AN ANALYSIS ON THE RADIO BROADCASTING INSTRUCTION:

DISCOURSE MARKERS IN FOCUS

____________________

A Thesis Presented to the Graduate Education Faculty

St. Mary’s College of Tagum, Inc.
Tagum City, Davao del Norte

____________________

In Partial Fulfillment of the Requirement for the Degree

Master of Arts in Education
Major in English

____________________

NIÑO P. DURDAS
July 2021
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APPROVAL SHEET

This thesis entitled, “AN ANALYSIS ON THE RADIO BROADCASTING

INSTRUCTION: DISCOURSE MARKERS IN FOCUS,” prepared and submitted by
NIÑO P. DURDAS, in partial fulfillment of the requirements for the degree, Master of
Arts in Education Major in English, has been examined and hereby recommended
for approval and acceptance.

ANTHONY POL FULACHE, Ph.D.

Adviser

THESIS REVIEW PANEL

APPROVED by the Committee on Oral Examination with the grade of PASSED.

PERLA C. PADRO, Ph.D.

Chairperson

TEENA MARIE B. BAUTISTA, Ph.D. JANICE A. FERNANDEZ, Ph.D.

Member Member

SOCORRO L. NERI, Ph.D. EXCELSIS DEO A. DELOY, Ph.D.

Member External Member

ACCEPTED and APPROVED in partial fulfillment of the requirements for the

degree, Master of Arts in Education Major in English.

Comprehensive Examination: PASSED

Oral Examination: June 14, 2021

PERLA C. PADRO, Ph.D.

Dean of Graduate Education
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ABSTRACT

This analysis focuses on the scripts in the radio-broadcasting instruction of

teachers in the Davao de Oro Division. The study aimed to help writers and
broadcasters better deliver radio broadcasting instruction (RBI). By
analyzing the discourse markers (DMs) will help teachers identify how DMs
affect the production of RBI. The study was anchored on the Relevance
Theory of Schiffrin (1992). It was stated that discourse markers (DMs) were
a guide for the intended interpretation. They further stressed that DMs have
four modes: 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 DMs offer
pragmatic functions and 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 interpersonal
relationship among discourse participants. The analyses of DMs reveal that
they fulfill both textual and interpersonal functions. However, it was also
found that discourse markers were multifunctional, and they work for both
textual and interpersonal functions.

Keywords: radio-broadcasting instruction, discourse markers, public schools, qualitative

study, discourse analysis, Davao de Oro
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ACKNOWLEDGMENT

It is my great pleasure to thank everyone who showed support and dedication in

making this research study successful.

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

contributed their efforts to accomplish this study.

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

supervision and reminders of our duty as a researcher.

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,

and recommendations help me a lot.

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

their time in answering the in-depth interview, thank you so much.

To my parents, for their undying support, especially on moral and emotional

aspects, and to all the special people who have become part of this endeavor, I owe sincere

and earnest thankfulness to you.

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TABLE OF CONTENTS

Page

TITLE PAGE i

APPROVAL SHEET ii

ABSTRACT iii

ACKNOWLEGMENT iv

TABLE OF CONTENTS v

CHAPTER

1 INTRODUCTION 1

Purpose of the Study 3

Research Questions 3

Theoretical Lens 4

Scope and Limitations 6

Importance of the Study 6

Definition of Terms 7

Organization of the Study 8

2 REVIEW OF RELATED LITERATURE 10

3 METHODOLOGY 26

Research Design 26

Research Material 28

Role of the Researcher 30

Data Sources 31

Data Collection Procedure 32

Data Analysis 34

Trustworthiness of the Study 35

Ethical Considerations 40
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4 RESULTS 43

5 DISCUSSIONS 93

Implications for Teaching Practice 104

Recommendations for Further Research 106

Concluding Remarks 106

REFERENCES 109

APPENDICES 112

A. Letters of Permission 113

B. Informed Consent Forms 125

C. Ethics Clearance 135

D. Audit Trail 137

E. Debriefer’s Certification 142

F. REC Endorsement for Final Defense 144

G. Editor’s Certification 146

CURRICULUM VITAE 148

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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

choose as an alternative to face-to-face classes. One of these learning modalities is Radio

– Broadcasting Instruction or RBI. As a public-school teacher, I use Radio Broadcasting

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.

In Indonesia, considering this technological divide, they are using radio-based

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

non-availability of educational content in audio-visual formats. Meanwhile, in Malaysia,

teachers face difficulties in creating excellent content in a short period. The absence of pre-

existing partnerships for broadcasting the educational content is seemed to be a significant

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

(Lam & Lawrence, 2015).

In the Philippines, the Department of Education employed radio broadcasting

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

approach (Handall, 2013).

In the province of Davao de Oro, as means to strengthen the resiliency of the

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)

envisioned to be utilized as a learning delivery option specified in the Basic Education

Learning Continuity Plan (BE – LCP). As a form of distance learning, it can expand access

to education by bringing it to where the learners are. It aims to provide learning

opportunities to listeners and enable them to acquire equivalency in basic education

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.

Elliott and Lashley (2017) conducted a study entitled “The effectiveness of

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.

(2021) published “Educational Radio Broadcasting and its Effectiveness on Adult

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

positive social influence on modern teaching adaptation in employing radio broadcasting

instruction. Moreover, the findings would help the teacher broadcasters and teachers who

would incorporate radio–broadcasting instruction in their classes to define a clearer

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

still prevail despite this remote modality

Purpose of the Study

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

discourse markers affect the production of radio broadcasting instruction.

Research Questions

1. What are the discourse markers presented in Radio Based Instruction?

2. What are the functions of discourse markers in the presentation of Radio-Based

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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make a discourse coherent in three ways, introducing a contextual implication,

strengthening an assumption expressed, or introducing further evidence for it, denying,

or contradicting an assumption. They further stressed that discourse markers have four

modes: narration, description, exposition, and argument.

Narration mode involves relating a series of events, usually in chronological order.

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

for we will about to start with our lesson!”

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

can somehow prevent conflicts in your family.”

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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To preserve interpersonal relationship among discourse participants – the discourse

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

markers in the presentation of Radio-Based Instruction.

Scope and Limitation of the Study

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

April 2021 within the school year 2020– 2021.

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

interviews done for the script writers and teacher broadcasters.

Importance of the Study

To contribute to the existing body of knowledge is the goal of every research. The

result of the study will benefit the following entities:

Moreover, the teacher-broadcasters will be able to identify the discourse

markers present in radio-based instruction. The output findings would be a great source

of information to understand teachers, especially in delivering radio-based instruction.

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

their comprehension skills, especially in radio-based instruction. Thus, the research

findings will help students be attentive to discourse markers used in radio-based

instruction and how discourse markers help them learn effectively.

Similarly, the school administrators, this study provides them valuable

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.

DepEd officials must help school administrators develop plans to be responsive

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

will help the department better the delivery of radio-based instruction.

For future researchers, this study would give them insights into discourse

markers and how discourse markers help teacher-broadcasters in radio-based instruction.

It will also help them understand how discourse markers function in the presentation of

lessons using the medium of radio instruction.

Definition of Terms

The following terms are both defined conceptually and operationally to give clarity

on the terms utilized in this study:

Radio-Based Instruction. This study is an alternative learning delivery mode

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

radio broadcasting instruction for the analysis of discourse markers.

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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).

Organization of the Study

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

organization of the study.

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

tabular forms consisting of the major themes and core ideas.

Chapter 5 discusses the themes extracted from the results with supporting

statements. It also includes the implications for teaching practices and future research and

the concluding remarks.

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Chapter 2

REVIEW OF RELATED LITERATURE

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

Technology use in education is becoming an increasingly important element in the

delivery of quality education. Technology provides students convenience in obtaining

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).

In this regard, Radio Broadcasting Instruction (RBI) efficacy is dependent on how

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).

In 2006, the Ministry of Education (MOE) broadcasted a new Mathematics

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

previous year before the country’s launch (Ministry of Education, 2018).

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,

books, and the media.

Therefore, Feng (2015) suggests that RBI improves the classroom setting by

complementing the learning materials already available such as books, instructional

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

through CDs later on during the class.

Nevertheless, RBI as a medium of instruction has broadened its horizons and is

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

helped improve the quality of education in a traditional classroom setting compared to a

class not utilizing RBI (C0bbe, 2015).

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

in crafting the instruction by the Education Development Center or (EDC). Mathematics

subjects are regarded as prone to be evaluated. Thus, it is given a more focus on enhancing

it.

Further, compared to the face-to-face mode of classroom instruction, radio-based

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
 11

through radio instruction such as group activities and verbal and non-verbal necessary in

the overall development of learners (Couch, 2013).

Moreover, Dulger (2015) stated that radio-based instruction helps to accomplish

interactive behavior by allowing students to be grouped and work on the materials

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

and guided responses, to reinforce learning among students.

Erwin (2015) stated that the most known and considered universal medium of

mass communication was creating an affordable and commonly available form of

instruction that is more affordable and cost-efficient. The utilization of RBI is extensively

considered an essential tool for societal development in emerging economies. He also

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

in a certain economy and the increase of its literacy.

Nevertheless, he posited that worldwide the utilization of radio as means for

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

one who is speaking. In other words, it is a one-way mode of communication. Because of

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
 12

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

who live in cities and urban areas (Jamison, 2015).

Radio Instruction as a Learning System

Radio Broadcasting Instruction (RBI) is fashioned to cater to an elab0rate,

multifaceted educational learning structure that commonly contains printed resources,

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

instrument in reinventing the value of communication and learning in them. It aims to

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

of education is either flawed or made-up. As a supplement to uplift value or as an essential

resource of producing the rudimentary connections of the learning process, the Radio

Broadcasting Instruction is intended to convey composed current home-grown structures

to a more meaningful collaborative learning organization. By creating such, to augment

or create an advanced and superior mode of educational experiences. The medium in

which audio aids as an essential element that connects knowledge across all learning areas

and leads learner involvement (Khan, 2015).

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
 13

modeled to solve issues on accessibility, radio broadcasting instruction was primarily

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

educational process. Furthermore, radio broadcasting instruction characters need to

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.

Likewise, Schedeh (2015) has proposed that conventional classroom discussion

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
 14

strategies for approximately half an hour. Students move to cater to the questions or act

some other movements.

Discourse Markers

With the rise of globalization, language plays a significant part in every culture and

develops a general theme in numerous linguistic undertakings. Henceforth, seeing into

the parts and purposes of discourse markers in verbal and non-verbal forms of

communication creates a stimulating subject (Ali, 2016).

McCarthy and Carter (2012) further discussed that discourse is one of the many

classifications of language. The others include grammar, phonology, and vocabulary.

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

lengthier than a sentence.

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

communication, i.e., the connection between the forms of grammar in language,

vocabulary, and phonologic and function of language in discourse (Renkema, 2017).

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

information. Discourse, in general, refers to the entire use of communication relating to

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

the speaker and listener.

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Moreover, in sociolinguistics, Henry and Tator (2015) suggest that discourse is a

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

apparent in a ground of prolific relationships.

Therefore, it establishes a culture's state of dominant relationships.

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

on the use of language. Moreover, discourse is connected with various disciplines,

including anthropology, sociology, psychology, and linguistics. Discourse Analysis is a

broad area that concerns the use of languages in a given context. Discourse is a far-

reaching subject with varying descriptions, which combine an entire collection of

definitions. Discourse analysis considers many approaches that are both systematic and

theoretical in the fields of sociology and linguistics.

Further, Swan (2013) states that discourse marker as words or expressions

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

enhancing discourse coherence and comprehensibility.

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
 16

evoke and leave implicit. Every speaker must decide about the limit that he should use the

linguistic form of his utterance to guide the interpretation process.

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

are devices in linguistics available for a writer to structure a discourse by signaling to

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

category of implicature, resulting in misunderstanding.

According to Fraser (2015), a discourse marker is a lexical expression. It signals

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

of the text stick together.

Meanwhile, by grammatical category, there are three types of markers for

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
 17

are regarding the text. Therefore, failure to or inappropriate DMs may lead to discourse

incomprehensibility (Brown & Levison, 2017).

Furthermore, in daily social interaction, Schriffin (1992) elaborates the utilization

of these markers s when a speaker delivers a discourse in conversation or written

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

appropriately construct. Moreover, to express an utterance, DMs are also needed to be

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

and assist the improvement of a person’s language ability.

Furthermore, the Relevance Theory of Schiffrin (1992) states that discourse

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

three ways, introducing a contextual implication, strengthening an assumption

expressed, introducing further evidence for it, denying or contradicting an assumption.

They further stressed that discourse markers have four modes: narration, description,

exposition, and argument.

 18

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

situational context and the proceeding discourse (Song et al., 2016).

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

comparison such as metaphors.

In addition, Smith et al. (2015) discussed that exposition has a function to explain

or instruct. It provides background information in a narrative context. In the analyzed

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.

Furthermore, Taghipour and Ng (2016) suggest that argument is used to convince

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.

Use and Functions of Discourse Markers

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
 19

with other people. It further suggests these events where communication is further

utilized, the people involved are not bounded to utilizing language: they interrelate.

As Douglas (2015) further states, discourse analysis examines the utilization of

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

English language who are teaching English.

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

primary feature is differentiating both autonomous layers of semantic-pragmatic

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

communicative interaction or non-verbal exchange more understandable and avoid

confusion from uttering or using distinct statements.

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

the communicative process to partition it into “loose topically coherent” macrostructures.

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
 20

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

speaking and the part allotted to the listener.

On the contrary, Carroll (2015) stated his method to discourse markers as they

include functions in pragmatics in their description. Moreover, discourse markers are

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

of phrases like, as you know, I mean.

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

interpersonal relationship among discourse participants. These ten pragmatic functions

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
 21

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

utilized to elicit a retort or response to the previous utterance (Schiffrin, 1992).

Additionally, Brinton (2013, as cited by Bartolo, 2019) suggests that discourse

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

discourse is considered a coherent one.

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.
 22

Furthermore, Ramadhani (2017) suggests that discourse markers influence the

interaction between speaker and listener, which can bring natural communication in their

conversation. As explained before, it can be revealed that discourse marker is a useful

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

interactional communication (Qianbo, 2016).

Additionally, Arya (2020) suggests that discourse markers emerge to function as

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

discourse marker is used to smoothen the transition of ideas.

Piurko (2015) suggests that discourse markers function to mark newly-presented

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

smooth transition of sequence in the presentation of the lessons. It is done by using

discourse markers to denote sequences or text stages.

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
 23

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

to express a response to the preceding discourse, including back-channel signals of

understanding 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 during interaction to the role of the speaker and hearer during the

social and communicative exchange.

In addition, Castro (2009, as cited by Piurko, 2015) suggested that discourse

markers are used to effect cooperation or sharing, including confirming shared

assumptions, checking or expressing understanding, requesting confirmation, expressing

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

offers a rich conversation on the three different standpoints to approach discourse

markers and review recent studies that have contributed to how discourse markers work.

The above-mentioned related literature pointed out researchers' insights regarding

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

as a springboard in the conceptualization of the study as to the formulation of research

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

the study, and its ethical consideration.

Research Design

This study employed qualitative research using discourse analysis. Qualitative

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

of responses or information instead of evaluating the mathematical information (Creswell,

2013). It contains qualitative data using interviews, participants’ thoughts, and opinions

to comprehend and describe societal phenomena. The need to recognize an occurrence or

insight determines the necessity for qualitative practices to create something more (Stake,

2010).

The qualitative research method provides a thorough standpoint of persons, the

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

providing a deeper look at discourse markers being utilized by teachers in radio-based

instruction. Further, I used qualitative research to study markers in discourse since it

depends on an understanding of discourse’s function in radio-based instruction rather

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

markers to deliver their lessons through radio broadcasting instruction. Discourse

analysis talks about the association between linguistics and the setting in how it was

utilized. Applied Linguistics interprets Discourse Analysis as the study of language in

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

(Hyland & Paltridge, 2016).

Moreover, discourse analysis to identify, analyze and describe discourse markers

in the radio-based instruction of teachers. I used radio-based instruction so I could

identify discourse markers used by the teachers. After identifying discourse markers, I

analyzed the discourse markers according to their mode: narration, description,

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

discourse; and (10) To preserve interpersonal relationship among discourse participants.

As a cross-cutting field of analysis, discourse analysis (DA) attempts to examine the

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

markers to deliver their lessons through radio broadcasting instruction. 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

formed by it (Hyland & Paltridge, 2016).

Henceforth, the researcher employed Qualitative Research Design Discourse

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

credibility, transferability, dependability, and confirmability as prescribed by Shenton

(2004, as cited by Creswell, 2013). In addition, I also ensured ethical consideration by

following principles set by Belmont (1984), which were the principle of respect for

persons, the principle of beneficence, and the principle of justice.

 28

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

February 2021 within the school year 2020– 2021.

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

de Oro. The investigation was limited to discourse markers present in radio-based

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

function in the radio-based instruction of teachers.

 29

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.

Moreover, I also ensured the anonymity and confidentiality of the teacher

broadcasters or scriptwriters by incorporating the ethical consideration and

trustworthiness of the study in the conduct of the research. Teacher-broadcaster were

ensured that their anonymity was in place by providing informed consent to partake in the

study.

Role of the Researcher

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

this investigation were managed with the utmost confidentiality.

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

the analysis of my study.

As a transcriber, I transformed the answers of the participants into written code by

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

it to the standard English format.

As an editor, I made sure that the answers or responses of my participants followed

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

observed in the conduct of my study.

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

participants were carefully analyzed.

Finally, as a qualitative researcher, I am aware that I must possess the ability to be

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,

and persistently reflect on my interpretation and analysis.

Data Sources

Qualitative researchers typically used different data gathering procedures such as

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

substantial amount of data.

The 14 materials of radio-based instructions used by teachers accommodated the

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.

Data Collection Procedures

Creswell (2007) stated that qualitative researchers are engaged in a sequence of

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.

As a researcher, I took demanding steps in the collection of data. I engaged in a

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,

the focus of the study and methods to be employed, statements surrounding

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

participate voluntarily or without coercion.

The materials were collected through the 14 radio-based instruction teacher

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

ensured my study's ethical considerations and trustworthiness. The proper handling,

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,

opinions, and assumptions of researchers that were overlooked.

 33

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

steps in data analysis.

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

were analyzed and scrutinized collectively to provide a holistic picture.

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.

In analyzing the corpora of study, I opted to analyze every material where I

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

functions of discourse markers based on the pragmatic functions of discourse markers by

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

the reliability and credibility of the results.

 34

Trustworthiness of the Study

In qualitative research, Shenton (2004) suggested that trustworthiness plays an

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.

Creswell (2013) stated that any research, whether quantitative or qualitative

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

covered both is used instead, and that term is trustworthiness.

Shenton (2004, as cited by Creswell, 2013) set that the trustworthiness of a study

is critical to assess its value. Trustworthiness includes building up authenticity,

adaptability, steadfastness, and confirmability. As per Andrew K. Shenton's structure on

the "Strategies for Ensuring Trustworthiness in Qualitative Research Projects," the four

segments ought to be considered by researchers in the quest for a dependable study. By

tending to comparable issues, the researcher uses the segments or builds related to the

rules.

Credibility refers to the positivist concept of internal legitimacy. It might be

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

adoption of well–established research methods in the conduct of my study. It was

guaranteed through the utilization of peer debriefing and consensual validation. I

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,

text analyses, and peer debriefing of the obtained corpora.

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.

Moreover, I underwent peer review of my study and conducted debriefing by experts to

ensure dependability in the results. Dependability is a criterion that is considered

equivalent to reliability and similarly concerned with the stability of the results over time

(Ramsey, 2010).

Transferability alludes to how much qualitative research outcomes can be

summed up or moved to different settings (Trochim, 2006). He suggests that if specialists

accept their circumstances as those portrayed in the research, they may relate the

discoveries to their positions. It was supported by Shenton (2004, as cited by Gunawan,

 36

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).

In order to address transferability, I ensured that the exploration is directed as per

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

adaptability of the outcomes to different settings can be surveyed (Creswell, 2013).

In addition, Dependability is essential to trustworthiness since it sets up 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

distance in guaranteeing the last mentioned.

As indicated by Carcary (2009), the audit trail was a straightforward, however

utilitarian methodology for molding the reliability of a qualitative study. It filled in as a

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

encouraging different analysts and readers to validate the exploration discoveries.

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

information and whether research is reasonable as a reason for additional investigation.

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.

To establish the dependability of my study, I included a detailed explanation of the

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.

Confirmability suggests a degree of fair-mindedness or how much the

respondents frame the research results and not the researcher's inclination, motivation,

or bias (Guba, 1995, as referred to by Creswell, 2013). As an investigator, I ensured that

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

(nonpartisanship) and the control of analyst tendency in an exploration study.

To ensure the issue of confirmability, Guba (1995, as referred to by Shenton, 2004)

suggested the join courses of action made by the analyst: to reduce the effect of inspector

inclination, confirmation of expert's feelings and doubts, start to finish methodological

depiction to allow the uprightness of investigation results to be explored, and the making

of survey trail.

To address the confirmability of my examination, I set aside my true convictions,

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

closures can be followed to authentic sources.

Ethical Considerations

Belmont (1984) summed up three essential standards, including human subjects,

to ensure ethical consideration in a research study. To start, with respect for people, an

individual ought to be treated as a self-sufficient specialist. It likewise underlined that the

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

circulation ought to be thought of and furthermore the evenhanded choice of members.

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.

This principle is the standard in creating informed consent (Creswell, 2013).

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

participated voluntarily or without coercion.

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

teacher–broadcasters on how to deliver their instructions better using this modality.

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

plans to be responsive to the necessities of different schools, especially in training the

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

depending on the hypothesis or research questions of the study (Adams, 2008).

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.

To guarantee the confidentiality of the study, I ensured that the confidentiality of

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

compromising research integrity.

 42

Chapter 4

RESULTS

This chapter presents the results of the discourse analysis of the discourse markers

found on the scripts of radio broadcasting instruction of teachers. Moreover, it also

determines the functions of the discourse markers determined in the different scripts

being used by the teacher broadcasters.

Discourse Markers Presented in Radio Based Instruction

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

to be guided with the intended interpretation.

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.

Before we proceed to our

new lesson for today, these
are our OBJECTIVES:
DMS_08

Are you now ready to The discourse marker

continue your journey in “now” helps to indicate
English 9? DMS_05 where the listeners are in
delivering the radio–
Now Hello, we’re now back! broadcasting instruction. It
You’re still tuning in to is used to signify time and
School on Air for Grade 11 order in the presentation. It
English, Oral helps the broadcaster in
Communication in Context keeping the students
with the topic Models of oriented in the
Communication. DMS_09 presentation.

And And we are back. DMS_01 The discourse marker

“and” helps to indicate
where the listeners left off
after an advertisement. It
helps the broadcaster set
the tone and continue with
his instructions.

Nowadays, libraries and “Nowadays” helps to

the internet are two of the indicate time. In this
widely used and acceptable statement, the broadcaster
resources of information. is narrating a sample
Nowadays You may compare and narrative.
contrast the library and the
internet using the activity
below. DMS_02

Please finish the class to
fully understand our
lesson, and, if you have
questions, reserve that for
For now the open forum after the
discussion. For now, sit
back, relax and happy
learning. DMS_04
This time we will take a
glimpse on Family Values
by reading a text in your
modules. DMS_05
This time, let’s get back to
the song and understand
more about what the
songwriter is trying to by
doing the task in “Let Us
Practice” on page 6 of your
module. DMS_06
This time, let’s have a
Short Quiz to check if you
This time are really learning
something from our topic
this morning! DMS_07
Since you have already
learned the various
components of
communication in the
previous modules, this
time you are going to look
at speech context and find
out how to act
appropriately in the
different communication
situations. DMS_10
After going through the
text, you are expected to
relate the text content to
particular social issues,
concerns, or dispositions in
After
real life. DMS_05
44
“For now” helps orient the
listeners to what they will
do next in the discussion. It
belongs in this mode since
it signifies time and tells
instructions.
The discourse marker “this
time” is used to signify
time. Furthermore, it also
tells the students where
they are currently and what
they will do next in the
discussion. Furthermore,
this helps the teacher in
keeping the students
oriented in the
presentation. In this mode,
the discourse markers used
are being used to mark
time. The teacher
broadcaster used this
discourse marker to convey
chronological order. It
helps to build up the
connection between the
situational context and the
proceeding discourse.
“After” belongs in
Narration Mode since the
DM is being used as a tool
to signify chronological
order. It guides the
students as to where they
are currently in the
presentation. It presents
the order in which events
unfold from first to last.
 45

Okay the fourth online The discourse marker

source is online magazine “okay” belongs in the
and online newspaper. narration mode since it is a
These are the online filler that signifies time. It
versions of magazines and guides the speaker and the
newspapers. DMS_03 listeners where they are in
the discussion.
Okay
Okay. This time, may I ask
you about the lesson we had
last time Ok. This time,
may I ask you about the
lesson we had last time.
DMS_07

Alright, now let us check “Alright” is also used to

what you have learned. help the learners be guided
Kindly turn your module on on what the presenter will
page 10 and try to solve the discuss next. This discourse
crossword puzzle. DMS_10 marker helps to signify
Alright time, and it also signals the
Alright, that ends our students into what they are
discussion, at this point let supposed to do next.
us check what you have
learned. DMS_10

So now, please get your “So now” is used to prepare

pen, notebook and module the learners about a task
in Oral Communication for currently assigned by the
we will about to start with presenter. It is an example
So now
our lesson! DMS_09 of this mode since it is used
to signify time, and at the
same time, it serves as an
instruction.
But before that here are “But before that” reminds
some of our gentle the learners about a task
reminders in using this they should perform before
module: DMS_09 continuing the lesson. It is
But before that
an example of this mode
since it talks about time and
at the same time tells an
instruction.
The famous author, “Once” is used to indicate
Benjamin Franklin, once the time the quote was said.
said; “Tell me and I forget.
Once Teach me and I remember.
Involve me and I learn.’’
DMS_09

A while ago, we discussed “A while ago” is used to

that Linear communication recall previously shared
is one-way, focusing on the information. It is an
 46

transmission of a message example of the narration

to a receiver who never mode since it signifies time,
responds or has no way of and at the same time, it also
responding to the tells the students what they
information conveyed are going to do next in the
while Interactive approach discussion. It helps to aid
is a two-way the reader oriented in the
A while ago communication process presentation of the radio
where a response is given broadcasting instruction.
after a message is sent.
DMS_09

A while ago, we discussed

on the types of speech
context. So, for the answers
on the crossword puzzle,
kindly communicate with
your subject teacher. DMS_09

At this point in time, are The discourse marker “at

you ready for the first this point/ at this point in
activity? DMS_09 time” is utilized by the
At this point/ At this presenter to help the
point in time Alright, that ends our learners be guided about
discussion, at this point where they are at in their
let us check what you have discussion.
learned. DMS_10

And at this juncture, let The discourse is used to

us proceed to the next help the listeners be aware
At this juncture discussion; Verbal and what they are currently in
Non-verbal Behavior in a the discussion.
Speech Context. DMS_10

At this juncture, let us

check your work! Please be
honest and observe
integrity in checking your
own work, my dear
students. DMS_11

Once again, here are the “Once again” is utilized to

examples of search engines reiterate a previously
that we normally use when mentioned idea or
we want to find relevant statement.
information on the
Once again
internet. DMS_02

Once again thank you so

much and may God be
praised! Sulong
 47

Edukalidad! Sulong Davao

de Oro! DMS_09

As years passed by, you “As years passed by” is

started pronouncing short
words and responded by
As years passed by waving your hands or
nodding your head and
most of the times, laughing
out loud. DMS_11
being used to indicate the
passing of time. In this
sample statement, the
discourse marker is being
used by the speaker when
narrating a narrative.

Today, we will be The discourse marker

discussing about the search “today” guides the learner
engine, part of the English 7 about what they will do in
Quarter 2 Module 2. DMS_02 the lesson.
Today
Today, you can act out,
speak, and write to tell
everyone what you think
and feel. DMS_11

This morning, let us The discourse marker “this

This morning define first the word morning” is used to mark
communication. DMS_11 what activity they will be
partaking in before the
lesson.

But before you learn The discourse marker “but

something new, try to do before” indicates an activity
But before the activity below. Let us that has to be accomplished
answer the following before moving on with the
questions. DMS_12 lesson.

Earlier, we have listened The word “earlier” is used

to an audio-visual to indicate previously
presentation of a group of mentioned information.
students interpreting the
song of Levi Celerio, “Ang
Earlier Pipit.” DMS_12

Earlier, we discussed and

analyzed the poem Padre
Faura Witnesses The
Execution of Rizal by
Danton Remoto. DMS_13

Next, is online journals. The discourse marker

These are journals read “next” is used to guide the
from digital libraries or listeners about the
online databases. DMS_03 subsequent discussion.
 48

Next, we have drama.

Next DRAMA is a composition in
prose or verse presenting in
dialogue or pantomime a
story involving conflict,
more contrast of character,
especially on intended to be
acted on a stage: a play.
DMS_14

At this moment we will The last discourse marker

At this moment continue discussing seven in this group is “at this
more 21st Century moment” this marker is
Literature Genres. DMS_14 used to guide the listeners
as to where they currently
are in the discussion.

Narration Mode

Narration mode involves relating a series of events, usually in chronological order.

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.

DMS_01 used the Discourse Marker (DM) “Before.” It belongs in Narration Mode

since the DM is being used as a tool to signify order.

Before we proceed to our assessment let

us remember some very important
details of our discussion. DMS_01

Before reading the text, we will answer

the activity “Let Us Try” on page 2 of
your modules. DMS_05

Before we proceed to our new lesson for

today, these are our OBJECTIVES:
DMS_08

Furthermore, the discourse marker “now” indicates where listeners are in the

delivery of the radio–broadcasting instruction.

Are you now ready to continue your

journey in English 9? DMS_05
 49

Hello, we’re now back! You’re still

tuning in to School on Air for Grade 11
English, Oral Communication in Context
with the topic Models of
Communication. DMS_09

Likewise, the discourse marker “and” guides the audience where they left off after

an advertisement.

And we are back. DMS_01

In this example, the discourse marker “nowadays” is used to signify time.

Nowadays, libraries and the internet

are two of the widely used and
acceptable resources of information.
You may compare and contrast the
library and the internet using the
activity below. DMS_02

Additionally, the word “for now” is to ready the listener where they are going next

in the discussion.

Please finish the class to fully

understand our lesson, and, if you have
questions, reserve that for the open
forum after the discussion. For now, sit
back, relax and happy learning. DMS_04

Moreover, the discourse marker “this time” is used to signal the listeners where

they are now in the discussion.

This time we will take a glimpse on

Family Values by reading a text in your
modules. DMS_05

This time, let’s get back to the song and

understand more about what the
songwriter is trying to by doing the task
in “Let Us Practice” on page 6 of your
module. DMS_06

This time, let’s have a Short Quiz to

check if you are really learning
something from our topic this morning!
DMS_07
 50

Further, the word “after” is used to signify chronological order.

After going through the text, you are

expected to relate the text content to
particular social issues, concerns, or
dispositions in real life. DMS_05

In addition, the word “okay” is used help the listeners of the radio instruction

where they are in the discussion.

Okay the fourth online source is online

magazine and online newspaper. These
are the online versions of magazines and
newspapers. DMS_03

Okay. This time, may I ask you about

the lesson we had last time Ok. This time,
may I ask you about the lesson we had
last time. DMS_07

Moreover, the discourse marker “alright” is also used to help the learners be

guided on what the presenter will discuss next.

Alright, now let us check what you have

learned. Kindly turn your module on
page 10 and try to solve the crossword
puzzle. DMS_10

Alright, that ends our discussion, at this

point let us check what you have learned.
DMS_10

Furthermore, the words “so now” are used to ready the earners about a task that

the presenter currently assigns

So now, please get your pen, notebook

and module in Oral Communication for
we will about to start with our lesson!
DMS_09

On the other hand, the discourse marker “but before that” reminds the learners

about a task, they should perform before continuing the lesson.

But before that here are some of our

gentle reminders in using this module:
DMS_09
 51

In addition, the word “once” is used to indicate the time the quote was said.

The famous author, Benjamin Franklin,

once said; “Tell me and I forget. Teach
me and I remember. Involve me and I
learn.’’ DMS_09

Further, the discourse marker “a while ago” is used to recall previously shared

information.

A while ago, we discussed that Linear

communication is one-way, focusing on
the transmission of a message to a
receiver who never responds or has no
way of responding to the information
conveyed while Interactive approach is
a two-way communication process
where a response is given after a
message is sent. DMS_09
A while ago, we discussed on the types
of speech context. So, for the answers on
the crossword puzzle, kindly
communicate with your subject teacher.
DMS_10

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.

At this point in time, are you ready

for the first activity? DMS_09

Alright, that ends our discussion, at this

point let us check what you have
learned. DMS_10

Likewise, the discourse marker “at this juncture” is used to help the listeners be

aware where they are currently in the discussion.

And at this juncture, let us proceed to

the next discussion; Verbal and Non-
verbal Behavior in a Speech Context.
DMS_10
 52

At this juncture, let us check your

work! Please be honest and observe
integrity in checking your own work, my
dear students. DMS_11
The discourse marker “once again” is utilized to reiterate a previously mentioned

idea or statement.

Once again, here are the examples of

search engines that we normally use
when we want to find relevant
information on the internet DMS_02

Once again thank you so much and

may God be praised! Sulong
Edukalidad! Sulong Davao de Oro!
DMS_09

Furthermore, the discourse marker “as years passed by” is being used to

indicate the passing of time.

As years passed by, you started

pronouncing short words and
responded by waving your hands or
nodding your head and most of the
times, laughing out loud. DMS_11

In this example, however, the discourse marker “today” guides the learner about

what they will do in the lesson.

Today, we will be discussing about the

search engine, part of the English 7
Quarter 2 Module 2. DMS_02

Today, you can act out, speak, and

write to tell everyone what you think
and feel. DMS_11

Moreover, the discourse marker “this morning” marks what activity they will be

partaking in before the lesson.

This morning, let us define first the

word communication. DMS_11

Moreover, the discourse marker “but before” indicates an activity that has to be

accomplished before moving on with the lesson.

 53

But before you learn something new,

try to do the activity below. Let us
answer the following questions. DMS_12

In addition, the word “earlier” is used to indicate previously mentioned

information.

Earlier, we have listened to an audio-

visual presentation of a group of
students interpreting the song of Levi
Celerio, “Ang Pipit.” DMS_12

Earlier, we discussed and analyzed the

poem Padre Faura Witnesses The
Execution of Rizal by Danton Remoto.
DMS_13

On the other hand, the discourse marker “next” guides the listeners about the

subsequent discussion.

Next, is online journals. These are

journals read from digital libraries or
online databasesDMS_03

Next, we have drama. DRAMA is a

composition in prose or verse presenting
in dialogue or pantomime a story
involving conflict, more contrast of
character, especially on intended to be
acted on a stage: a play. DMS_14

The last discourse marker in this group is “at this moment” this marker is used

to guide the listeners as to where they currently are in the discussion.

At this moment we will continue

discussing seven more 21st Century
Literature Genres. DMS_14

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

students. It is used to help

describe what the presenter
is trying to convey and
show the presenter’s
feelings towards their
listener.

Oops! You seemed to have This word is being used as a

an idea of what you will be way to acknowledge the
learning in this module. listeners prior to learning
DMS_06 about the topic. The
discourse marker was
Oops
utilized generally to
describe how the presenter
feels during the radio
broadcasting instruction.

Oh my God, I am sad… The discourse marker “Oh

DMS_07 my God” is being used to
show the presenter’s
feelings towards their
Oh My God
listener. More specifically,
this describes how sad they
are about the situation.

I hope you enjoy despite the The discourse marker

topic is quite difficult and “somewhat” helps the
Somewhat somewhat confusing! presenter describe how
DMS_07 difficult the topic is.

Did you now get the The discourse marker

difference? Wow, I like to “wow” also describes the
hear it! DMS_08 presenter’s emotions. In
this example, the presenter
Wow Very good! Did you get it all expresses their amazement
correctly? Wow that’s towards the listeners’
sound great! ability to understand the
Congratulations! DMS_09 topic.

Normally, it includes two The discourse marker

individuals, and it can vary “normally” describes what
Normally from casual and very the topic is all about. This
personal to formal and helps the presenter in
impersonal. DMS_10 delivering the lesson.

In this scenario, we are “In this scenario” is also

sharing our feeling or used as a means to describe
In this scenario experience with someone what the topic is all about.
else. Thus, we may say that It greatly helps the listener
“communication is a and the presenter to deliver
 55

sharing of experience.” the instruction through this

DMS_11 modality best.

The bird was so hurt, she The discourse marker “like”

couldn’t fly. Like a person
she spoke up, “Oh cruel
Like man. How pitiless your
heart is? If I die, there is
pipit bird who will cry.”
DMS_12
is being utilized by the
presenter to describe the
topic better. The use of
simile such as this example
is a good example to better
picture what is being
presented.

With tag cloud, large “That way” helps the

records can be categorized
intuitively by popularity or
That way frequency using
catchwords. That way, a
tag cloud can reflect the
content of a website blog
quite well. DMS_12
presenter in describing the
topic. This is an example of
this mode since the
discourse marker is being
used descriptively.

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,

somewhat, wow, normally, in this scenario, like, and that way.

The first discourse marker in this mode is “very good.” It describes how the

presenter feels about the effort of their listeners or students.

Very good! Thank you for trying your

best. DMS_06

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.

Oops! You seemed to have an idea of

what you will be learning in this module.
DMS_06
 56

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.

Oh my God, I am sad… DMS_07

Furthermore, the discourse marker “somewhat” helps the presenter describe

how difficult the topic is.

I hope you enjoy despite the topic is quite

difficult and somewhat confusing!
DMS_07

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

understand the topic.

Did you now get the difference? Wow, I

like to hear it! DMS_08

Very good! Did you get it all correctly?

Wow that’s sound great!
Congratulations! DMS_09

On the other hand, the discourse marker “normally” describes what the topic is

all about. This helps the presenter in delivering the lesson.

Normally, it includes two individuals,

and it can vary from casual and very
personal to formal and impersonal.
DMS_10

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.

In this scenario, we are sharing our

feeling or experience with someone else.
Thus, we may say that “communication
is a sharing of experience.” DMS_11
 57

Furthermore, the discourse marker “like” is being utilized by the presenter to

describe the topic better. The use of simile such as this example is a good example to better

picture what is being presented.

The bird was so hurt, she couldn’t fly.

Like a person she spoke up, “Oh cruel
man. How pitiless your heart is? If I die,
there is pipit bird who will cry.” DMS_12

The last example for this theme is “that way.” The discourse marker greatly helps

the presenter in describing the topic.

With tag cloud, large records can be

categorized intuitively by popularity or
frequency using catchwords. That
way, a tag cloud can reflect the content
of a website blog quite well. DMS_12

Table 3
Discourse Markers present in the Radio Broadcasting of Teachers
under Exposition
Discourse Markers Sample Statement
Found
For item number one, I am
one of the strategies that
you can use to read more in
less time wherein you will
Wherein only have to look for
general or main ideas in the
material you read, what am
I? DMS_01
Analysis
The discourse marker
“wherein” is being utilized
to define further what is
being discussed by the
presenter. In the exposition
mode, this discourse
marker is used to imply
definition.

But when we have “But” is used as a way to

Assertions – these are
statements that many
people claimed. DMS_07
But
differentiate two ideas.
This analysis is being
utilized to compare further
and contrast the topics
being presented in the
lesson.

While mutual agreement The discourse marker

on the subject of child
discipline is crucial, the
While lack of consensus opens up
another potential area for
family conflict. DMS_05
“while” is being used to
emphasize, compare and
contrast in the script.
 58

In order for you to easily The discourse marker “in

remember the difference of
Skimming and scanning,
here is a Venn diagram that
In order shows important details
about the two. DMS_01
order” is being used to
demonstrate the process. It
is very evident in how the
presenter used it. In the
exposition mode, this
discourse marker is used to
imply process analysis.

Moving on, let’s go to E- The discourse marker

books. These are books that
are read on a computer or
electronic devices. DMS_03
Moving on
“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.

Another cause of family The discourse marker

conflict is the inevitable “another” is used in a way
Another
rivalry that occurs between to define further a topic
siblings. DMS_05 that is being discussed.

Each child deserves an The word “yet” is utilized as

equal amount of parental
love and acceptance, yet
Yet sometimes a parent may
favor one child over
another. DMS_05
a way to contrast two ideas.
It helps the listeners better
understand the lesson.

Then on the second The discourse marker

column is where you will “then” is being used to
write the ways you can do to indicate the process in the
prevent it. DMS_05 topic that was being
discussed. In the exposition
Then, indicate the result of mode, this discourse
the communication marker is used to imply
Then
transaction and tell further definition.
whether it is successful or
not by writing the elements
that made it so and specify
its function on the third
column. DMS_11

So, that’s all for citing The discourse marker “so”

sources or writing is used to highlight the
bibliography. Now, as a topic that was being
summary, sources of discussed. It is utilized to
information: print and expound further on the idea
online. DMS_03 that was being presented in
radio instruction.
 59

So So, let us move forward.

DMS_06

So, be happy and enjoy as

we go along discussing the
topic! DMS_07

There you have it! So, in a

short while we will be right
back after this short break.
Please answer it honestly.
DMS_10

Again, the first step is The word “again” is used to

figure out what you need to reiterate the previously
know. DMS_02 mentioned topic. It is a way
for the presenter to
Again, facts are acknowledge the listeners’
statements that can be presence and to guide them
proven. DMS_07 where they currently are in
the discussion. In the
Congratulations again exposition mode, this
and good luck for the next discourse marker is used to
Again imply definition.
drill! DMS_08

Again, you can post

comments on the ZRadio
88. 5 Facebook Live and
DepEd Tayo Division of
Davao de Oro watch party
or you can text at this No.
0953 211 3492. DMS_09

Right? These are factual The word “right” discusses

information. DMS_07 the definition of the topic.
It also helps the listeners to
Right gain more knowledge of the
topic that is being
discussed.

Alright! When we have The discourse marker

OPINION – it’s a personal “alright” signals a shift
belief, thought and feelingfrom one topic to another.
that does not require It enables the students to be
proof… DMS_07 guided with the next
Alright process of their discussion.
Alright, are you all set? In the exposition mode,
Let’s begin our journey in this discourse marker is
the world of used to imply further
communication. DMS_11 definition.
 60

Alright! I hope you’re still

doing great. Now, please
turn your module on pages
17 and 18 and try to answer
the assessment task. Let us
read the directions on test
A; Write T if the statement
is TRUE and write F if it is
FALSE. DMS_09

But anyway, I know you The discourse marker

have understood “anyway” is used to mark a
Anyway something! DMS_07 shift from one topic to the
other.

Are you still with me? The discourse marker

DMS_08 “still” is also used to guide
the listener that the
But still, the end goal of presenter is further
communication is always expounding about the topic
Still for building better human discussed.
relationships. DMS_09

Hello, we’re now back!

You’re still tuning in to
School on Air for Grade 11
English, Oral
Communication in Context
with the topic Types of
Speech Context. DMS_10

Criselda, on the other The discourse marker “on

hand, volunteered to do the other hand” is used to
On the other hand the home chores. DMS_09 compare and contrast two
ideas.

But apparently, he was The discourse marker

informed that the “apparently” is likewise
Apparently retrenchment was not for used as a way to
him. DMS_09 differentiate a topic.

A doodle is a drawing made The discourse marker

while a person's attention is “otherwise” is also used as
otherwise occupied. means to compare and
DMS_14 contrast two ideas. It helps
Otherwise
the learners or listeners
better understand the
topic.
 61

Afterward, your mother The discourse marker

understood that when you “afterward” is used as a way
Afterward cry, you were hungry and to describe order.
gave you milk in response.
DMS_11

Barriers to communication The discourse marker

sometimes block the “thereby” is being used to
transmission of the conclude a statement.
Thereby
message thereby creating
misunderstanding. DMS_11

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,

afterward, and thereby.

The first discourse marker in this theme is “wherein.” This discourse marker is

being utilized to define further what is being discussed by the presenter.

For item number one, I am one of the

strategies that 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 read, what am I? DMS_01

The second discourse marker in this theme is “but.” It is used as a way to

differentiate two ideas.

But when we have Assertions – these

are statements that many people
claimed. DMS_07
In addition, the discourse marker “while” is being used to emphasize, compare

and contrast in the script.

 62

While mutual agreement on the subject

of child discipline is crucial, the lack of
consensus opens up another potential
area for family conflict. DMS_05

Likewise, the discourse marker “in order” is being also used to demonstrate the

process. It is very evident in how the presenter used it.

In order for you to easily remember

the difference of Skimming and
scanning, here is a Venn diagram that
shows important details about the two.
DMS_01

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.

Moving on, let’s go to E-books. These

are books that are read on a computer or
electronic devices. DMS_03

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.

Another cause of family conflict is the

inevitable rivalry that occurs between
siblings. DMS_05

Further, the word “yet” is utilized as a way to contrast two ideas. This helps the

listeners better understand the lesson.

Each child deserves an equal amount of

parental love and acceptance, yet
sometimes a parent may favor one child
over another. DMS_05

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.

Then on the second column is where you

will write the ways you can do to
prevent it. DMS_05
 63

Then, indicate the result of the

communication transaction and tell
whether it is successful or not by writing
the elements that made it so and specify
its function on the third column. DMS_11

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.

So, that’s all for citing sources or

writing bibliography. Now, as a
summary, sources of information: print
and online. DMS_03

So, let us move forward. DMS_06

So, be happy and enjoy as we go along

discussing the topic! DMS_07

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

where they currently are in the discussion.

Again, the first step is figure out what

you need to know. DMS_02

Again, facts are statements that can be

proven. DMS_07

Congratulations again and good luck

for the next drill! DMS_08

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.

Right? These are factual information.

DMS_07

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.

Alright! When we have OPINION – it’s

a personal belief, thought and feeling
that does not require proof… DMS_07
 64

Alright, are you all set? Let’s begin our

journey in the world of communication.
DMS_11

Alright! I hope you’re still doing great.

Now, please turn your module on pages
17 and 18 and try to answer the
assessment task. Let us read the
directions on test A; Write T if the
statement is TRUE and write F if it is
FALSE. DMS_09

The next one is “anyway.” This discourse marker is used as a way to mark a shift

from one topic to the other.

But anyway, I know you have

understood something! DMS_07

The discourse marker “still” is also used as a guide to the listener that the

presenter is further expounding about the topic that is being discussed.

Are you still with me? DMS_08

But still, the end goal of communication

is always for building better human
relationships. DMS_09

Hello, we’re now back! You’re still

tuning in to School on Air for Grade 11
English, Oral Communication in Context
with the topic Types of Speech Context.
DMS_10

In this example, the discourse marker “on the other hand” is used as a way to

compare and contrast two ideas.

Criselda, on the other hand,

volunteered to do the home chores. DMS_09

Moreover, the discourse marker “apparently” is likewise used as a way to

differentiate a topic.

But apparently, he was informed that

the retrenchment was not for him. DMS_09
 65

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.

A doodle is a drawing made while a

person's attention is otherwise
occupied. DMS_14

In addition, the discourse marker “afterward” is used as a way to describe order.

Afterward, your mother understood

that when you cry, you were hungry and
gave you milk in response. DMS_11

Additionally, the discourse marker “thereby” is being used to conclude a

statement.

Barriers to communication sometimes

block the transmission of the message
thereby creating misunderstanding.
DMS_11

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

Conversely, if the parent “Conversely” provides

becomes unemployed, this additional facts to the
causes its own form of statement. It helps to sway
Conversely stress and conflict, as the listeners to be swayed
finances dwindle and on the presentation
through the use of facts.
 66

uncertainty sets in about

the future. DMS_05

Jokes and movies abound The discourse marker

regarding conflict with in-
laws (especially mothers-
in-law); however, when
you actually become
involved in disagreements
with your in-laws or
However extended family, it is no
laughing matter. DMS_05
“however” is being used to
convince the listeners
through the use of facts. It
is being utilized to add
information on a certain
topic and contrast them in
the process.

However, there are

tendencies that barriers
would interfere which may
create a sudden impact and
change
in the processing of
information. DMS_09

Therefore, when you have The discourse marker

these values - COHESION, “therefore” is being used to
FLEXIBILITY and conclude a statement. It
COMMUNICATION you allows the students to
can somehow prevent understand the topic that
conflicts in your family. was being discussed fully.
DMS_05

Speaking in front of the

crowd requires many
preparations; from
Therefore analyzing your target
audience, to planning and
drafting your speech up to
the rehearsing part. The
key therefore is to come
prepared. DMS_10

Therefore, for
communication to take
place, we have to consider
two conditions. DMS_11

Do not forget that family The discourse marker

harmony provides a sense
of belonging and a feeling
of security unlike many
other types of
relationships; thus, every
“therefore” is being used to
conclude a statement. It
allows the students to
understand the topic that
was being discussed fully. It
 67

family member should allows the listeners to be

uphold family values. DMS_05 convinced through logical
statements.
Remember, information
may become useless if it is
Thus not conveyed properly to
others. Thus, the processes
of encoding and decoding
are the key components of
this model, including
feedback. DMS_09

Thus, to achieve successful

communication in a dyad
or small group, you have to
consider the following; 1.
Listen carefully - Needless
to say, this is the very basic
foundation of 144 effective
communication. DMS_10

In a way, the river also The discourse marker

represents an obstacle
which prevent him from
reaching his goal but he
feels that traversing the
river is something that he
Also must do. DMS_06
“also” helps the presenter
discuss further the lesson
by providing relevant facts.
It allows the listeners to be
convinced through logical
statements.

Also, when we send text or

chat messages, we are
misinterpreted because
those messages are often
brief and devoid of
emotion. DMS_11

Hence, the receiver must be The discourse marker

able to send feedback to the “otherwise” further
sender in order to complete provides an additional idea
the process. Otherwise, to present the topic better.
the communication
transaction fails.
Otherwise Schramm’s model, which is
a two-way communication
model, revolves around
these principles. model,
which is a two-way
communication model,
revolves around these
principles. DMS_09
 68

Hence, the receiver must The discourse marker

be able to send feedback to “hence” is being used to
the sender in order to conclude a statement. It
complete the process. guides the learner about
Otherwise, the the end of the presentation.
Hence communication
transaction fails. DMS_09

Hence, we are much

blessed to continue in
aspiring for quality
education despite this most
challenging time. DMS_11

Now, the sender becomes a The words “in this way”

receiver of feedback (the
response from the receiver)
and the receiver also acts as
sender providing
In this way information in response to
the message conveyed to
him. In this way, the
communication is made
more effective and
complete. DMS_09
also acts as a mark to end
the presentation. The
presenter concludes the
presentation by discussing
the necessary facts about
the topic.

There is never a day that “In this case.” This

you do not communicate. It discourse marker is also
could be a group used as a way to conclude
discussion, Facebook status the statement. It allows the
update, dinner listeners to be convinced
conversation with someone through logical statements.
In this case you are interested in, or
small talk with a family
member. In this case, it is
necessary for you to
understand the concept of
speaking in a variety of
communication situation
and the number of people
you are communicating
with. DMS_10

In this case, we are

communicating what 'we
experience. DMS_11
 69

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,

hence, in this way, and in this case.

Furthermore, the word “whether” is used as a way to discuss the topic further. It

makes this example a better fit for this theme.

Whether the disharmony initiates from

within the family unit or from external
sources, individual family members and
the family as a whole can experience a
range of negative emotions and
consequences. DMS_05

Whether a child expresses jealousy of

her sibling, competes with him or teases
him non-stop, it is destined to cause
conflict. DMS_05

Additionally, the word “conversely” provides additional facts to the statement. It

helps to sway the listeners to relate more to the presentation.

Conversely, if the parent becomes

unemployed, this causes its own form of
stress and conflict, as finances dwindle
and uncertainty sets in about the future.
DMS_05

Further, the discourse marker “however” is being utilized to add information on

a certain topic.

Jokes and movies abound regarding

conflict with in-laws (especially
mothers-in-law); however, when you
actually become involved in
disagreements with your in-laws or
extended family, it is no laughing matter.
DMS_05
 70

However, there are

tendencies that barriers would interfere
which may create a sudden impact and
change
in the processing of information. DMS_09

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.

Therefore, when you have these values

- COHESION, FLEXIBILITY and
COMMUNICATION you can somehow
prevent conflicts in your family. DMS_05

Speaking in front of the crowd requires

many preparations; from analyzing
your target audience, to planning and
drafting your speech up to the
rehearsing part. The key therefore is to
come prepared. DMS_10

Therefore, for communication to take

place, we have to consider two
conditions. DMS_11

Likewise, the same function is also being used by the discourse marker “thus.”

Do not forget that family harmony

provides a sense of belonging and a
feeling of security unlike many other
types of relationships; thus, every
family member should uphold family
values. DMS_05

Remember, information may become

useless if it is not conveyed properly to
others. Thus, the processes of encoding
and decoding are the key components of
this model, including feedback. DMS_09

Thus, to achieve successful

communication in a dyad or small
group, you have to consider the
following; 1. Listen carefully - Needless
to say, this is the very basic foundation of
144 effective communication. DMS_10
 71

Moreover, the discourse marker “also” is used to explore a claim in a certain

topic further.

In a way, the river also represents an

obstacle which prevent him from
reaching his goal but he feels that
traversing the river is something that he
must do. DMS_06

Also, when we send text or chat

messages, we are misinterpreted
because those messages are often brief
and devoid of emotion. DMS_11

The discourse marker “otherwise” further provides an additional idea to present

the topic better.

Hence, the receiver must be able to send

feedback to the sender in order to
complete the process. Otherwise, the
communication transaction fails.
Schramm’s model, which is a two-way
communication model, revolves around
these principles. model, which is a two-
way communication model, revolves
around these principles. DMS_09

Additionally, the discourse marker “hence” is being used to conclude a statement.

It guides the learner about the end of the presentation.

Hence, the receiver must be able to send

feedback to the sender in order to
complete the process. Otherwise, the
communication transaction fails. DMS_09

Hence, we are much blessed to continue

in aspiring for quality education despite
this most challenging time. DMS_11

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.

Now, the sender becomes a receiver of

feedback (the response from the receiver)
and the receiver also acts as sender
providing information in response to the
 72

message conveyed to him. In this way,

the communication is made more
effective and complete. DMS_09

The last discourse marker in this theme is “in this case.” This discourse marker

is also used as a way to conclude the statement.

There is never a day that you do not

communicate. It could be a group
discussion, Facebook status update,
dinner conversation with someone you
are interested in, or small talk with a
family member. In this case, it is
necessary for you to understand the
concept of speaking in a variety of
communication situation and the
number of people you are
communicating with. DMS_10

In this case, we are communicating

what 'we experience. DMS_11

Functions of Discourse Markers in the Presentation of Radio

-Based Instruction Production

Table 5 shows the different major themes and core ideas of the Functions of

Discourse Markers in the Presentation of Radio -Based Instruction Production. The

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

earlier discourse; and (10) To preserve interpersonal relationship among discourse

participants.
 73

Table 5

Functions of Discourse Markers in the Presentation of Radio-Based

Instruction Production

Functions of Discourse Sample Statement Analysis

Discourse Markers
Markers Found
Are you now ready to In this function,
continue your journey in the discourse
English 9? DMS_05 markers’ role is to
start discourse, as
Hello, we’re now back! well as the
Now You’re still tuning in to School attention of the
on Air for Grade 11 English, speaker. These
Oral Communication in discourse markers
Context with the topic Models help signal the
of Communication. DMS_09 start of a speech
event. They also
And we are back. DMS_01 express a reaction
And or contradictory
To start
Okay. This time, may I ask response and
discourse, as
you about the lesson we had denote that the
well as the
last time Ok. This time, may I speaker is
attention of the Okay thinking.
ask you about the lesson we
speaker
had last time. DMS_07

Alright, are you all set? Let’s

begin our journey in the
Alright world of communication.
DMS_09

So now, please get your pen,

notebook and module in Oral
Communication for we will
So now
about to start with our lesson!
DMS_11

To end So, that’s all for citing The second

discourse sources or writing
function of
bibliography. Now, as a discourse marker
summary, sources of
is to end
information: print and
discourse. This
online. DMS_03 function of
So discourse markers
There you have it! So, in a is being used by
short while we will be right the radio
back after this short break. presenters to
Please answer it honestly. signal the end of
DMS_10 their presentation.
 74

Alright, that ends our These markers are

discussion, at this point let us essential to ending
Alright check what you have learned. utterances.
DMS_10

Once again thank you so

much and may God be
Once again praised! Sulong Edukalidad!
Sulong Davao de Oro! DMS_09

For the last one, I am careful, In the

sustained interpretation of a presentation of the
brief passage of a text to radio-
For develop a deep, precise, broadcasting
understanding of the text's instruction, the
form, craft or meaning. DMS_01 radio presenters
use discourse
Now, I want you to go to page markers to guide
To guide the one 8 of your modules and the the listeners on
who is speaking study the infographic. DMS_01 what they will do
to acquire or next in the
relinquish the To test what you already knew presentation.
floor about bibliography writing, The discourse
answer the pre-test. read the markers influence
Now
questions and choose the the interaction
letter of the correct answer. between speaker
Now turn your module to and listener,
page 5 writing bibliography. bringing natural
DMS_03 communication in
their conversation.

For item number one, I am As used in the

one of the strategies that you presentation, the
can use to read more in less markers are used
time wherein you will only to prolong or
Wherein
have to look for general or sustain the
main ideas in the material presentation.
To use as filler you read, what am I? DMS_01 The fourth
to delay or function of the
sustain the But when we have Assertions discourse marker
floor – these are statements that is to use as a filler
But
many people claimed. DMS_07 to delay or sustain
the floor. Fillers
While it is preferable to have no meaning
respect your elders--parents and indicate
and grandparents on both hesitation, pauses,
While sides equally--this can prove or continuation in
to be challenging. If relatives speech.
routinely interfere in your In the analyzed
family’s decisions and scripts, the words
 75

lifestyle, conflict frequently are used as a

results. DMS_05 delaying tactic to
sustain the floor
Whether a child expresses further. The filler
jealousy of her sibling, word just is used
competes with him or teases as a filler, for
Whether
him non-stop, it is destined to example, by
cause conflict. DMS_05 sustaining the
floor.
Conversely, if the parent
becomes unemployed, this
causes its own form of stress
Conversely and conflict, as finances
dwindle and uncertainty sets
in about the future. DMS_05

But But, before we proceed to our The fifth function

discussion, we will take a of the discourse
break for just a very short marker is to
moment. DMS_01 indicate a shift or
start of a new
Moving on Moving on, let’s go to E- topic. In the
books. These are books that analysis of the
are read on a computer or scripts, six
electronic devices. DMS_03 discourse markers
serve this
For now Please finish the class to fully function.
understand our lesson, and, if Nowadays, the
you have questions, reserve discourse markers
that for the open forum after look back, this
the discussion. For now, sit time, a while ago,
back, relax and happy as years passed by,
To indicate shift learning. DMS_04 and earlier belong
or start of a new to this function.
topic This time This time we will take a These markers
glimpse on Family Values by connector
reading a text in your functionally lead
modules. DMS_05 the to indicate a
shift in topic. In
This time, let’s have a Short the scripts that
Quiz to check if you are really were analyzed, the
learning something from our discourse markers
topic this morning! DMS_07 were used to affect
a shift in topic. It
Since you have already allows a swift
learned the various transition of
components of presentation in the
communication in the production of
previous modules, this time radio broadcasting
you are going to look at instruction.
speech context and find out
 76

how to act appropriately in

the different communication
situations. DMS_10

Another cause of family

conflict is the inevitable
Another rivalry that occurs between
siblings. DMS_05

Nowadays, libraries and The sixth function

the internet are two of the of discourse
widely used and acceptable marker is to
resources of information. You signify whether
Nowadays may compare and contrast the information is
the library and the internet old or new. The
using the activity below. discourse markers
DMS_02 function to mark
newly-presented
This time, let’s get back to information or old
the song and understand context is
more about what the constantly revised,
songwriter is trying to by supplemented,
This time
doing the task in “Let Us and improved and
Practice” on page 6 of your then constitutes
To signify module. DMS_06 the foundation of
whether the the next step. It
information is A while ago, we discussed helps the listener
old or new that Linear communication is to process the
one-way, focusing on the information
transmission of a message to easier, thus helps
a receiver who never with the flow of
responds or has no way of communication.
responding to the In the analyzed
information conveyed while scripts, for
Interactive approach is a two- example, the
way communication process discourse marker
A while ago was used to
where a response is given
after a message is sent. DMS_09 reiterate a past
idea a while ago.
A while ago, we discussed In this way, the
on the types of speech function of
context. So, for the answers denoting that the
on the crossword puzzle, information is old
kindly communicate with fits properly.
your subject teacher. DMS_10

As years passed by, you

started pronouncing short
As years
words and res ponded by
passed by
waving your hands or
nodding your head and most
 77

of the times, laughing out

loud. DMS_11

Earlier, we have listened to

an audio-visual presentation
of a group of students
interpreting the song of Levi
Celerio, “Ang Pipit.” DMS_12
Earlier
Earlier, we discussed and
analyzed the poem Padre
Faura Witnesses The
Execution of Rizal by Danton
Remoto. DMS_13

Before we proceed to our The seventh

assessment let us remember function of the
some very important details pragmatic
of our discussion. DMS_01 function is to mark
sequence. In the
Before reading the text, we scripts used in the
will answer the activity “Let presentation of
Before
Us Try” on page 2 of your radio broadcasting
modules. DMS_05 instruction, this
function of
Before we proceed to our discourse is being
new lesson for today, these used to mark
are our OBJECTIVES: DMS_08 sequence and
therefore provides
In order for you to easily a clearer transition
remember the difference of of ideas in the text.
Skimming and scanning, here Moreover, this is
To mark In order is a Venn diagram that shows done by using
sequence important details about the discourse markers
two. DMS_01 to denote
sequences or text
After going through the text, stages. In this
you are expected to relate the function, the
text content to particular discourse markers
After refer to the
social issues, concerns, or
dispositions in real life. DMS_05 relation between
sequentially
Then on the second column arranged
is where you will write the segments in
ways you can do to prevent it. discourse between
DMS_05 one proposition
Then and the next
Then, indicate the result of proposition. They
the communication signal
transaction and tell whether relationships
it is successful or not by between
 78

writing the elements that statements and

made it so and specify its which thus have a
function on the third column. coherence. In this
DMS_11 way, the listeners
become aware of
Okay the fourth online the pace of the
source is online magazine and presentation of the
online newspaper. These are lesson.
the online versions of
Okay magazines and newspapers.
Both sources have the same
format in writing
bibliography. DMS_03

Each child deserves an equal Another function

amount of parental love and of discourse
acceptance, yet sometimes a markers is to
Yet
parent may favor one child salvage other’s or
over another. DMS_05 speaker’s
discourse. The
Jokes and movies abound scripts used in the
regarding conflict with in- presentation of the
laws (especially mothers-in- radio–
law); however, when you broadcasting
actually become involved in instruction utilize
disagreements with your in- this function by
laws or extended family, it is maintaining the
no laughing matter. DMS_05 flow of the
However presentation
However, there are through
To salvage tendencies that barriers sustaining the
other’s or would interfere which may interpersonal
speaker’s create a sudden impact and relationship of
discourse change both the speaker
in the processing of and the listener.
information. DMS_09 Discourse markers
function to repair
But still, the end goal of one’s own or
communication is always for other’s discourse.
Still building better human
relationships. DMS_09

But apparently, he was

informed that the
Apparently retrenchment was not for
him. DMS_09

Hence, we are much blessed

to continue in aspiring for
Hence
quality education despite this
most challenging time. DMS_11
 79

Very good! Thank you for The ninth function

Very good trying your best. DMS_06 of discourse
markers is to
Oops! You seemed to have an express a reaction
idea of what you will be to the earlier
Oops learning in this module. discourse. The
DMS_06 discourse markers
serve their
Congratulations again and function by
good luck for the next drill! acknowledging the
Again DMS_08 listener of the
presentation by
Right? These are factual expressing a
To express a Right information. DMS_07 reaction to the
reaction to the earlier discourse.
earlier discourse Oh my God, I am sad… DMS_07 In the analysis of
the scripts, some
of the discourse
markers are used
to express a
reaction. These
markers are used
Oh my God to denote a
reaction or
response and
acknowledge the
listener of the
presentation.

So, be happy and enjoy as we The last function

So go along discussing the topic! of discourse
DMS_07 marker is to
Okay, I would like you to preserve
prepare your English 8 interpersonal
modules so you will be guided relationships
on what to do. DMS_04 among discourse
participants. The
To preserve
Okay, since you are recalling discourse markers
interpersonal Okay
each definition, let’s start are used to effect
relationships cooperation or
defining! DMS_07
among discourse sharing, including
participants
Okay, let’s check your confirming shared
answers! DMS_08 assumptions,
checking or
Again, you can post expressing
comments on the ZRadio 88. understanding,
Again 5 Facebook Live and DepEd requesting
Tayo Division of Davao de confirmation,
Oro watch party or you can expressing
 80

text at this No. 0953 211 3492. difference, or

DMS_09 saving face. They
are also used as an
Alright! When we have agreement
OPINION – it’s a personal marker. The
belief, thought and feeling purpose of its use
that does not require proof… is to effect
DMS_07 cooperation or
sharing the same
Alright! I hope you’re still points of view.
doing great. Now, please turn
your module on pages 17 and
18 and try to answer the
assessment task. Let us read
Alright
the directions on test A; Write
T if the statement is TRUE
and write F if it is FALSE.
DMS_09

Alright, now let us check

what you have learned.
Kindly turn your module on
page 10 and try to solve the
crossword puzzle. DMS_10

Are you still with me? DMS_08

Hello, we’re now back! You’re

still tuning in to School on
Still Air for Grade 11 English, Oral
Communication in Context
with the topic Types of
Speech Context. DMS_10

To start a discourse, as well as the attention of the speaker

Discourse markers offer pragmatic functions. One of these functions is to start a

discourse, as well as the attention of the speaker. Initiating discourse and claiming the

hearer's attention is observed in the analysis of scripts used in the radio-broadcasting

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

start the presentation of the Radio–Based Instruction.

 81

Are you now ready to continue your

journey in English 9? DMS_05

Hello, we’re now back! You’re still

tuning in to School on Air for Grade 11
English, Oral Communication in Context
with the topic Models of Communication.
DMS_09

Moreover, the next discourse marker is “and.” Its function is to start the

presentation of the Radio – Based Instruction.

And we are back. DMS_01

In addition, the word “okay” also functions in this manner.

Okay. This time, may I ask you about

the lesson we had last time Ok. This time,
may I ask you about the lesson we had
last time. DMS_07

Likewise, “Alright” also shares the same function.

Alright, are you all set? Let’s begin our

journey in the world of communication.
DMS_09

“So now” is also used to engage and start the presentation.

So now, please get your pen, notebook

and module in Oral Communication for
we will about to start with our lesson!
DMS_11

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

end the discourse.

So, that’s all for citing sources or writing

bibliography. Now, as a summary,
sources of information: print and online.
DMS_03

There you have it! So, in a short while

we will be right back after this short
break. Please answer it honestly. DMS_10

Likewise, the discourse marker alright functions in the same manner.

Alright, that ends our discussion, at this

point let us check what you have learned.
DMS_10

The last example of this theme is “once again.” The discourse marker is used to

reiterate a statement, therefore, signaling the end of the discourse.

Once again thank you so much and

may God be praised! Sulong Edukalidad!
Sulong Davao de Oro! DMS_09

To guide the one who is speaking to acquire or relinquish the floor

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. Discourse markers influence the interaction between speaker and listener, which

can bring natural communication in their conversation.

The discourse marker “for” guides the speaker on what the listener will be doing

next in the presentation.

For the last one, I am careful, sustained

interpretation of a brief passage of a text
to develop a deep, precise,
understanding of the text's form, craft or
meaning. DMS_01

The other example is the discourse marker “now.” Now allows the speaker to

direct the listeners on what they will do next in the presentation.

 83

Now, I want you to go to page 8 of your

modules and the study the infographic.
DMS_01

To test what you already knew about

bibliography writing, answer the pre-
test. read the questions and choose the
letter of the correct answer. Now turn
your module to page 5 writing
bibliography. DMS_03

To use as filler to delay or sustain the floor

The fourth function of the discourse marker is to use as a filler to delay or

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

delaying tactic to further sustain the floor in the analyzed scripts.

The first example of this theme is the word “wherein.” This word acts as a filler

to further sustain the presentation.

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

read, what am I? DMS_01

Additionally, the word but is used as a filler to prolong the presentation.

But when we have Assertions – these are

statements that many people claimed.
DMS_07

Moreover, the word “while” is used in the same function.

While it is preferable to respect your

elders--parents and grandparents on
both sides equally--this can prove to be
challenging. If relatives routinely
interfere in your family’s decisions and
lifestyle, conflict frequently results.
DMS_05

In addition, the discourse marker “whether” likewise functions as a filler.

 84

Whether a child expresses jealousy of

her sibling, competes with him or teases
him non-stop, it is destined to cause
conflict. DMS_05

The word “conversely” is further used as a mark to delay the statement further.

Conversely, if the parent becomes

unemployed, this causes its own form of
stress and conflict, as finances dwindle
and uncertainty sets in about the future.
DMS_05

To indicate a shift or start of a new topic

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

in topic. It allows a swift transition of presentation in the production of radio broadcasting

instruction.

The first example of this theme is the word “but.” This word acts as a word to

indicate a shift in topic.

But, before we proceed to our

discussion, we will take a break for just a
very short moment. DMS_01

In addition, the discourse marker “moving on” likewise also functions in this

manner. This connector functionally leads the presenter to a different topic.

Moving on, let’s go to E-books. These

are books that are read on a computer or
electronic devices. DMS_03

Further, the discourse marker “for now” leads the listeners to shift in the topic or

statement.

Please finish the class to fully understand

our lesson, and, if you have questions,
reserve that for the open forum after the
discussion. For now, sit back, relax and
happy learning. DMS_04

Additionally, the discourse marker “this time” signals a shift in a topic by using

time as its marker.

 85

This time we will take a glimpse on

Family Values by reading a text in your
modules. DMS_05

This time, let’s have a Short Quiz to

check if you are really learning
something from our topic this morning!
DMS_07

Since you have already learned the

various components of communication
in the previous modules, this time you
are going to look at speech context and
find out how to act appropriately in the
different communication situations.
DMS_10

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

To signify whether the information is old or new

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

presented 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 presenter's lessons in radio broadcasting instruction.

The first example of this theme is the word “nowadays.” This word signifies that

the information being presented is new.

Nowadays, libraries and the internet

are two of the widely used and
acceptable resources of information. You
may compare and contrast the library
and the internet using the activity below.
DMS_02
 86

Moreover, another example of discourse marker in this theme is “this time.” In

this example, the presenter is presenting additional information.

This time, let’s get back to the song and

understand more about what the
songwriter is trying to by doing the task
in “Let Us Practice” on page 6 of your
module. DMS_06
In addition, the discourse marker “a while ago” also signifies that the

information being shared was already discussed.

A while ago, we discussed that Linear

communication is one-way, focusing on
the transmission of a message to a
receiver who never responds or has no
way of responding to the information
conveyed while Interactive approach is a
two-way communication process where
a response is given after a message is
sent. DMS_09

A while ago, we discussed on the types

of speech context. So, for the answers on
the crossword puzzle, kindly
communicate with your subject teacher.
DMS_10

Another example for this function is the discourse marker “as years passed by.”

In this example, the presenter is sharing new information.

As years passed by, you started

pronouncing short words and res
ponded by waving your hands or
nodding your head and most of the
times, laughing out loud. DMS_11

The last example for this function is “earlier.” This discourse marker signifies that

a previously mentioned idea was shared.

Earlier, we have listened to an audio-

visual presentation of a group of
students interpreting the song of Levi
Celerio, “Ang Pipit.” DMS_12

Earlier, we discussed and analyzed the

poem Padre Faura Witnesses The
 87

Execution of Rizal by Danton Remoto.

DMS_13

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

transition of sequence in the presentation of the lessons. It is done by using discourse

markers to denote sequences or text stages

The first discourse marker in this theme is “before.” The word “before” is being

used in this theme to mark sequence.

Before we proceed to our assessment let

us remember some very important
details of our discussion. DMS_01

Before reading the text, we will answer

the activity “Let Us Try” on page 2 of
your modules. DMS_05

Before we proceed to our new lesson for

today, these are our OBJECTIVES:
DMS_08

Furthermore, the discourse marker “in order” is also used to mark sequence.

In order for you to easily remember the

difference of Skimming and scanning,
here is a Venn diagram that shows
important details about the two. DMS_01

Another example for this theme “after.” “After” is used to mark sequence, and it

provides a clearer transition of ideas in the text.

After going through the text, you are

expected to relate the text content to
particular social issues, concerns, or
dispositions in real life. DMS_05

Likewise, the word “then” also functions in the same manner.

 88

Then on the second column is where you

will write the ways you can do to prevent
it. DMS_05

Then, indicate the result of the

communication transaction and tell
whether it is successful or not by writing
the elements that made it so and specify
its function on the third column. DMS_11

In addition, “okay” is also used to mark sequence.

Okay the fourth online source is online

magazine and online newspaper. These
are the online versions of magazines and
newspapers. Both sources have the same
format in writing bibliography. DMS_03

To salvage other’s or speaker’s discourse

Another function of discourse markers is to salvage other’s or speaker’s discourse.

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.”

Each child deserves an equal amount of

parental love and acceptance, yet
sometimes a parent may favor one child
over another. DMS_05

In addition, the discourse marker “however” functions as a way to maintain

discourse.

Jokes and movies abound regarding

conflict with in-laws (especially
mothers-in-law); however, when you
actually become involved in
disagreements with your in-laws or
extended family, it is no laughing matter.
DMS_05

However, there are

tendencies that barriers would interfere
which may create a sudden impact and
 89

change in the processing of information.

DMS_09

The word “still” also functions as a way to maintain discourse.

But still, the end goal of communication

is always for building better human
relationships. DMS_09

Moreover, the word “apparently” likewise functions in this manner.

But apparently, he was informed that

the retrenchment was not for him. DMS_09

In addition, “hence” also functions to maintain discourse.

Hence, we are much blessed to continue

in aspiring for quality education despite
this most challenging time. DMS_11

To express a reaction to the earlier discourse

The ninth function of discourse markers is to express a reaction to the earlier

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

and acknowledge the listener of the presentation.

The discourse marker “very good” acts as a response to an earlier discourse. It

does so by providing a complement to the listener of the presentation.

Very good! Thank you for trying your

best. DMS_06

In addition, the “oops” acts as a response to the statement. This marker

specifically acknowledges the listener of the presentation.

Oops! You seemed to have an idea of

what you will be learning in this module.
DMS_06

More so, the discourse marker “again” also functions as a response to the

discourse

Congratulations again and good luck

for the next drill! DMS_08
 90

Further, the discourse marker “right” is a response to the earlier discourse.

Right? These are factual information.

DMS_07

Furthermore, the discourse marker “Oh my God” is being used to respond to an

earlier discourse. The presenter is speaking about their disappointment in this sample

statement.

Oh my God, I am sad… DMS_07

To preserve interpersonal relationships among discourse participants

The last function of discourse markers is to preserve interpersonal relationships

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

sharing the same points of view.

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.

So, be happy and enjoy as we go along

discussing the topic! DMS_07

Further, the marker “0kay” is also used as a way to preserve interpersonal

relationships.
Okay, I would like you to prepare your
English 8 modules so you will be guided
on what to do. DMS_04

Okay, since you are recalling each

definition, let’s start defining! DMS_07

Okay, let’s check your answers! DMS_08

Additionally, the word “again” likewise functions in the same manner.

 91

Again, you can post comments on the

ZRadio 88. 5 Facebook Live and DepEd
Tayo Division of Davao de Oro watch
party or you can text at this No. 0953 211
3492. DMS_09

Also, the discourse marker “alright” is also used as a mark to acknowledge the

listeners of the presentation.

Alright! When we have OPINION – it’s

a personal belief, thought and feeling
that does not require proof… DMS_07

Alright! I hope you’re still doing great.

Now, please turn your module on pages
17 and 18 and try to answer the
assessment task. Let us read the
directions on test A; Write T if the
statement is TRUE and write F if it is
FALSE. DMS_09

Alright, now let us check what you have

learned. Kindly turn your module on
page 10 and try to solve the crossword
puzzle. DMS_10

The next discourse marker used is “still.” In this example, the discourse marker is

being used to preserve the interpersonal relationship.

Are you still with me? DMS_08

Hello, we’re now back! You’re still

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English, Oral Communication in Context
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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 Presented in Radio Based Instruction

In the analysis of the scripts of radio broadcasting instruction of teachers, the

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

information that the radio presenters are sharing.

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

As observed in the scripts used in the radio broadcasting instruction of teachers,

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

radio instructions. Furthermore, one function of discourse markers or DMs is introducing

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

function grammar, endophor is a kind of way to make a discourse coherent. The

discourse markers a while ago and earlier are examples of this function.

Description Mode

In the scripts that were analyzed in the radio broadcasting instruction of

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

scenario, like, and that way.

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

comparison such as metaphors.

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

broadcasting instruction of teachers, the discourse markers were utilized generally to

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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.

Moreover, Brinton (1996, as cited by Smith et al., 2015) describes description as

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

instruction through this modality best.

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,

otherwise, afterward, and thereby.

In addition, Smith et al. (2015) discussed that exposition has a function to explain

or instruct. It provides background information in a narrative context. In the analyzed

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

discourse markers perform a textual function by organizing a coherent discourse. Aside

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

the students throughout the discussion.

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,

otherwise, hence, in this way, and in this case.

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

function. In the discourse marker conversely or example, the presenter provides

additional facts to the statement. It helps to sway the listeners to relate more to the

presentation.

Furthermore, Taghipour and Ng (2016) suggest that argument is used to convince

through logical statements. For example, in the scripts that were analyzed, the discourse

markers otherwise used in this manner. The discourse marker “otherwise” further

provides an additional idea to present the topic better.

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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Functions of Discourse Markers in the Presentation

of Radio-Based Instruction Production
The researcher utilized the pragmatic functions of discourse markers of Brinton

(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.

To start a discourse, as well as the attention of the speaker

Discourse markers offer pragmatic functions. One of these functions is to start a

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

hearer's attention is observed in the analysis of scripts used in the radio-broadcasting

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

word now is used to start the conversation by asking a question.

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

way, the discourse is considered a coherent one.

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

to signal the end of their presentation.

Additionally, Piurko (2015) suggests that one function of discourse markers is to

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

the following part as the speaker expects.

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.

To guide the one who is speaking to acquire or relinquish the floor

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

presentation of the radio-broadcasting instruction, the radio presenters use discourse

markers to guide the listeners (students) on what they will do next in the presentation.

Ramadhani (2017) suggests that discourse markers influence the interaction

between speaker and listener, which can bring natural communication in their

conversation. As explained before, it can be revealed clearly that discourse marker is a

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useful component that should be regarded in teaching and learning English in the

classroom.

Additionally, Blakemore (1992) proposes that communication is a dynamic

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

of information-conveying to assist the hearer with achieving communicative intention

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

hypothesis to explain the communicative intention adequately.

To use as filler to delay or sustain the floor

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

pragmatic consequences. It represents the speaker's deliberate effort while engaging in

interactional communication (Qianbo, 2016).

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

sustaining the floor.

To indicate a shift or start of a new topic

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

of presentation in the production of radio broadcasting instruction.

Additionally, Arya (2020) suggests that discourse markers emerge to function as

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

discourse marker so, the shift would not be as smooth.

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).

To signify whether the information is old or new

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,

as years passed by, and earlier.

Piurko (2015) suggests that discourse markers function to mark newly-presented

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

presenter's lessons in radio broadcasting instruction.

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

provides a clearer transition of ideas in the text.

Additionally, Piurko (2015) proposes that discourse markers indicate the

sequential dependence of the utterances. In the analyzed scripts, the discourse

markers helped create a smooth transition of sequence in the presentation of the

lessons. It is done by using discourse markers to denote sequences or text stages

Schiffrin (1992) further supports this by suggesting that discourse markers refer to

the relation between sequentially arranged segments in discourse between one

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

the presentation of the lesson.

To salvage other’s or speaker’s discourse

Another function of discourse markers is to salvage other’s or speaker’s discourse.

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

by maintaining the flow of the presentation through sustaining the interpersonal

relationship of both the speaker and the listener.

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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

in this theme: yet, however, still, and hence.

In addition, Blakemore (1992) 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 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.

Furthermore, without discourse markers present to indicate or clarify the

speaker’s communicative intention, there is a greater chance for communication

breakdown. Thus, discourse markers are perceived to contain a ‘symbiotic’ relationship

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).

To express a reaction to the earlier discourse

According to Brinton (1996, as cited by Bartolo, 2019), the ninth function of

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

a response to an earlier discourse. The discourse markers serve their function by

acknowledging the listener of the presentation by expressing a reaction to the

earlier discourse.

Castro (2009, as cited by Piurko, 2015) discussed that discourse marker to express

a response to the preceding discourse, including back-channel signals of understanding

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
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during interaction to the role of the speaker and hearer during the social and

communicative exchange.

Moreover, Arya (2020) added that interpersonal functions of discourse markers

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

reaction or response and acknowledge the listener of the presentation.

To preserve interpersonal relationships among discourse participants

The last function of discourse markers is to preserve interpersonal relationships

among discourse participants. There are five discourse markers found in this theme: so,

okay, again, alright, and still.

Discourse markers such as verifying shared assumptions, checking or expressing

comprehension, asking confirmation, expressing difference, or preserving face, according

to Castro (2009, cited by Piurko (2015), are employed to affect collaboration or sharing

(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.

Additionally, Bartolo (2019) further added that interpersonal relations in the

classroom are established through DMs, building a better place for the participants to

perform actively. Furthermore, DMs lead the interpretation process and make the

discourse participants socially engaged in oral communication, and are indispensable in

maintaining interactional cooperation (Lam, 2015). In educational settings, DMs employ

a positive function in classroom situations as operative conversational tools.

Implications for Teaching Practice

This study’s usefulness lies in the exploration it offers regarding the investigation

of discourse markers present in the scripts of radio broadcasting instruction of teachers.

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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

of discourse markers being used in radio broadcasting instruction. Furthermore, teachers

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

modality. Moreover, teachers will be able to improve students learning by drawing

suggestions which can be the benchmark in improving their approach in facilitating

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

comprehension skills, especially in radio-based instruction. Thus, the research findings

will help students be attentive to discourse markers and how discourse markers help them

learn effectively.

Similarly, the school administrators, this study provides them valuable

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

knowledge regarding questioning through Learning Action Cell Sessions.

Moreover, DepEd officials must help school administrators develop plans to be

responsive to the necessities of different schools, especially in training the teachers. It will
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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

narration, description, exposition, and argument. Moreover, the teacher–broadcasters

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

to the pragmatic meaning of utterances.

Recommendations for Further Research

This study directs the discourse markers present in the scripts of the radio–

broadcasting instruction of teachers. However, the result of this qualitative research is

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

Division of Davao de Oro.

It is advised that a larger research study be conducted with a larger number of

participants and cover a wider variety of schools to obtain more meaningful answers to the

concerns presented in this study. Furthermore, it is proposed that discourse markers be

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

the used discourse markers and functions.

Concluding Remarks

Radio-broadcasting instruction plays an essential role in the delivery of instruction

to students through remote learning delivery. However, using this medium also comes
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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

to shift to an alternative mode of instruction.

With this in mind, the Department of Education has institutionalized alternative

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

traditional classroom instruction.

In line with this, the research was conducted to analyze the scripts used in the

radio-based instruction of teachers. The corpora analysis focused on the discourse

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.

Second language learners should be communicatively and pragmatically competent. The

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

rigorous checking for Quality Assurance.

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Moreover, learning the range and functions of discourse markers is pedagogically

significant. Nonnative speakers, since native speakers of English, have discourse-

pragmatic competence regarding the use of DMs for several functions in conversations.

Therefore, there is a necessity to integrate the use of discourse markers in language

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

and their pragmatic functions.

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

of discourse markers in the curriculum. Conversation markers are currently regarded as

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

have pragmatic competence in communication.

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APPENDICES
 113

Appendix A

LETTERS OF PERMISSION
114
115
116
117
118
119
120
121
122
123
124
 125

Appendix B

INFORMED CONSENT FORMS

126
127
128
129
130
131
132
133
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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
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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
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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
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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

REC ENDORSEMENT FOR FINAL DEFENSE

145
 146

Appendix G

EDITOR’S CERTIFICATE
 147

CURRICULUM VITAE
 148

I. PERSONAL DATA

Name : NIÑO P. DURDAS

Date of Birth : March 13, 1995

Place of Birth : Tagum City, Davao del Norte

II. FAMILY BACKGROUND

Father’s Name : Rolando C. Durdas

Mother’s Name : Floriza P. Durdas

Spouse’s Name : N/A

Children : N/A

III. EDUCATIONAL BACKGROUND

Elementary : Magugpo Pilot Central Elementary School

2006-2007

Secondary : Liceo de Davao

2010-2011

Tertiary : University of Mindanao Tagum College

Bachelor of Science in Secondary Education

 149

Major in English

2014-2015

Graduate School : St. Mary’s College of Tagum, Inc.

Master of Arts in Education Major in English

2020-2021

IV. LICENSES AND ELIGIBILITY

Licensure Examination for Teachers (September 2015)