order, moving on, another, yet, then,
so, again, right, alright, anyway, still, on the other hand, apparently, otherwise,
The first discourse marker in this theme is “wherein.” This discourse marker is
Likewise, the discourse marker “in order” is being also used to demonstrate the
Moreover, the discourse marker “moving on” suggests that it is being used to
define the topic. It greatly aids the listeners as to what is being discussed in the
presentation.
In addition, the discourse marker “another” is a good example of this theme. The
word was used in a way to define further a topic that is being discussed.
Further, the word “yet” is utilized as a way to contrast two ideas. This helps the
Another example for this theme is the discourse marker “then.” The word was
being used to indicate the process in the topic that was being discussed.
Further, the discourse marker “so” is used to highlight the topic that was being
discussed. It is utilized to expound further on the idea that was being discussed.
Additionally, the word “again” is used to reiterate the previously mentioned topic.
It is a way for the presenter to acknowledge the listeners’ presence and to guide them
Furthermore, the word “right” discusses the definition of the topic. It also helps
the listeners to gain more knowledge of the topic that is being discussed.
Likewise, the discourse marker “alright” signals a shift from one topic to another.
It enables the students to be guided with the next process of their discussion.
The next one is “anyway.” This discourse marker is used as a way to mark a shift
The discourse marker “still” is also used as a guide to the listener that the
In this example, the discourse marker “on the other hand” is used as a way to
differentiate a topic.
Further, the discourse marker “otherwise” is also used as means to compare and
contrast two ideas. It helps the learners or listeners better understand the topic.
statement.
Table 4
Discourse Markers present in the Radio Broadcasting of Teachers under
Argument
Discourse Markers Sample Statement Analysis
Found
Whether the disharmony In this sample statement,
initiates from within the the broadcaster has
family unit or from externalprovided the necessary
sources, individual family facts to the statement to
members and the family as cause a rational argument.
a whole can experience a In this case, the discourse
Whether range of negative emotions marker “whether” helps the
and consequences. DMS_05 presenter discuss further
the lesson by providing
Whether a child expresses relevant facts. It allows the
jealousy of her sibling, listeners to be convinced
competes with him or through logical statements.
teases him non-stop, it is
destined to cause conflict.
DMS_05
Therefore, for
communication to take
place, we have to consider
two conditions. DMS_11
Argument Mode
The fourth theme is Argument mode. It is different from persuasion. The intent in
the argument is to provide and facts to cause rational arrangement. Transition words that
belong to the argument mode in addition to, furthermore, moreover, besides, than, too,
also, both-and, another, equally important, first, second, etc. Moreover, there were ten
(10) for Argument Mode: whether, conversely, however, therefore, thus, also, otherwise,
Furthermore, the word “whether” is used as a way to discuss the topic further. It
a certain topic.
On the other hand, the discourse marker “therefore” is being used to conclude a
statement. It allows the students to understand the topic that was being discussed fully.
Likewise, the same function is also being used by the discourse marker “thus.”
topic further.
Similarly, the words “in this way” also acts as a mark to end the presentation.
The presenter concludes the presentation by discussing the necessary facts about the topic.
The last discourse marker in this theme is “in this case.” This discourse marker
Table 5 shows the different major themes and core ideas of the Functions of
themes used below were anchored from the pragmatic functions of discourse markers by
Brinton (1996). He suggests that discourse markers offer pragmatic functions. She
provided a list of ten pragmatic functions; (1) To start a discourse, as well as the attention
of the listener; (2) To end discourse; (3) To guide the one who is speaking to acquire or
relinquish the floor; (4) To use as filler to delay or sustain the floor; (5) To indicate a shift
or start of a new topic; (6) to signify a whether the information is old or new; (7) to mark
sequence; (8) To salvage other’s or speaker’s discourse; (9) To express a reaction to the
participants.
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Table 5
discourse, as well as the attention of the speaker. Initiating discourse and claiming the
instruction of teachers. In the analysis of the scripts, discourse markers function to build
up the connection between the situational context and the proceeding discourse.
The first example is the use of the word “now.” This discourse marker is used to
Moreover, the next discourse marker is “and.” Its function is to start the
To end discourse.
The second function of discourse marker is to end discourse. There are four
examples for this theme which are so, alright, and once again. The radio presenters
are using this function of discourse markers to signal the end of their presentation. The
use of discourse markers as a signaling device to mark the end of discourse is necessary to
control and take the initiative, making their moves and decisions. In such a manner, a
person can use discourse markers authentically to signal the end of the discourse.
82
The first discourse marker in this theme is the word “so.” It is used as a way to
The last example of this theme is “once again.” The discourse marker is used to
or relinquish the floor. There are two examples of this theme, namely for and
now. Discourse markers influence the interaction between speaker and listener, which
The discourse marker “for” guides the speaker on what the listener will be doing
The other example is the discourse marker “now.” Now allows the speaker to
sustain the floor. It was considered redundant and syntactically detachable. It usually
has pragmatic implications in that they reflect the speaker’s intentional effort while
executing interactional communication. Data reveal that some of the words are used as a
The first example of this theme is the word “wherein.” This word acts as a filler
For item number one, I am one of the strategies you can use to read more in less
time wherein you will only have to look for general or main ideas in the material you
The word “conversely” is further used as a mark to delay the statement further.
The fifth function of the discourse marker is to indicate a shift or start of a new
topic. In the scripts that were analyzed, the discourse markers were used to affect a shift
instruction.
The first example of this theme is the word “but.” This word acts as a word to
In addition, the discourse marker “moving on” likewise also functions in this
Further, the discourse marker “for now” leads the listeners to shift in the topic or
statement.
Additionally, the discourse marker “this time” signals a shift in a topic by using
Likewise, the discourse marker “another” is also used to mark a shift in topic.
Another cause of family conflict is the
inevitable rivalry that occurs between
siblings. DMS_05
The sixth function of discourse marker is to signify whether the information is old
or new. Six discourse markers belong in this function: nowadays, this time, a while
ago, as years passed by, and earlier. Discourse markers function to mark newly
and then constitutes the foundation of the next step. It helps the listener to process the
information easier, thus helps with the flow of communication. In this case, the
The first example of this theme is the word “nowadays.” This word signifies that
Another example for this function is the discourse marker “as years passed by.”
The last example for this function is “earlier.” This discourse marker signifies that
To mark sequence
The seventh function of pragmatic function is to mark sequence. There are five (5)
examples of discourse make that belong to sequence. These are: before, in order, after,
then, and okay. In the analyzed scripts, the discourse markers helped create a smooth
The first discourse marker in this theme is “before.” The word “before” is being
Furthermore, the discourse marker “in order” is also used to mark sequence.
Another example for this theme “after.” “After” is used to mark sequence, and it
There is five (5) discourse in this theme: yet, however, still, apparently, and hence.
In the analyzed scripts, discourse markers function to repair one’s own or other’s
discourse.
Another example of this theme is the use of the discourse marker “yet.”
discourse.
discourse. There are five (5) discourse markers found in this theme: very good, oops,
again, right, and Oh my God. These markers are used to denote a reaction or response
More so, the discourse marker “again” also functions as a response to the
discourse
earlier discourse. The presenter is speaking about their disappointment in this sample
statement.
among discourse participants. There are fourteen discourse markers found in this theme:
so, okay, again, alright, and still. The purpose of its use is to effect cooperation or
The first example of this discourse marker is the word “so.” The word now is being
used as a way to preserve interpersonal relationships among the participants. In this case,
the study participants are both the listeners and the presenter of the radio-broadcasting
instruction.
Also, the discourse marker “alright” is also used as a mark to acknowledge the
The next discourse marker used is “still.” In this example, the discourse marker is
Chapter 5
DISCUSSIONS
This chapter presents the discussions and conclusions drawn from the results of
the study. It also contains the implication for teaching practice and further researches. The
purpose was to analyze the types and functions of discourse markers found in the scripts
of radio broadcasting instruction of teachers. In order to collect data, the script was
analyzed.
discourse markers were very evident in the crafting of their scripts. As discussed, discourse
markers are words or expressions that link, manage, and help to organize sentences. With
this in mind, these discourse markers helped to express better the intended message and
Moreover, there were fourteen (14) scripts that served as the corpora of the study.
Discourse markers were found in the different scripts used by the teacher broadcasters to
deliver their lesson. Hence, the discourse markers found were categorized according to
their type: (1) Narration, (2) Description, (3) Exposition, and (4) Argument (Blakemore,
1992).
Narration Mode
there were twenty-three (23) Discourse Markers. These were: before, now, and,
nowadays, for now, this time, after, okay, alright, so now, but before that, once, a while
ago, at this point/ at this point in time, at this juncture, once again, as years passed by,
today, this morning, but before, earlier, next, and at this moment.
Narration means the art of storytelling, and the purpose of narrative writing is to
tell stories. In this mode, the discourse markers used are being used to mark time. Events
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are most often conveyed in chronological order, the order in which events unfold from first
to last. Certain transition words and phrases help readers stay on track when presenting
a topic. Some DMs such as this time, so now, and this time are usually used at the
beginning of a discourse marking the start of a topic. In this way, it functions to build up
the connection between the situational context and the proceeding discourse (Song et al.,
2016).
Moreover, Sperber and Wilson (1986, as cited by Piurko, 2015) mentioned that
DMs are used to refer back to some portion of the discourse and build up the connection
between the utterance in which DMs are and the other part in a discourse. In systemic
discourse markers a while ago and earlier are examples of this function.
Description Mode
teachers, there were ten examples of description mode of discourse markers. There were
nine (9), namely: very good, oops, Oh my God, somewhat, wow, normally, in this
With this in mind, Mavridou et al. (2015) suggest that this marker is utilized to
describe things using the five senses. In a paragraph by description, a writer would
describe how an object feels, look, sound, smell, or taste. The readers can then be able to
picture the elements of certain literature. It can likewise induce the atmosphere of a
certain literary piece with the use of the words ‘like’ or ‘as’ for simile or by indirect
Song et al. (2016) further suggest that Description is typically used to describe a
person, a place, or an object. In the discourse markers found in the scripts of the radio
describe how the presenter feels during the radio broadcasting instruction. The use of the
discourse markers very good, oops, Oh my God, and wow are some examples used in this
example.
something that vividly shows what things are like according to how they look like so that
the reader can picture that which is being described. In the scripts used by the presenter
during the radio broadcasting instruction, the discourse markers for, somewhat,
normally, in this scenario, like, and that way are used to help aid the listeners visualize
what they are listening to. It greatly helps the listener and the presenter to deliver the
Exposition Mode
The third mode of discourse marker is exposition. In the analysis of the scripts used
by the teachers in the radio broadcasting instruction of teachers, for Exposition Mode,
there were nineteen (19) which were: wherein, but, while, in order, moving on, another,
yet, then, so, again, right, alright, anyway, still, on the other hand, apparently,
In addition, Smith et al. (2015) discussed that exposition has a function to explain
scripts, the DMs were used to imply definition, classification, comparison and contrast,
cause and effect, problem and solution, and process analysis. The discourse marker in
order, for example, is used as a demonstrated process. With the help of this discourse
marker, the listener is being guided further for them to understand the topic better.
Alami (2015) further explained that exposition is being used to manage and
organize knowledge. The presenter utilized the discourse markers to deliver the
instruction with cohesion better. With this in mind, the listeners can better understand
what the teacher presents in the radio broadcasting instruction. The use of these discourse
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markers helps with the smooth flow of the presentation by using appropriate transition
signals.
Hyland (2013, as cited by Piurko, 2015) further supported it, who stated that
from the use of these discourse markers as a way to further expound the idea that was
being discussed, they also function to organize the texts properly. It is, in general, guides
Argument Mode
The last and fourth mode of discourse is the argument mode. Moreover, there were
ten (10) for Argument Mode: whether, conversely, however, therefore, thus, also,
Schiffrin (1992, as cited by Song et al., 2016) has posited that it is different from
persuasion. The argument intends to provide and facts to cause rational arrangement. In
the scripts that were analyzed, the transition signals that were used best describe the
additional facts to the statement. It helps to sway the listeners to relate more to the
presentation.
through logical statements. For example, in the scripts that were analyzed, the discourse
markers otherwise used in this manner. The discourse marker “otherwise” further
Moreover, Fraser (1996, as cited by Alami, 2015) suggested that discourse markers
are also used to signal conclusion in an argumentative mode. Therefore, hence, in this
way, and in this case are used in this manner. The word therefore for example the is being
used to conclude a statement. It allows the students to understand the topic that was being
discussed fully.
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(1996) to answer the second research question. The different discourse markers found
were further categorized according to their functions, these were: (1) To start a discourse,
as well as the attention of the listener; (2) To end discourse; (3) To guide the one who is
speaking to acquire or relinquish the floor; (4) To use as filler to delay or sustain the floor;
(5) To indicate a shift or start of a new topic; (6) to signify a whether the information is old
or new; (7) to mark sequence; (8) To salvage other’s or speaker’s discourse; (9) To express
a reaction to the earlier discourse; and (10) To preserve interpersonal relationship among
discourse participants.
discourse, as well as the attention of the speaker. Brinton (1996, as cited by Bartolo, 2019)
suggests that discourse markers offer pragmatic functions; these functions are to start a
discourse, as well as the attention of the speaker. Initiating discourse and claiming the
instruction of teachers.
Moreover, Arya (2020) further suggests that discourse markers signal the start of
a speech event, express a reaction or contradictory response, or denote that the speaker is
thinking. It is apparent in the scripts that were used in the radio broadcasting scripts. The
Hyland (2013, as cited by Piurko,2015) also shares that one function of discourse
markers is introducing a topic. Discourse markers usually are used at the beginning of a
discourse marking the start of a topic. Discourse markers function to build up the
connection between the situational context and the proceeding discourse. Clearly, the
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context is concerned with a speaker’s beginning his speech by discourse markers. In this
To end discourse
According to Brinton (1996, as cited by Bartolo, 2019), the second function of
discourse marker is to end discourse. There are four examples for this theme which are so,
alright, and once again. The radio presenters are using this function of discourse markers
mark the end of the discourse. These markers are essential to ending utterances. Discourse
markers serve to conclude the previous part and make the discourse come to an end
smoothly. Discourse markers help the hearer be aware of the coming of the end to interpret
Moreover, Taguchi (2015) posits that using discourse markers as a signaling device
to mark the end of discourse is necessary to control and take the initiative, making their
moves and decisions. In such a manner, a person can use discourse markers authentically
to signal the end of the discourse. Therefore, conversation tasks contain contextualization,
interaction, and agency, which are integral elements that can effectively elicit evidence of
pragmatic knowledge.
The third pragmatic function is to guide the one who is speaking to acquire or
relinquish the floor. There are two examples of this theme, namely for and now. In the
markers to guide the listeners (students) on what they will do next in the presentation.
between speaker and listener, which can bring natural communication in their
useful component that should be regarded in teaching and learning English in the
classroom.
process in which the speaker and hearer’s contextual resources are constantly changing.
With the progression of communication, the speaker will continuously change their way
intended by the speaker. It is discovered that it is difficult for the listener to produce the
expected contextual assumptions. The speaker can use DM or other methods to restrict
the listener's contextual hypotheses to help the listener obtain the correct contextual
The fourth function of the discourse marker is to use as a filler to delay or sustain
the floor. As used in the presentation, the markers are used to prolong or sustain the
presentation. The fourth function of the discourse marker is to use as a filler to delay or
sustain the floor. Fillers have no meaning and indicate hesitation, pauses, or continuation
in speech. Despite being redundant and syntactically detached, they generally have
Al Rousan et al. (2020) further suggest that they also help display communicative
strategies. Data reveal that some words are used as a delaying tactic to sustain the floor
further in the analyzed scripts. The filler word just is used as a filler, for example, by
The fifth function of the discourse marker is to indicate a shift or start of a new
topic. In the analysis of the scripts, six discourse markers serve this function. Nowadays,
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the discourse markers this time, a while ago, as years passed by, and earlier belong to
this function. These markers connector functionally lead the to indicate a shift in topic.
According to Brinton (1996, as cited by Bartolo, 2019), the fifth function of the
discourse marker is to indicate a shift or start of a new topic. In the scripts that were
analyzed, the discourse markers were used to affect a topic shift. It allows a swift transition
topic shifters for the management of conversations. In the analyzed scripts, the presenter
used a discourse marker to signal a shift in the presentation. It helps mark the shift and
facilitates the listeners in following the direction of the conversation. Without the
For example, when speakers shift to a new topic or to a different aspect of the topic,
they can begin with but indicate such transitions. For example: But, before we proceed to
our discussion, we will take a break for just a very short moment. As mentioned earlier,
the discourse marker is used to smoothen the transition of ideas (Piurko, 2015).
The sixth function of discourse marker is to signify whether the information is old
or new. Five discourse markers belong in this function: nowadays, this time, a while ago,
information or old context is constantly revised, supplemented, and improved and then
constitutes the foundation of the next step. It helps the listener to process the information
easier, thus helps with the flow of communication. In this case, the information is the
Moreover, Bartolo (2019) posits that as part of the textual functions of discourse
markers, they are also used to denote that the information is old. In the analyzed scripts,
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for example, the discourse marker was used to reiterate a past idea a while ago. In this
way, the function of denoting that the information is old fits properly.
To mark sequence
The seventh function of the pragmatic function is to mark sequence. There are five
(5) examples of discourse make that belong to the sequence. These are: before, in order,
after, then, and okay. In the scripts used in the presentation of radio broadcasting
instruction, this function of discourse is being used to mark sequence and therefore
Schiffrin (1992) further supports this by suggesting that discourse markers refer to
proposition and the next proposition. They signal relationships between statements and
which thus have a coherence. In this way, the listeners become aware of the pace of
There is five (5) discourse in this theme: yet, however, still, apparently, and hence. The
scripts used in the presentation of the radio–broadcasting instruction utilize this function
Brinton (1996, as cited by Bartolo, 2019) suggests that one of the functions of
discourse markers is to salvage other’s or speaker’s discourse. There is nine (9) discourse
one’s own or other’s discourse. One reason for communication failure is that the speaker
fails to provide relevant information for the hearer. The reason is that different hearers
with different cognitive environments and processing abilities may get quite different
inferences about the informative intention and communicative intention of the same
utterance.
with the discourse are actively present in dyadic communication or conversation as they
are needed for planning and politeness (Ӧstman, 1982 as cited by Arya, 2020).
discourse markers is to express a reaction to the earlier discourse. Five (5) discourse
markers are found in this theme: very good, oops, again, right, and Oh my God. Acts as
earlier discourse.
Castro (2009, as cited by Piurko, 2015) discussed that discourse marker to express
and continued attention while another speaker is having their turn (response/reaction
markers; back-channel signals). They argue that the interpersonal functions of DMs are
precisely more related to the reactions, responses, and relations built by the participants
102
during interaction to the role of the speaker and hearer during the social and
communicative exchange.
are necessary to express reactions, responses, and relations built by the participants
during the interaction, that is, the writer/ speaker and reader/ listener during the
interaction social and communicative exchange. In the analysis of the scripts, some of the
discourse markers are used to express a reaction. These markers are used to denote a
among discourse participants. There are five discourse markers found in this theme: so,
to Castro (2009, cited by Piurko (2015), are employed to affect collaboration or sharing
purpose of its use is to effect cooperation or sharing the same points of view.
classroom are established through DMs, building a better place for the participants to
perform actively. Furthermore, DMs lead the interpretation process and make the
This study’s usefulness lies in the exploration it offers regarding the investigation
The result of the study will greatly benefit the teachers, students, school administrators,
and DepEd Officials. The results could help better the delivery of the instruction.
It could benefit foremost the participants of this study – the teachers, on how they
can improve the delivery of their instruction, especially with the use of this modality in
teaching. Thus, the research findings will help teachers be aware of the types and functions
who craft the scripts for the radio broadcasting instruction of teachers can incorporate
appropriate teaching and learning strategies that would help better deliver the said
student learning.
This research will also give the students insights into using discourse markers
effectively in their future speech and writing activities. It will also help them expand their
will help students be attentive to discourse markers and how discourse markers help them
learn effectively.
information so that they may know problems in students learning and how they can give
help not only to the students but also to the teachers by giving them training and seminars.
They must initiate In-Service Training and seminars in helping the teachers in the
institution be given a chance to grow and develop. They should not rely on the agency to
initiate the activity. Still, they have to do it in their way by inviting experts to share better
responsive to the necessities of different schools, especially in training the teachers. It will
104
benefit the department greatly in delivering basic education to students. Moreover, the
results of the study will help the department better the delivery of radio-based instruction.
The study, therefore, confirms the Relevance Theory of Schiffrin (1992) and pragmatic
functions of discourse markers by Brinton (1996). In the analyzed scripts, it was found out
that the radio – broadcasters used discourse markers using the different modes, namely
also used discourse markers according to their specific functions. These suggest that
discourse markers play a pivotal role in the pragmatic competence of the speaker and add
This study directs the discourse markers present in the scripts of the radio–
limited only to the fourteen (14) scripts used by the teacher broadcasters. In addition,
these scripts were derived from the radio–broadcasting instruction of teachers from the
participants and cover a wider variety of schools to obtain more meaningful answers to the
examined in scripts from different learning modalities that use remote learning.
Moreover, research may be done by conducting the study with some of the
participants using radio–broadcasting instruction to find out if there are similarities and
differences. This can be done by analyzing scripts in other learning modalities to analyze
Concluding Remarks
to students through remote learning delivery. However, using this medium also comes
105
with its challenges, especially in language teaching. Students and teachers prefer the
traditional way of instruction more than radio-based instruction. The interactive nature
of the conventional classroom setting allows both teachers and students to use language
more authentic and interpersonal. Unfortunately, since in-person classes are still not
allowed due to the current health crisis, teachers and students do not have any choice but
modes of instruction to replace in-person classes in the meantime. One of which is the
creation of DepEd Radio. In the Division of Davao de Oro, teachers are using this modality
aside from the use of modules to cater to the learning needs of their students. It has greatly
helped both teachers and students cope-up with the challenges of deviating from
In line with this, the research was conducted to analyze the scripts used in the
markers found in the scripts used in the radio-based instruction. The scripts were analyzed
according to their modes and functions. The study reveals that discourse markers used by
the teacher-broadcasters fulfill both textual and interpersonal functions. In other words,
the teacher broadcasters tend to use discourse markers that native speakers use mainly in
interpersonal and textual categories. Discourse markers play a pivotal role in the
pragmatic competence of the speaker and add to the pragmatic meaning of utterances.
target language become effective and competent speakers. In this case, the teacher –
broadcasters and scriptwriters alike are well versed in using the English language. Before
they are allowed to record for their radio-broadcasting instruction, their scripts undergo
pragmatic competence regarding the use of DMs for several functions in conversations.
teaching. It is very obvious in the analyzed and emphasized scripts: "The limited range of
speech tags used and the frequency of specific tags reflect the non-natural language input
and grammar-centric teaching methods that ESL students are exposed to. Traditional
word-oriented The literal or propositional (semantic) meaning of, rather than their
pragmatic usage in spoken language". In other words, ESL learners should be exposed to
the pragmatic functions of DMs to attain pragmatic competence in spoken discourse. Since
the participants in the study are English teachers, they must be aware of the types of DMs
Thus, they also play a significant role in making learners aware of the variety of
discourse markers and their pragmatic functions. Their use of discourse markers during
interactions and activities can be a model for the learners. To make these suggestions
possible, the Department of Education should include lessons on the pragmatic functions
one of the most important linguistic components in spoken English discourse, serving
various functions and activating the speakers' discourse pragmatic skills. Therefore, it is
suggested that teachers should highlight them in language instruction to increase learners’
awareness about the DMs functions and their various types to enhance their fluency to
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112
APPENDICES
113
Appendix A
LETTERS OF PERMISSION
114
115
116
117
118
119
120
121
122
123
124
125
Appendix B
Appendix C
ETHICS CLEARANCE
136
137
Appendix D
AUDIT TRAIL
138
AUDIT TRAIL
THEMES ARCHIVAL #
1. What are the discourse markers presented in Radio Based
Instruction?
Narration Mode
Before DMS_01
DMS_05
DMS_08
Now DMS_05
DMS_09
And DMS_01
Nowadays DMS_02
For now DMS_04
This time DMS_05
DMS_06
DMS_07
DMS_10
After DMS_05
Okay DMS_03
DMS_07
Alright DMS_10
So now DMS_09
But before that DMS_09
Once DMS_09
A while ago DMS_09
At this point/ at this point in time DMS_09
DMS_10
At this juncture DMS_10
DMS_11
Once again DMS_02
DMS_09
As years passed by DMS_11
Today DMS_02
DMS_11
This morning DMS_11
But before DMS_12
Earlier DMS_12
DMS_13
Next DMS_03
DMS_14
At this moment DMS_14
Description Mode
Very good DMS_06
Oops DMS_06
Oh my God DMS_07
Somewhat DMS_07
Wow DMS_08
DMS_09
139
Normally DMS_10
In this scenario DMS_11
Like DMS_12
That way DMS_12
Exposition Mode
Wherein DMS_01
But DMS_07
While DMS_05
In order DMS_01
Moving on DMS_03
Another DMS_05
Yet DMS_05
Then DMS_05
DMS_11
So DMS_03
DMS_06
DMS_07
DMS_10
Again DMS_02
DMS_07
DMS_08
DMS_09
Right DMS_07
Alright DMS_07
DMS_11
DMS_09
Anyway DMS_07
Still DMS_08
DMS_09
DMS_10
On the other hand DMS_09
Apparently DMS_09
Otherwise DMS_14
Afterwards DMS_11
Thereby DMS_11
Argument Mode
Whether DMS_05
Conversely DMS_05
However DMS_05
DMS_09
Therefore DMS_05
DMS_10
DMS_11
Thus DMS_05
DMS_09
DMS_10
Also DMS_06
DMS_11
Otherwise DMS_09
Hence DMS_09
140
DMS_11
In this way DMS_09
In this case DMS_10
DMS_11
2. What are the functions of discourse markers in the presentation of
Radio-Based Instruction production?
To start discourse, as well as the attention of the speaker
Now DMS_05
DMS_09
And DMS_01
Okay DMS_07
Alright DMS_09
So now DMS_11
To end discourse
So DMS_03
DMS_10
Alright DMS_10
Once again DMS_09
To guide the one who is speaking to acquire or relinquish the floor
For DMS_01
Now DMS_01
DMS_03
To use as filler to delay or sustain the floor
Wherein DMS_01
But DMS_07
While DMS_05
Whether DMS_05
Conversely DMS_05
To indicate shift or start of a new topic
But DMS_01
Moving on DMS_03
For now DMS_04
This time DMS_05
DMS_07
DMS_10
To signify whether the information is old or new
Nowadays DMS_02
This time DMS_06
A while ago DMS_09
DMS_10
As yeas passed by DMS_11
Earlier DMS_12
DMS_13
To mark sequence
Before DMS_01
DMS_05
DMS_08
In order DMS_01
After DMS_05
Then DMS_05
141
DMS_11
Okay DMS_03
To salvage other’s or speaker’s discourse
Yet DMS_05
However DMS_05
DMS_09
Still DMS_09
Apparently DMS_09
Hence DMS_11
To express reaction to the earlier discourse
Very good DMS_06
Oops DMS_06
Again DMS_08
Right DMS_07
Oh my God DMS_07
To preserve interpersonal relationship among discourse participants
So DMS_07
Okay DMS_04
DMS_07
DMS_08
Again DMS_09
Alright DMS_07
DMS_09
DMS_10
Still DMS_08
DMS_10
142
Appendix E
DEBRIEFER’S CERTIFICATE
143
144
Appendix F
Appendix G
EDITOR’S CERTIFICATE
147
CURRICULUM VITAE
148
I. PERSONAL DATA
Children : N/A
2006-2007
2010-2011
Major in English
2014-2015
2020-2021