Thesis_Tupa After Revisi

DISCOURSE MARKERS IN CLOSED-DOOR INTERVIEW OF
71ST MISS UNIVERSE
A Thesis
Submitted in Partial Fulfillment of the Requirements for the Degree of

Sarjana Sastra
By:
TUPA PARULIAN SIBURIAN

REGISTRATION NUMBER 2202220003
ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS
UNIVERSITAS NEGERI MEDAN
2024
ABSTRACT
Discourse Markers in Closed-Door Interview Of 71st Miss Universe
Tupa Parulian Siburian
Universitas Negeri Medan
E-mail: tupasbr2101@gmail.com
Abstract: Discourse Markers (DMs) are indispensable elements in spoken

communication, aiding in establishing coherence and organizing discourse in both
textual and verbal interactions, as delineated by Brinton (2017). The objective of
this research is to delineate the functions, and occurrences of Discourse markers
employed by the finalists of the 71st Miss Universe 2022 during private
interviews, under the theoretical framework posited by the writer. This study
employs a qualitative descriptive design to analyze the frequency and context of
discourse markers based on the recorded video interviews of the contestants,
employing Brinton's (1996) theory as the analytical framework. Additionally, the
analysis of the data reveals the types and functions used, and their effects on
conversation. the writer found sixty-tree data which contain 128 DMs that consist
of nineteen types. All these findings are not having the same function.
Keywords: Discourse Markers, closed-door interview Discourse, Brinton’s

theory; textual function.
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ACKNOWLEDGMENTS
First and foremost, I offer my deepest gratitude to my Almighty God. This

degree wouldn't exist without Your unwavering faith in me, the wisdom You
bestowed upon me, and the countless blessings You showered upon my path.
Thank You for guiding me through moments of doubt and illuminating the way
when it felt unclear.
Secondly, I would like to express my sincere gratitude to my thesis
supervisor, Dr. Immanuel Prasetya Gintings, S.S., M.Hum, for their invaluable
guidance and support throughout this thesis. Their expertise, patience, and
encouragement were instrumental in shaping this research and helping me see it
through to completion.
I would also like to extend my heartfelt appreciation to my family,
particularly mother Ramauli br Sitorus and my lovely sister, Melda Anjayani br
Siburian, who serves as reminders again and that I am capable and have love to
turn to. for their unwavering support and encouragement. Their love and sacrifices
have enabled me to pursue my academic goals without any hindrances.
I would like to acknowledge the contributions of my peers, particularly
Novita Permatasari rangkuti, and Fellow GenRengers who have been a constant
source of motivation and camaraderie throughout my academic journey. Their
intellectual curiosity and passion for learning have inspired me to push beyond my
limits.
Finally, I would like to thank myself. This journey has transformed me. I
am stronger, more knowledgeable, and ready to conquer the world. The
challenges I faced during my studies have made me more resilient and adaptable. I
am grateful for the knowledge and skills I gained. They will be a powerful
weapon in my future endeavors. With this thesis, I unlock a world of possibilities.
Here's to exciting new beginnings!
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TABLE OF CONTENTS
ABSTRACT.............................................................................................................i
ACKNOWLEDGMENTS.....................................................................................ii
TABLE OF CONTENTS.....................................................................................iii
LIST OF TABLES.................................................................................................v
CHAPTER I INTRODUCTION...........................................................................1
A. The Background of the Study.........................................................................1
B. The Problem of the Study................................................................................3
C. The Objectives of the Study............................................................................3
D. The scope of the Study....................................................................................4
E. The Significances of the Study........................................................................5
CHAPTER II REVIEW OF RELATED LITERATURE..................................6
A. Theoretical Framework...................................................................................6
1. Pragmatics....................................................................................................6
2. Discourse Markers.......................................................................................7
3. The Functions of Discourse Markers.........................................................11
A. Textual Function...................................................................................11
B. Interpersonal Function...........................................................................13
4. Miss Universe............................................................................................15
B. Conceptual Framework.................................................................................16
C. Relevance Studies..........................................................................................17
CHAPTER III RESEARCH METHODOLOGY.............................................19
A. Research Design............................................................................................19
B. Data and Sources of Data..............................................................................19
1. Data............................................................................................................19
2. Data Sources..............................................................................................20
C. Technique of Data Collection........................................................................20
a. Watching Technique..................................................................................21
b. Listening Technique...................................................................................21
c. Note Technique..........................................................................................22
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D. Technique of Data Analysis..........................................................................22
CHAPTER IV FINDINGS AND DISCUSSION...............................................23
A. Findings.........................................................................................................23
B. Discussion.....................................................................................................26
CHAPTER V CONCLUSSION AND SUGGESTION...................................103
A. Conclusion..................................................................................................103
B. Suggestion..................................................................................................105
REFERENCES...................................................................................................106
APPENDIX.........................................................................................................108
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CHAPTER I
INTRODUCTION
A. The Background of the Study
Discourse Markers (DMs) are indispensable elements in spoken
textual and verbal interactions, as delineated by Brinton (2017). They are often
termed as discourse connectives or particles, functioning to connect and
orchestrate segments of discourse. These linguistic constructs are essential for
indicating the connections between ideas, demarcating the structure of
conversations, and communicating the speaker's stance. Their utilization enhances
the coherence and comprehensibility of spoken and written communication,
making them a focal point of linguistic and pragmatic analysis.
Discourse Markers are words such as: like, so, right, et cetera that are used
at the start of a conversation or at the end of a conversation. Thus, we use them to
connect, manage, and organize what we say and sometimes to express our
attitude. This is very useful when having a conversation with someone. Luo Fei et
al., (2023). Also claimed that linguists realize that the function of discourse
markers is important in displaying communicators’ intentions and construing their
stories.
Discourse markers improve the quality of writing and increase the
comprehension of text Al-khazraji A., (2019). Therefore, this paper aims to
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explore the function of discourse markers in the conversation closed-door
Interview and
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figure out the meaning potentials of discourse markers in a specific discourse as a
gap.
The objective of this research is to delineate the functions, and occurrences
of Discourse Markers employed by the finalists of the 71st Miss Universe 2022
during private interviews, under the theoretical framework posited by Brinton
(2017). Employing a qualitative descriptive design, this study aims to analyze the
frequency and context of Discourse Markers based on the recorded video
interviews of the finalists.
The scope of Discourse Markers extends into the realm of pragmatics,
which investigates meaning in context. As expounded upon in Brinton's (2023)
forthcoming work, Pragmatics in the History of English, pragmatics encompasses
the study of speaker meaning, contextual meaning, communicative inference, and
expression-relative distance. According to Schiffrin (1987), discourse markers are
pragmatic markers that reflect the speaker's communicative purposes and provide
a commentary on the subsequent utterance.
Several theories enrich the understanding of Discourse Markers. One
hypothesis, for example, contends that a marker's linking function is essential to
its status as a discourse markers (Schiffrin, 1987; Fraser, 2006). Another theory
posits two relevance-theoretic proposals for the discourse marker “now,” one
encoding a procedural restriction on context selection, and the other aiding in the
creation of a higher-level explicature (Quirk et al., 1985).
In this endeavour, the writers selected two videos from the official
YouTube channel of Miss Universe as the data sources for this study. The focus is
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on finalists from Asia, where English isn't the primary language, particularly
finalists from Laos and India who were among the TOP 16 in Miss Universe
2022. Miss Universe has been one of the beauty pageants since 1952. This contest
is held every year.
This investigation into the use of Discourse Markers in recorded video
interviews builds upon prior studies in the field, albeit with a focus on the closed-
door interview of the 71st Miss Universe 2022 finalists. The data collection
entailed watching the videos repeatedly, transcribing the conversations or
responses by the finalists into text using subtitle detection, and subsequently
marking words or phrases as data containing Discourse Markers. The data
analysis involved categorizing the data based on Brinton's (2017) thesis regarding
the function and purpose of discourse markers. While preceding studies have
predominantly concentrated on speaking capabilities in formal contexts such as
discussing social issues, this research extends the inquiry to a unique setting.
B. The Problem of the Study
1. What functions of DMs are used by Finalists in a closed-door Interview?
2. How are the occurrences of DMs used by Finalist Miss Universe in their
conversations?
C. The Objectives of the Study
1. To examine the functions of DMs used by Finalists Miss Universe in
Closed Door Interview on YouTube.

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2. To describe the circumstances of DMs used by Finalists Miss Universe in
their Interview conversation.
D. The scope of the Study
This research investigated the use of DMs in the Interviews of the 71st
Finalists Miss Universe 2022 from Laos and India on their video conversation,
and in their interaction during question and answer conveyed. This study
investigated Discourse Markers using Brinton’s theory (1996). This research
focused on the function of Discourse Markers utterances in the Interview section
were filmed and posted on YouTube in the formal contexts.
This research used the utterances and subtitles from the video Interviewing
closed-door of Finalist Miss Universe Laos and India 2022 as the data sources.
The video was uploaded on 28 January 2023.
Video closed-door Interview of Miss Universe 2022 Laos and India.

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As in the image above, those are video Miss Universe Laos (Payengka Lor)
closed-door Interview (71st Miss Universe 2022) with duration 4 minutes 12
seconds. 169.228 views and was uploaded on 28 Jan 2023 and video Miss
Universe India (Divita Rai) closed-door Interview (71st Miss Universe 2022) with
duration 3 minutes 29 seconds. 120.081 views were uploaded on 28 Jan 2023.
While the question-and-answer session was still in progress, each finalist
interviewed folks in full English. The criteria video was selected by the writer is
only the Finalists Miss Universe from Asian countries are going into top 16. At
this moment, the top 16 Miss Universe 2022 from Asia are just Miss Universe
Laos and Miss Universe India.
E. The Significances of the Study
The significance of this study practically is expected to have practical
significance by contributing to the understanding of the role of Discourse Markers
in interviewing and their effects on communication. The analysis of the data is
expected to reveal the types of Discourse Markers used, their functions, and their
effects on conversation. Theoretically, the application of Brinton's theory is
expected to provide a framework for the analysis of Discourse Markers in this
context. Also, the results of this study may have implications for the teaching of
interviewing skills and the development of interviewing techniques.

CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoretical Framework
1. Pragmatics
Pragmatics is considered as a branch of linguistics that studies the meaning
of language in context and its use in communication. Pragmatics is a subfield of
linguistics that studies the natural language relationship between the speaker and
what is communicated by the listener based on elements such as context,
circumstance, people's mood, previous discussions, and others. Overall,
pragmatics is a complex and important field of study that affects language
learning, communication, and social dynamics. It is a specialized branch of
linguistics that focuses on natural language and the relationship between speaker
meaning and listener meaning based on factors such as context. the situation, the
individual's state of mind, previous conversations, and other factors.
Pragmatics is a branch of linguistics that studies meaning in context. There
are four meanings of pragmatics, according to Yule (1996). First and foremost, it
is the study of what speakers mean. The second aspect is the investigation of
contextual meaning. Third, it is the study of how people communicate and what
they say. Finally, it is the investigation of the expression to relative distance.
Furthermore, Carrol (1985) defines pragmatics as the study of language in
communicative interaction. As a result, in the context of analyzing the
compatibility
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of Discourse Markers utilizing a pragmatic function method. it is important to
consider the meaning of the markers in the specific context in which they are
used.
Discourse markers provide a practical role in the construction of
discourses by controlling interpersonal relationships, signalling language users'
attention and emotions, and reducing interpersonal distance. Previous research has
investigated the use of Discourse Markers in conversation to serve diverse
pragmatic tasks, which vary depending on the situation (Schiffrin, 1987, Brinton,
1996 Redeker, 1991, Fraser, 1999). Brinton (1996, p.35), for example, notes that
Discourse Markers provide a range of pragmatic purposes that are not optional or
redundant. The analysis of Discourse Markers in the context of interviewing can
provide insights into their role in effective communication and may have
implications for the teaching of interviewing skills and the development of
interviewing techniques.
2. Discourse Markers
Discourse Markers (DMs) are indispensable elements in spoken
textual and verbal interactions, as delineated by Brinton (2017). Discourse
Markers are an important component of spoken communication. These are the
linguistic elements used to connect and organize spoken or written discourse as
contained in Laurel J Brinton’s (1996) Pragmatic Markers in English:
Grammaticalization and Discourse Functions. Discourse markers, also known as

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discourse connectives or discourse particles, are linguistic elements or words and
phrases that serve to organize and connect pieces of discourse or conversation. It
is about a crucial role in signalling relationships between ideas, indicating the
structure of a conversation or text, and conveying the speaker's attitude or stance.
Discourse Markers help to make spoken and written communication more
coherent and easier to understand.
Discourse Markers have been investigated as sentence connectives
(Halliday and Hasan, 1976), discourse connectives (Blackmore, 1987 & 1988),
and discourse connectives (Blackmore, 1987 & 1988). discourse particles
(Schourup, 1985), utterance particles (Luke, 1990), as pragmatic markers (Fraser,
1999; Briton, 1996) et cetera. The variety of nomenclature reflects, to some
extent, the various and diverse research viewpoints used in the relevant studies.
Following Brinton (1996), the word 'discourse marker' is used in this study
because it is the most popular among a slew of competing terms.
Discourse Markers have been studied by manythe writers, especially in
relation to Brinton's theory, including previous studies, such as those conducted
by Luo Fei et al., (2023), Renalyn (2019), Pujalinda et al., (2023), Asmaa et al.,
(2019), Nurlaelaet al., (2021), have explored the textual and interpersonal
functions of Discourse Marker They tackled the Discourse Markers from a variety
of viewpoints.
a. Luo Fei et al., (2023), a study on the TV talk show discourse found that
Discourse Markers mainly work in the textual function and can be used to
display communicators' intentions and construe their stories.

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b. Pujalinda et al., (2023), a study analyzed the use of DMs in research
seminars and found that participants used 11 types of Discourse Markers,
including “well,” “okay,” “and” “if,” “but” “because” “I mean,” “oh,”
“right,” “so,” and “yes”.
c. Nurlaela et al., (2021), Another study looked at the usage of Discourse
Markers in international journal abstracts and discovered that elaborative
markers were the most common, followed by contrastive and inferential
markers.
d. Alsawi (2021), a study analyzed the use of DMs in articles on Hamlet
drama written by English education students and found that all three
functional classes of Discourse Markers (elaborative, contrastive, and
inferential) were used, with elaborative Discourse Markers being the most
frequently employed.
e. Renalyn (2019), A linguistic investigation investigates the types, uses, and
categories of discourse coherence markers employed in the 54 English-
written speeches delivered by the selected Asian presidents.
f. Asmaa et al., (2019), The research looks at how students employ discourse
markers to improve cohesion and coherence. The findings were divided
into three categories: overused discourse markers, misapplied discourse
markers, and advanced discourse marker use.
Therefore, this research investigated the use of DMs on the context of
interviews based on the speaker's proficiency level. This research show the
similarity and contrast of using DMs by Brinton (1996). We specifically focus on

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the function and occurrence of Discourse Markers in Interviewing closed-door
Miss Universe.
According to Brinton (1996), Discourse Markers are words or phrases that
can be used in communication and are classified into two types: textual function
and interpersonal function. Discourse Markers' textual role is to express the
relationship between distinct elements of a text, and its interpersonal function is to
signal the speaker's attitude or posture toward the listener or the topic under
discussion. Discourse markers are linguistic elements that signal the relationship
between different parts of a discourse, such as words, phrases, or sentences. They
are used to connect ideas, demonstrate contrast, highlight points, and convey the
speaker's attitude about the topic. Discourse Markers play an important role in
expressing meaning and fostering conversation between the interviewer and the
interviewee in the context of interviewing videos.
(Brinton, 1996, pp. 33-35) defined Discourse Marker qualities as follows:
1. Discourse Markers are more common in oral rather than written discourse.
2. Discourse Markers are short and frequently decreased, but not logically.
3. Discourse Markers are not required.
4. Discourse Markers serve a variety of purposes and can work on both the
local and global levels.
5. Discourse Markers are grammatical markers that appear outside of the
syntactic structure or are weakly related to it.
6. Discourse Markers are frequently assigned to sentence-initial places or
may always appear sentence-initial.

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7. Discourse Markers are a distinct tone category.
8. Discourse Markers are frequently stigmatized and poorly rated
stylistically.
9. Discourse Markers have little to no proportional significance.
Discourse markers can offer hints about the topic so that the hearer can
comprehend the topic or the message. This may be the case in the first
classification above, where the oral discourse is easily explained by the qualities
of the speech. Typically, the speaker did not have much time to sanitize the
addresses.
3. The Functions of Discourse Markers
Brinton (1996, p38) divides the function of pragmatic markers (the term of
markers used in her studies) into two categories: textual and interpersonal. it can
be considered as a dichotomy of the discourse marker's function, which includes
two main functions:
A. Textual Function
In the textual functions, there were eight textual function component
Brinton (1996, p38) (Laurel J. Brinton, 1996). Opening and closing frame
markers, turn takers (turn givers), fillers (turn keepers), topic switchers,
information indicators, sequence/relevance markers, and repair markers were
among them. Each of the points served a specific purpose and was explained. It
differed depending on how speech was utilized, the context, and a variety of other
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factors. The beginning signs of the sentence were apparent from the outset. It was
meant to spark a discourse. Typically, the beginning marker was also intended to
catch the listener's attention. Thus, by using the opening marker, the speaker can
draw the listener's attention. It was rarely juxtaposed with closing frame titles. The
conversation was closed with the appearance of these classification markers at the
conclusion. For instance, ok: right; well. Although, several discourse markers did
come at the end of the phrase or speech. For instance, it was categorized as
confirmation seekers or as the Discourse Markers of Right appeared at the
conclusion of the phrase following the question mark. The discourse's context also
had an impact.
Speakers in the topic switchers changed the subject of the conversation by
using Discourse Markers. It frequently occurred during a conversation since it did
not preclude the possibility of a discussion focusing on just one subject at a time.
Therefore, the speaker was able to transfer subjects from A to B by using
Discourse Markers as topic switchers.
Discourse markers functioned as information indicators, showing whether
the item was current or out of date. It arose when the speaker intended to present
the listener with either new or old information. When the speaker employed
Discourse Markers with this classification, it was easier for them to transmit the
information to the listener. Additionally, they assisted the hearer in understanding
the information that the speaker had shared. Then, because; so; and are the
instances.
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Repair markers were the final textual function of discourse markers. This
applied to mend other people's or one's own conversation. Thus, the speaker can
mend their discourse of the prior speaker's discourse in this section by using
Discourse Markers with a classification of repair markers. Well, I mean, you
know, et cetera are instance.
Example of using Discourse Markers as textual function:
T : Teacher (Speaker)
S : Students (Hearer)
Line Partici Utterances
pants
1 T Good day students!
2 S Good day sir!
3 Well. Before we go to the next lesson about..
4 I want to ask you.. u;m
Analysis:
In order to draw the hearer's attention and start the discourse, the speaker
utilized a Discourse Markers well. Thus, it would be easier to persuade the hearer
to participate in this presentation. The speaker then used “before we go to the next
lesson” as the opening line of her speech. In addition, the speaker employed two
“um” fillers in lines four and seven in an attempt to hold up the discussion. Those
indicators appeared on their own. The speaker appears to have made an effort to
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recall the question that will be asked, as seen by the Discourse Markers “um” in
number four.
B. Interpersonal Function
The interpersonal functions identified in two categories, one which is
speaker-oriented (subjective) and one which is hearer-oriented (interactive) Laurel
J Brinton (1996, p271). Subjectively, Subjective functions included expressing
attitudes, reactions, comprehension, hesitancy, and sustained attention. As in turn-
taking, the hearer in an expressive response Responds to the speaker without
providing comments. Additionally, the hearer might use this direct
communication to convey empathy and a good outlook. In interpersonal functions
demonstrating closeness, cooperation, and shared knowledge, as well as asking for
confirmation, verifying, or expressing comprehension, and validating
presumptions. voicing disagreement or maintaining composure.
The example of Discourse Markers as an interpersonal function:
Line Participants Utterances
1 S What do you think about Covid? (Rising Intonation)
2 A //yes//
3 S Virus
4 A Virus (rising intonation) just it? (Rising intonation)
5 S //no// cough
6 A //Okay//
Analysis:
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In dialog number three, in answer to the speaker's query in line number
one, the audience utilized Discourse Markers yes. It was covered under the
interpersonal role. The speaker then asked the audience to provide more
comments by using the phrase “just it” in an upward tone. Thus, the speaker
expects that the audience would have more than one answer, perhaps even two or
three instead of just one (the virus). Additionally, another Discourse Marker was
utilized; it's acceptable. It served as a means of conveying agreement with the
audience's response as well as an indication of reaction to it.
4. Miss Universe
An international, welcoming organization, Miss Universe Organization
(MUO) honors all cultures, ethnicities, and religions. Organization Miss Universe
(2023). They establish and offer a secure environment for women to tell their
stories and make a difference in their personal, professional, and charitable lives.
For their communities and admirers worldwide, the women that participate in this
global platform serve as role models and inspirational leaders.
Miss Universe is the beauty pageant has been successful in bringing
together all the women who are vying to represent their nations. With the tagline
“Beautifully Confident,” the Miss Universe pageant had its debut in 1951. The
Miss Universe Organization exists to advocate for a future built by women who
are fearless in pushing the boundaries of what is possible. They believe that a self-
assured woman can change the world, and the first step is to be your beautifully
true self.
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B. Conceptual Framework
Pragmatics
Discourse Markers by
Brinton 1996
Function of Discourse Markers
Occurrences
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C. Relevance Studies
Findings
The proposed study aims to investigate Discourse Markers that occurred in
the closed-door interview of Miss Universe, with a focus on describing the
functions that finalists used. Several researchers have investigated Discourse
Markers used in everyday English Discussion

conversations, as shown in various studies
(Huang, 2019; Pratiwi et al., 2020; Zheng, 2019; Arya, 2020; Farahani &
Ghane, 2022). The focus has even extended to specific contexts, with research on
humor (Rofiq & Priyono, 2021) and political discourse (Amalia et al.,2021;
Banguis-Bantawig, 2019; Laili, 2018; Damopolii, 2021). This current study aligns
with this broader research interest by analyzing the functions of Discourse
Markers within discussions.
The findings revealed that Discourse Markers were utilized to convey
knowledge, connect many remarks, hold their turn in speaking, and provide a
pause in the thought process to express an opinion. Which is in line with the aim
of this study. In contrast, the theories used differ. Thus, the functions of Discourse
Markers are different in this research. This research used the theory of Brinton
that stated functions of DMs such as textual function and Interpersonal function.
Examining the afore mentioned studies showed that using
discourse markers differs from using them in any other situation. As a result, the
writer is motivated to carry out this study in order to learn more about discourse
markers and how they are employed in the official interviewing context. Thus,
this study was an attempt to close those less explored research gaps and areas by
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addressing the question, “How are the occurrences of Discourse Markers used by
Finalist Miss Universe in their conversations?” based on the understanding gained
from pertinent studies and because of the research goals. In addition, Discourse
Markers are words like to begin or end of a conversation. It is used to connect,
manage, or organize of what we say or write. It is helping the expression of ideas
logically and coherently so the speaker speakers can discuss one topic well and
discuss other topics by creating boundaries. so that it makes the text or what the
speaker conveys clearer to people and audience can understand the message. The
writers focused on the functions of Discourse Markers that occurred in closed-
door interviews, which the finalists used in presenting their arguments in an
interview. Same in usage of DMs in telephone conversations and television
interviews (Verdonik et al.,2008).
Moreover, this study analyzed Discourse Markers in closed-door
interviews to fill the gap. The writer interested in conducting a closed-door
interview since participants are going to discuss questions from the interviewer on
a random topic during this interview. The question might be about global issues,
their advocation etc. This will be using English. That is why the interview section
is to share as much of their perspective and knowledge with explanations. To
properly prepare arguments, the speaker should use Discourse Markers to dull and
flow the discussion.

CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
The research being conducted employed a descriptive design with a
qualitative approach to data analysis. The study is described explicitly in the
language of finalist utterances in YouTube videos. The descriptive approach is a
research method that describes the situation of event occurrences. As a result, that
strategy is intended to collect primary data (Sukmadinata, 2017). Creswell, J. W.
(2012) defines qualitative research as an inquirer engaging with data. Rather than
figures and statistics, these are in the form of words or images. Therefore, the
writer in this study analyzed the phenomenon rather than using numbers to
explain or describe it. The study aims to analyze the types of Discourse Markers
in interviewing videos through subtitling strategies used in video interviews on the
YouTube channel Miss Universe.
B. Data and Sources of Data
1. Data
This research uses Discourse Markers as the data. The data taken from the
video of a closed-door interview of Miss Universe that was published on official
YouTube channel Miss Universe which has 3,22 million subscribers recently of
January 2024.
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2. Data Sources
This research uses the utterances and subtitles from the video Interviewing
closed-door of Finalist Miss Universe Laos and India 2022 as the data sources.
The video was uploaded on 28 January 2023. There are video Miss Universe Laos
(Payengka Lor) closed-door Interview (71st Miss Universe 2022) with duration 4
minutes 12 seconds. 169.228 views and was uploaded on 28 Jan 2023 and video
Miss Universe India (Divita Rai) closed-door Interview (71st Miss Universe
2022) with duration 3 minutes 29 seconds. 120.081 views were uploaded on 28
Jan 2023.
While the question-and-answer session still in progress, each finalists interviewed
folks in full English.
C. Technique of Data Collection.
The writer used the data gathering techniques to collect research data. Data
collection approaches were inherently provisional because their application was
dictated by the data description and the purpose of the problem to be solved. As a
result, qualitative research was compared to a 'craftsman' in this case (Suyitno,
2018, p. 94). The writer’s data collection approaches in this study included
watching techniques, listening techniques, and note-taking techniques. The
following measures taken by the writer:
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a. Watching Technique
Watching can influence cognitive development by altering how a person
perceives egocentrism and binaries (Surbakti, 2008, p. 53). Furthermore, the
writer can think about each phenomenon in a show logically, rationally,
abstractly, and hypothetically (Krippendorf, 1993, p. 78-79). The watching
approach involves investigating data by examining the thing under investigation.
This research took the following steps:
Firstly, the writer watching the full video of the closed-door Miss Universe
interview with Laos and India to find data consistent with theory and research
objectives. Next, the writer rewatched the video, focusing on context and
utterances containing discourse markers. Finally, the writer watched the video
repeatedly to gather more substantive and convincing data.
b. Listening Technique.
The listening technique involves carefully, persistently, and fully listening
to the primary data source (Hendrawansyah, 2018, p. 22). This study following
several steps: First, the writer focused on the content of the ongoing conversation
between the Finalists and Interviewer, while also paying attention to the context.
The writer then meticulously repeat some of the Discourse Markers used by the
Miss Universe Finalist and meticulously studied the Discourse Markers that
appeared within sentences.
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c. Note Technique.
The writer then utilizing a note-taking technique focused on summarizing
the document in the form of data, discourse, or an object to be analyzed. The
writer then examined each clarification (Thomas, 192, p. 185). The writer follow
several steps: after listening to the Finalists' conversations on video, The writer
transcribing the data into writing using YouTube's subtitle detection. The writer
then reviewing the transcribed data. Finally, the writer selected and sorting the
data containing discourse markers from the interview conversations.
D. Technique of Data Analysis
The data analyze based on Brinton's theory of Discourse Markers. That
consists of three steps: manually transcribing the utterances or subtitles, analyzing
the types of Discourse Markers, and drawing conclusions.
24
CHAPTER IV
FINDINGS AND DISCUSSION
A. Findings
In this part, the writer presented the data of analysis DMs in the video closed-
door interview of 71st Miss Universe, based on Brinton's (1996) theory. This part
consists of Discourse Markers in a closed-door interview of 71 st Miss Universe
and the close sentences or utterances for the sake of investigating the context. The
writer was presented based on the classification of their types and function. On
other side, the writer gave a mark to the discourse Markers from the data source,
so it made the writer easier to analyze the data. The data obtained from the Asia’s
finalists who are going into top 16 (sixteen) in closed-door interview videos has
been uploaded in the Official YouTube Channel of Miss Universe.
In the findings, the writer found sixty-tree data which contain DMs. All
these findings are not having the same function. The types and functions found in
this study were: so, because, well, and, but, and then, like, yes, absolutely, oh, of
course, yeah, you know, I would have to say, in my own capacity, I think, actually,
uh, and um. All of them serve different pragmatic purposes, none of them are
pragmatically superfluous (Brinton p35). As a result, the function of DMS is
connected in this situation. It implies that the way DMs functioned was affected
by
25
26
the conversation’s context. Brinton (1996, p38) divides the function of pragmatic
markers (the term of markers used in her studies) into two categories: textual and
interpersonal. It can be considered as a dichotomy of the discourse marker's
function, which includes two main functions.
Here’s a breakdown of key categories and function:
Firstly, Textual function, opening frame marker: these markers used to initiate
discourse, including claiming the attention of the hearer. The writer found “So” in
conversation. Closing frame marker: these markers used to close discourse. The
writer found “So,” in conversation. Turn-takers: these markers used to aid the
speaker in acquiring or relinquishing the floor. The writer found “Because,” in
conversation. Filler: these markers used to serve as filler or delaying tactics used
to sustain discourse or hold the floor. The writer found “Well,” “and,” in
conversation. Topic switchers: these markers used to indicate a new topic or a
partial shift in topic. The writer found “But,” “because,” in conversation.
Information indicators: these markers used to denote either new or old
information. The writer found “And,” “so,” and “because,” in conversation.
Sequence/Relevance markers: these markers used to mark sequential dependence.
The writer found “So,” and “and then,” in conversation. Repair markers: these
markers used to repair one’s own or other’s discourse. The writer found “Like,”
and “but,” in conversation.
Secondly, Interpersonal function: Response/Reaction markers; back-channel
signals: these markers subjectively, used to express a response to the preceding
discourse, including also back-channel signals of understanding and continued

27
attention while another speaker is having his/her turn. The writer found “Yes,”
“absolutely,” “oh,” “of course,” and “yeah,” in conversation. Confirmation-
seekers, face-savers cooperation or sharing markers: these markers
Interpersonally, used to effect cooperation or sharing, including confirming shared
assumptions, checking, or expressing understanding, requesting confirmation,
expressing difference or saving face. The writer found “You know,” “I would have
to say,” “in my own capacity,” and “yeah,” in conversation. Attitudinal makers:
these markers used to express speaker’s attitude. The writer found “I think,” and
“actually,” in conversation. Cognitive hesitation Markers: these markers used for
the speaker's hesitation. The writer found “Uh,” and “um,” in conversation.
Cognitive processing Information markers: these markers used to process
information. The writer found “Um,” “uh,” and “like” in conversation.
This study was contributed to several previous studies that shared similarities
between the objects and theories. Researchers categorized the similarity of their
objects based on how often they were used in an interview or conversation. in
earlier research, Luo Fei et al., (2023), a study on the TV talk show. Pujalinda et
al., (2023), a study analyzed the use of DMs in research seminars. Renalyn
(2019), A study of DMs in speeches delivered by the selected Asian presidents.
The study's findings show that several DMs were identified during interview
conversations. DMs, however, were more frequently used in spoken English
interviews or conversation that involved discussion on a topic and interaction
between two or more individuals.

28
B. Discussion
This study investigated the use of discourse markers in the closed-door interview
of the 71st Miss Universe, employing Brinton's (1996) theory as the analytical
framework. According to Brinton (1996, p38) divides the function of pragmatic
markers (the term of markers used in her studies) into two categories: textual and
interpersonal.
Discourse Markers in closed-door interview of Miss Universe India 2022
Question 1
J : Why did you choose to study architecture?
F : [1] Uh, [2] well, [1] um, in India, [3] you know, I've grown up in
different cities. [4] So, when I was in this one city called Kolkata, we used
to celebrate this festival called Durga Puja. [5] And there we create these
pandals or structures. [5] And they house the goddess in it. So, when you
enter the structure, you have this divine presence that you feel. [1] Um, [5]
and I grew up watching this being immersed in that going and visiting
these structures. [5] And I wanted to make that feeling [3] you know
accessible to people around as well. [4] So, [6] I think that feeling of
making people feel at home. [1] Um, feel more connected and centered to
yourself. That's what in a way Pursuit me [3] you know to study
architecture.
29
The dialog between J and F demonstrates the use of discourse markers, which are
words or phrases that help to organize and connect ideas in spoken or written
language. In this case, F uses seven markers to structure their response to J's
question about why F chose to study architecture. These markers include “uh,”
“well,” “um,” “you know,” “so,” “and,” and “I think.”
Datum [1]
F : [1] Uh, well, [1] um, in India, you know, I've grown up in different
cities. So, when I was in this one city called Kolkata, we used to celebrate
this festival called Durga Puja. And there we create these pandals or
structures. And they house the goddess in it. So, when you enter the
structure, you have this divine presence that you feel. [1] Um, and I grew
up watching this being immersed in that going and visiting these
structures. And I wanted to make that feeling you know accessible to
people around as well. So, I think that feeling of making people feel at
home. [1] Um, feel more connected and centered to yourself. That's what
in a way Pursuit me you know to study architecture.
In this datum, as in the video, F seemed to pause for a few seconds to answer J’s
questions. This pause aims to show the nervousness that appears on the F’ faces
because of the questions asked by J. Finalist felt need to be careful and re-
30
examine the questions. In this case, “um” and “uh” are used to signal that F is
thinking carefully about her response. So, F use “Uh,” and “um,” as a cognitive
processing information marker when answering the first question to processing
information. Therefore, this is considered as interpersonal function (Brinton
p37-38).
Datum [2]
F : Uh, [2] well, um, in India, you know, I've grown up in different cities.
So, when I was in this one city called Kolkata, we used to celebrate this
festival called Durga Puja. And there we create these pandals or structures.
And they house the goddess in it. So, when you enter the structure, you
have this divine presence that you feel. Um, and I grew up watching this
being immersed in that going and visiting these structures. And I wanted to
make that feeling you know accessible to people around as well. So, I
think that feeling of making people feel at home. Um, feel more connected
and centered to yourself. That's what in a way Pursuit me you know to
study architecture.
In this part, the word of “well,” At the beginning of the sentence are used to
sustain discourse or to hold the floor to serve as a filler or delaying tactic. In the
context of Laurel J. Brinton's theory of discourse markers, a filler marker refers to
a type of discourse marker that functions to indicate whether one is ready to speak
or wants to keep speaking, and to show how one responds to what someone has
31
just said. (Brinton p37-38). In the video, F seemed to pause for a few seconds to
answer J’s questions. The delaying tactic here is used to sustain the topic itself.
often serving as a delaying tactic to give the speaker time to think before
continuing. Therefore, the function of discourse markers in this part is a textual
function in terms of filler marker as the function domain.
As the result, this research found some kind of DMs. There were nineteen kinds of
DMs from the video closed-door interview of 71 st Miss Universe in their YouTube
channel. Firstly, the writer found the highest result of “um,” in 20 or 16% of 128
DMs, secondly, the writer found of “so,” and “and,” in 18 or 14% of 128 DMs.
Thirdly, the writer found of “like,” and “you know,” in 17 or 13% of 128 DMs.
Fourthly, the writer found of “yeah,” in 8 or 6% of 128 DMs. Fifthly, the writer
found of “because,” “and “uh” in 6 or 5% of 128 DMs. Sixthly, the writer found
of “but,” and “I think,” in 4 or 3% of 128 DMs. Seventhly, the writer found of “I
would have to say,” in 2 or 2% of 128 DMs. Lastly, the writer found of “well,”
“and then,” “Yes,” “absolutely,” “oh,” “of course,” “In my own capacity,” and
“actually,” in 1 or 1% of 128 DMs.
Datum [3]
F : Uh, well, um, in India, [3] you know, I've grown up in different cities.
32
make that feeling [3] you know accessible to people around as well. So, I
study architecture.
In this part the word of “you know” Interpersonally is used to seek confirmation or
confirming shared assumptions and save face in communication contexts (Brinton
p37). These markers contribute to highlight important points or to draw attention
of some aspects of the discourse markers. In this case, “you know” is used to
emphasize the familiarity and significance of the festival of Durga Puja in F's life
affect her to take study architecture. As in video, F explain that she is grew up in
India with many cultures tradition that celebrated in the place that has structure. F
tried to give a responded to the statement in a rigid way to support the reason. So,
the hearer (judges) can acquire the reasons.
Datum [4]

33
F : Uh, well, um, in India, you know, I've grown up in different cities. [4]
And they house the goddess in it. [4] So, when you enter the structure, you
make that feeling you know accessible to people around as well. [4] So, I
study architecture.
In this datum, F using the word of of “so” in this conversation three times. In this
context of using “so” It is obviously used to connect transition to a new
information and to indicate summary of the previous topic as in this part to get
attention of the J as the Hearer. This in line with the J’s question of “why” that F
is needed to give clarifications, reasons, and information. Therefore, according to
Brinton’s theory of DMs this considered as textual function which classified as
sequence or relevance marker which is to mark sequential dependence (Brinton
p37-38).
Datum [5]

34
F : Uh, well, um, in India, you know, I've grown up in different cities. So,
when I was in this one city called Kolkata, we used to celebrate this
festival called Durga Puja. [5] And there we create these pandals or
structures. [5] And they house the goddess in it. So, when you enter the
structure, you have this divine presence that you feel. Um, [5] and I grew
up watching this being immersed in that going and visiting these
structures. [5] And I wanted to make that feeling you know accessible to
people around as well. So, I think that feeling of making people feel at
home. Um, feel more connected and centered to yourself. That's what in a
way Pursuit me you know to study architecture.
In this datum, F uses “and” is to connect different aspects of F's experience and
motivation for studying architecture. So, in this part the functional domain of
“and” is information indicator. Because F tries to convey his reasons for studying
architecture as briefly as possible which means she must divert it to another
information without expanding on the topics discussed previously. According to
Brinton's theory of discourse markers, the functions of discourse markers in here
is textual function which is classified as information indicators that is helping
to link ideas together and create a coherent narrative including claiming the
attention of the hearer (Brinton p37-38).
Datum [6]
35
F : Uh, well, um, in India, you know, I've grown up in different cities. So,
when I was in this one city called Kolkata, we used to celebrate this
make that feeling you know accessible to people around as well. So, [6] I
think that feeling of making people feel at home. Um, feel more
connected and centered to yourself. That's what in a way Pursuit me you
know to study architecture.
In this dialog, by using the word of “I think,” F as the speaker want to share her
opinion which in line with the J’s question about study architecture. This marker
using by F is to express her attitude. Also, in a closing statement f convey that’s
what in away pursuit her to study architecture as a signal that F clearly express her
opinion and experience. Therefore, this can be considered as attitudinal marker
which classified interpersonal function (Brinton p37-38).
Question 2
J : What do you think one of the biggest challenges the world is facing
today?
36
F : [7] I would have to say the climate crisis. [8] Uh, [9] you know
throughout the world we've seen that only when it hits close to home do
we start to take it seriously. [10] Um, [11] but we cannot be on the
sidelines anymore. [12] I think all of us in our own individual capacity
has the power to transform our situation that is why we're here. [13] So,
even small actions like switching off the lights and fans. [4] Um, using
recyclable products they're all they all help. [14] In my own capacity as
an architect, I try to [10] um go into ways where it is more sustainable
using local products and that way, we can really help um change that
situation.
The dialog between J and F also demonstrates the use of discourse markers. These
markers include “I Would have to say,” “uh,” “you know,” “um,” “but,” “I think,”
“so,” and “in my own capacity,”
Datum [7]
today?
F : [7] I would have to say the climate crisis. Uh, you know throughout the
world we've seen that only when it hits close to home do we start to take it
seriously. Um, but we cannot be on the sidelines anymore. I think all of us
in our own individual capacity has the power to transform our situation
37
that is why we're here. So, even small actions like switching off the lights
and fans. Um, using recyclable products they're all they all help. In my
own capacity as an architect, I try to, um, go into ways where it is more
sustainable using local products and that way, we can really help um
change that situation.
In this conversation, according to Brinton's theory of discourse markers, the
functions of marker as in text “I Would have to say,” is Interpersonally, to shared
assumptions about the topic to effect cooperation or sharing, including confirming
shared assumptions (Brinton p37-38). F used this marker to facilitate the exposure
of material from one topic to another. in this context, J asking F about the biggest
challenges the world is facing today. Therefore, the phrase of “I Would have to
say,” could be analyzed as sharing marker that serves to shared assumptions or
expressing understanding.
Datum [8]
today?
F : I would have to say the climate crisis. [8] Uh, you know throughout the

38
In this datum, the marker of “uh,” in this context to show the impact of what is
being said or to express uncertainty or hesitation. In this case, “uh” are used to
signal hesitation or uncertainty. F make a pause when using this marker. By using
“uh” is to serve as cognitive hesitation marker to express speakers’ hesitation
(Brinton p37-38). Therefore, it can be considered as interpersonal function.
Datum [9]
today?
F : I would have to say the climate crisis. Uh, [9] you know throughout the
39
The marker of “you know” can be used to highlight important points or to draw
attention to particular aspects of the discourse which is classified as sharing
marker (Brinton p37-38). The concept of “You know” as a discourse marker is
used to emphasize the shared experience of the climate crisis and the need for
individual action. As in the video, Interpersonally, F is used this as the signal a
relationship between F (speaker) and J (listener) to create a sense of shared
knowledge of F point of view about issue of climate crisis.
Datum [10]
today?
F : I would have to say the climate crisis. Uh, you know throughout the
seriously. [10] Um, but we cannot be on the sidelines anymore. I think all
of us in our own individual capacity has the power to transform our
situation that is why we're here. So, even small actions like switching off
the lights and fans. [10] Um, using recyclable products they're all they all
help. In my own capacity as an architect, I try to, [10] um, go into ways
40
where it is more sustainable using local products and that way, we can
really help um change that situation.
In this conversation, markers “um” is often used to fill hesitation pauses. This
function is related to the interpersonal function of discourse markers, which
includes cognitive processing information markers as the functional domain
(Brinton p37-38). In the video, F seems hesitate and carefully when answering the
J’s question. It could be seemed from the facial expressions of F. Almost every
statement of F was stated starting with word of “um”. This is the signal that F
need paused and very carefully to stringing words.
Datum [11]
today?
seriously. Um, [11] but we cannot be on the sidelines anymore. I think all
the lights and fans. Um, using recyclable products they're all they all help.
In my own capacity as an architect, I try to um go into ways where it is

41
more sustainable using local products and that way, we can really help um
In this context, the marker of “but” is used to express a response to the preceding
discourse that is indicating another topic or a partial shift in topic about the
previous statement which is classified as topic switchers (Brinton p37-38). The
idea of F in this context is considering the climate crisis only becomes important
when it affects individuals directly with the need for collective action. This is
textual function because F want to give her opinion which is contrast with the
reality about this issue.
Datum [12]
today?
seriously. Um, but we cannot be on the sidelines anymore. [12] I think, all
the lights and fans. Um, using recyclable products they're all they all help.
In my own capacity as an architect, I try to um go into ways where it is

42
In this datum, the phrase “I think” is a discourse marker that is used to signal that
to express speakers’ attitude. It can be analyzed as attitudinal marker (Brinton
p37-38). In the video interview, F using this marker to encapsulate the ideas in the
previous context and tried to respond the topic well.
Datum [13]
today?
that is why we're here. [13] So, even small actions like switching off the
lights and fans. Um, using recyclable products they're all they all help. In
my own capacity as an architect, I try to, um, go into ways where it is

43
In this datum, the marker of “so” is used to mark relevance information, which
mainly signals information in the upcoming utterance. This function can be
analyzed as textual function of discourse markers, which includes markers that
provide a transition between segments of talk and make it more cohesive. This
phrase is relevance marker that structured relationship (Brinton p37-38).
Datum [14]
today?
and fans. Um, using recyclable products they're all they all help. [14] In
my own capacity as an architect, I try to, um, go into ways where it is
In this datum, markers of “in my own capacity” could potentially be
analyzed as a phrase that serves to express the speaker's personal perspective or

44
authority on a particular topic. It could be used to indicate that the F as the speaker
is speaking from her own experience and how it relates to the topic being
discussed.
According to Brinton's theory of discourse markers, Interpersonally, this phrase
could be categorized as sharing marker that serves to structure relationships, as it
provides information about the speaker's perspective (Brinton p37-38).
Question 3
J : Do you think there is something you can do in your country specifically
do combat climate change?
F : [15] Yes, [15] absolutely. [16] I think, we have tremendous human
potential. [17] And if we can all gather together [17] and rally our brains
to figure out ways to use local materials. [18] You know, [19] um, as an
architect you look at how sustainable Villages are. [18] You know in
terms of using mud [17] and Adobe bricks instead of cement or concrete to
build their houses in that way, we reduce the carbon footprint [17] and
we're also being more sustainable in that process.
The discourse markers in this dialog are “Yes,” “absolutely,” “I think,” “and,”
“You know.” and “um,”
Datum [15]
45
F : [15] Yes, [15] absolutely. I think we have tremendous human potential
and if we can all gather together and rally our brains to figure out ways to
use local materials. You know, um, as an architect you look at how
sustainable Villages are. You know in terms of using mud and Adobe
bricks instead of cement or concrete to build their houses. In that way, we
reduce the carbon footprint and we're also being more sustainable in that
process.
In this conversation “Yes,” and “absolutely” as the response or reaction marker
signals of the speaker's expression with the question posed by J. as in the text and
video, “absolutely” used to emphasizing the speaker's strong belief in the
importance of taking action to combat climate change in their country. Same with
the word of “yes,” as the discourse markers in this dialog are serve to signal
agreement, emphasis, and the use of shared knowledge or information. According
to Brinton theory response or reaction marker subjectively is to express response
of the speaker (F) to the preceding discourse, including also back-channel signal
of understanding and continued F’s (speaker) turn (Brinton p37-38). Therefore,
this can be analyzed as Interpersonal function with categorized as
response/reaction markers.
46
Datum 16
F : Yes, absolutely. [16] I think we have tremendous human potential and if
we can all gather together and rally our brains to figure out ways to use
local materials. You know, um, as an architect you look at how sustainable
Villages are. You know in terms of using mud and Adobe bricks instead of
cement or concrete to build their houses. In that way, we reduce the carbon
footprint and we're also being more sustainable in that process.
In this datum according to Brinton’s theory of discourse markers, “I think,” is
used to indicate that F is about to express her opinion and attitude (Brinton p37-
38). This serves as a hedging device which means soften the force of a statement
and making it absolute. In the video interview the F convey her opinion without
hesitation. By using “I think,” the speaker (F) is toning up the strength of her
statement and making it assertive. In this context “I think,” categorized as
attitudinal marker. Therefore, this can be analyzed as interpersonal function
according to Brinton’s theory.
Datum [17]
47
F : Yes, absolutely. I think, we have tremendous human potential. [17] And
if we can all gather together and rally our brains to figure out ways to use
local materials. You know, um, as an architect you look at how sustainable
Villages are. You know in terms of using mud [17] and Adobe bricks
instead of cement or concrete to build their houses. In that way, we reduce
the carbon footprint [17] and we're also being more sustainable in that
process.
The word “and,” in this conversation is to create a sense of continuity. F stated
about tremendous human potential before. So, in order to easier to follow, the
speaker (F) using “And” to build a narrative argument by linking ideas.
According to Brinton’s theory of discourse markers this can be classified as
textual function with functional domain filler marker.
Datum 18
F : Yes, absolutely. I think, we have tremendous human potential. And if we
can all gather together and rally our brains to figure out ways to use local
48
materials. [18] You know, um, as an architect you look at how sustainable
Villages are. [18] You know in terms of using mud and Adobe bricks
instead of cement or concrete to build their houses in that way, we reduce
the carbon footprint and we're also being more sustainable in that process.
In this datum, “You know” is the sharing marker that is used to signal shared
knowledge or information between the speakers (Brinton p37-38). It implies that
the F (speaker) assumes the (J) listener is aware of the topic being discussed and
has some understanding of the concepts being presented. By using “you know,” F
want to introduce the topic of sustainable building materials and their potential to
reduce the carbon footprint. Therefore, according to Brinton’s theory of discourse
markers, the function marker of “you know” in this context as interpersonal
function with functional domain as sharing marker.
Datum [19]
F : Yes, absolutely. I think, we have tremendous human potential. And if we
can all gather together and rally our brains to figure out ways to use local
materials. You know, [19] um, as an architect you look at how sustainable
Villages are. You know in terms of using mud and Adobe bricks instead of
49
cement or concrete to build their houses. In that way, we reduce the carbon
footprint and we're also being more sustainable in that process.
In this conversation, “um” is used to signal that F is thinking carefully about their
response. According to Brinton’s theory of discourse markers, the function of
marker “um” as interpersonal function because serves as signal cognitive
processing information marker (Brinton p37-38). by using “um,” in the video,
the speaker (F) indicates pauses in conversation to thinking about what to say
next.
Question 4
J : Do you feel pressure competing this year?
F : [20] Oh, [20] of course. [21] You know, [22] um, I am representing a
country of 1.4 billion people. [23] And, [21] You know Harnaz has done
such an incredible job in being an impactful voice for all of us. She's
shown how She's redefining what it means to be a woman in today's
century. [23] And it's definitely big shows to fill but it fills me with a lot
of excitement. [24] Because I come with a different kind of upbringing a
different kind of story. [23] And I'm really passionate about making
education accessible to all kids around the world and that's something that
I offer.
50
The discourse markers in this dialog are “Oh,” “of course,” “You know,” “and,”
“um,” and “Because.”
Datum [20]
F : [20] Oh, [20] of course. You know, um. I am representing a country of
1.4 billion people. And You know, Harnaz (miss universe 2021) has done
such an incredible job in being an impactful voice for all of us. She's
century. And it's definitely big shows to fill but it fills me with a lot of
excitement. Because I come with a different kind of upbringing a different
kind of story. And I'm really passionate about making education accessible
to all kids around the world and that's something that I offer.
In this datum, the word of “oh,” and “of course,” has the same function as
interpersonal function. “Oh,” as in text, is used to express a response to the
previous question, including also back-channel signals of understanding (Brinton
p37-38). Therefore, this can be considered as response/reaction marker. Also,
by using “of course,” F want to convey a sense of agreement and confirmation
about J’s question who needs respond or validation about F’s feeling.
Datum 21

51
F : Oh, of course. [21] You know, um. I am representing a country of 1.4
billion people. And [21] You know, Harnaz (miss universe 2021) has
done such an incredible job in being an impactful voice for all of us. She's
century. And it's definitely big shows to fill but it fills me with a lot of
excitement. Because I come with a different kind of upbringing a different
kind of story. And I'm really passionate about making education accessible
to all kids around the world and that's something that I offer.
In this conversation, the word of “You know” is used to signal shared knowledge
or information between the speakers (Brinton p37-38). According to Brinton
theory of discourse marker the function of “you know” served as interpersonal
function. It implies that F tried to share a personal opinion and experience about
the competition, making it a way to convey a sense of inevitability or obviousness
about compete that competition. by using “you know,” F want to introduce the
topic of representing a country and the pressure associated with that
responsibility. this marker considered as sharing marker.
Datum [22]
F : Oh, of course. You know, [22] um, I am representing a country of 1.4
billion people. And You know, Harnaz (miss universe 2021) has done such
52
an incredible job in being an impactful voice for all of us. She's shown
how She's redefining what it means to be a woman in today's century. And
it's definitely big shows to fill but it fills me with a lot of excitement.
Because I come with a different kind of upbringing a different kind of
story. And I'm really passionate about making education accessible to all
kids around the world and that's something that I offer.
In this datum, the word “um,” according to Brinton’s theory of discourse markers
would likely classify as a cognitive processing marker. cognitive processing
markers are used to indicate pauses or hesitations in spoken (Brinton p37-38). By
using “um,” as interpersonal function, F as in video interview is thinking about
what to say next and how to continue. With the expression look up and make
pauses as the signal that F (speaker) indicate the cognitive processing markers.
Datum [23]
F : Oh, of course. You know, um. I am representing a country of 1.4 billion
people. [23] And You know, Harnaz (miss universe 2021) has done such
an incredible job in being an impactful voice for all of us. She's shown
how She's redefining what it means to be a woman in today's century. [23]
And it's definitely big shows to fill but it fills me with a lot of excitement.
53
story. [23] And I'm really passionate about making education accessible to
all kids around the world and that's something that I offer.
In this datum, the word “and” is often used by f is to connect and establish
relationship about the topic and the different parts of a conversation. By using
“and” is to create a sense of continuity of flow in the conversation this classified
as information indicator (Brinton p37-38). In this conversation, F is often used
to connect two or more ideas, indicating that they are related or that one follows
logically from the other. It is allowing F (speaker) to link different pieces or
information into the conversation.
Datum [24]
F : Oh, of course. You know, um. I am representing a country of 1.4 billion
people. And You know, Harnaz (miss universe 2021) has done such an
incredible job in being an impactful voice for all of us. She's shown how
She's redefining what it means to be a woman in today's century. And it's
definitely big shows to fill but it fills me with a lot of excitement. [24]

54
story. And I'm really passionate about making education accessible to all
kids around the world and that's something that I offer.
In this conversation, the word of “because” is the marker used to introduce a
reason or explanation for the speaker's perspective which is classified as turn-
takers (Brinton p37-38). This is considered a textual function with a functional
domain is turn-takers. It is the signals of the transition from discussing F’s
pressure of representing a country to explaining why F (speaker) is passionate and
willing make education accessible to all kids around the world for this
competition. These discourse markers contribute to emphasizing key points and
maintaining a conversational tone.
Question 5
J : How would you enact that as Miss Universe?
F : [25] So, I'm, [26] um, currently working with a couple of organizations
back in my country. [27] Uh, one of which is teach for India where I go to
classrooms where, [28] you know, there are marginalized communities
vulnerable people and we motivate them to learn, to study, to educate. I
also do talk shows and podcasts where we talk about issues which are very
pressing [29] like access to Equitable education. [30] And we want to
make that, [28] you know, more heard to people. [25] So, that, they know
that this is a problem. [30] And we can all volunteer and do our bit to
make this, [28] you know, less of an issue in our country.

55
The discourse markers in this dialog are “So,” “um,” “uh,” “you know,” “like.”
and “and.”
Datum 25
F : [25] So, I'm, um, currently working with a couple of organizations back
in my country. Uh, one of which is teach for India where I go to
classrooms where, you know, there are marginalized communities
pressing like access to Equitable education. And we want to make that,
you know, more heard to people. [25] So, that, they know that this is a
problem. And we can all volunteer and do our bit to make this, you know,
less of an issue in our country.
In this datum, the word of “So,” in conversation have different functions
depending on the context in which it is used. As in text, F using this marker in the
beginning of a conversation when answer the question. This is considered as
opening frame marker is used to initiate discourse, including claiming the
attention of the hearer (Brinton p37-38). By using “so,” in the beginning of
conversation help to navigate conversation smoothly. On the other side of using
“so,” in this context, F want to connect ideas of conversation to indicate a logical
relationship between them. Therefore, this can be analyzed as textual function.

56
Datum [26]
F : So, I'm, [26] um, currently working with a couple of organizations back
in my country. Uh, one of which is teach for India where I go to
classrooms where, you know, there are marginalized communities
pressing like access to Equitable education. And we want to make that,
you know, more heard to people. So, that, they know that this is a problem.
And we can all volunteer and do our bit to make this, you know, less of an
issue in our country.
In this datum, the word of “um,” according to Brinton’s theory of discourse
markers would likely classify as a cognitive processing marker. cognitive
processing information markers are used to indicate pauses or hesitations in
spoken (Brinton p37-38). In the video interview, F using “um,” in this context
does not have a specific meaning but it is more of a pause or placeholder as the
speaker (F) gather her thought before answering the J’s question. This considered
as interpersonal function.
57
Datum [27]
F : So, I'm, um, currently working with a couple of organizations back in my
country. [27] Uh, one of which is teach for India where I go to classrooms
where, you know, there are marginalized communities vulnerable people
and we motivate them to learn, to study, to educate. I also do talk shows
and podcasts where we talk about issues which are very pressing like
access to Equitable education. And we want to make that, you know, more
heard to people. So, that, they know that this is a problem. And we can all
volunteer and do our bit to make this, you know, less of an issue in our
country.
In this part, the word “uh,” used as signal cognitive hesitation marker in
conversation. this marker is to express speaker’s hesitation (Brinton p37-38). In
the video F making a pause that is indicate the speaker’s hesitation when thinking
about what to say or is unsure of how to continue. By using “uh,” which is used to
maintain the flow of conversation while F (speaker) gather her thought about F’s
role as miss universe in her life. F answer the J’s question carefully is to show that
information was convey is wise as Miss Universe. This analyzed as interpersonal
function which served as cognitive hesitation marker.
Datum [28]
58
country. Uh, one of which is teach for India where I go to classrooms
where, [28] you know, there are marginalized communities vulnerable
people and we motivate them to learn, to study, to educate. I also do talk
shows and podcasts where we talk about issues which are very pressing
like access to Equitable education. And we want to make that, [28] you
know, more heard to people. So, that, they know that this is a problem.
And we can all volunteer and do our bit to make this, [28] you know, less
of an issue in our country.
In this datum, according to Brinton’s theory of discourse markers, using word of
“you know” is a signal to checking or expressing understanding which is classified
as face-savers cooperation marker (Brinton p37-38). In this context, F (speaker)
always inserts this marker into this conversation in the middle of sentence is to
show to J (hearer) that they have the same opinion about things. This aim to make
J (hearer) feel comfort with F’s opinion when F (speaker) shared her assumptions
which is to effect cooperation. This considered as interpersonal function.
Datum [29]
59
and we motivate them to learn, to study, to educate. I also do talk shows,
and podcasts where we talk about issues which are very pressing, [29] like
access to Equitable education. And we want to make that, you know, more
heard to people. So, that, they know that this is a problem. And we can all
volunteer and do our bit to make this, you know, less of an issue in our
country.
In this datum, F using “like,” when she wants to give a specific example about the
topic before which is doing podcast and talk show. As we know this thing need a
topic to discuss. F state that access to Equitable education is the topic that she
brought in podcast and talk show. Therefore, this considered as textual function
which is used to repair marker. This is classified as marker that is used to repair
one’s own or other’s discourse (Brinton p37-38). By using “like,” F as the speaker
possible to explain specific with gave an example.
Datum [30]

60
and we motivate them to learn, to study, to educate. I also do talk shows
and podcasts where we talk about issues which are very pressing like
access to Equitable education. [30] And we want to make that, you know,
more heard to people. So, that, they know that this is a problem. [30] And
we can all volunteer and do our bit to make this, you know, less of an issue
in our country.
In this datum, the word of “and,” is used to connect sentences in conversation that
is used to sustain discourse or hold the topic (Brinton p37-38). As in video, F
always using this marker to serve as filler to sustain discourse and add more
information about what she was doing during became a miss universe. As in text,
F explained her advocation to impact. This analyzed as textual function which is
categorized as filler marker.
Question 6
J : What is an insecurity that you have?
F : [31] I would say the disease to please. [32] Uh, [33] because, [34] um,
[35] you know, growing up I changed about six goals and I lived in five
different cities. [36] And I would try to morph myself into a version that
61
could be likable by another person to try and fit in to feel like I belong.
[37] But, [38] I think over the years I've realized that there's great strength
in owning who you are and there's tremendous power in just staying true
to your dreams even if you have to stand alone and walk that path alone.
It's absolutely fine. you will find support along the way. [37] But you can't
dishonor that that calling that you get from within. [39] So, that's been my
learning.
In this dialog, the discourse markers are “I would say,” “because,” “um,” “uh,”
“you know,” “and,” “but,” “I think,” and “So.”
Datum [31]
F : [31] I would say the disease to please. Uh, because, um, you know,
growing up I changed about six goals and I lived in five different cities.
And I would try to morph myself into a version that could be likable by
another person to try and fit in to feel like I belong. But, I think over the
years I've realized that there's great strength in owning who you are and
there's tremendous power in just staying true to your dreams even if you
have to stand alone and walk that path alone. It's absolutely fine. you will
find support along the way. But you can't dishonor that that calling that
you get from within. So, that's been my learning.

62
In this conversation, F using word of “I would say,” to answer J’s question about
what an insecurity is she had. In this context, by using “I would say,” F want to
introduce her response and expresses a degree of hesitancy. If we look in the
dialog of their conversation shown that F is plan for sharing opinion and
experience about insecurity in her life. Therefore, this is considered as cognitive
sharing markers which as Interpersonal function (Brinton p37-38).
Datum [32]
F : I would say the disease to please. [32] Uh, because, um, you know,
In this dialog, the word “uh,” used as signal cognitive processing information
marker in conversation is used to processing information (Brinton p37-38). In the

63
video F indicated a pause as the speaker is thinking about what to say or is unsure
of how to continue. By using “uh,” which is used to maintain the flow of
conversation while F (speaker) gather her thought about F’s insecurity in her life.
F answer the J’s question carefully is to show that information was convey is
wise. This analyzed as interpersonal function which served as cognitive
processing information marker.
Datum [33]
F : I would say the disease to please. Uh, [33] because, um, you know,
In this part, the word of “because,” is the marker to introduces a reason or
explanation for the F’s perspective. It signals the transition from discussing the
speaker's insecurity to explaining its origins and impact. In this context, F using
64
“because” as the marker that is used to indicate a partial shift in topic which
classified as topic switcher (Brinton p37-38). These link ideas within the F’s turn
and helping maintain the flow of their thought. Therefore, this can be considered
as textual function. Also, by using “because,” F want to be connecting the
statement by showing the reason or explanation for insecurity that she has.
Datum [34]
F : I would say the disease to please. Uh, because [34] um, you know,
another person to try and fit in to feel like I belong. But I think over the
In this datum, the word “um,” according to Brinton’s theory of discourse markers
would likely classify as a cognitive processing information markers. cognitive
processing information markers are used to indicate pauses or hesitations in

65
spoken (Brinton p37-38). By using “um,” as interpersonal function, F as in video
interview is thinking about what to say next and how to continue. In fact, as in
text F stated information about her insecurities that she had after using the word of
“um” as the marker with the expression look up and make pauses as the signal that
F (speaker) indicate the cognitive processing markers. In conclusion this
considered as interpersonal function.
Datum [35]
F : I would say the disease to please. Uh, because, um, [35] you know,
another person to try and fit in to feel like I belong. But I think over the
In this conversation, “you know,” belongs to discourse markers. “You know,” is
indicates a relationship between the speaker and the listener that is used to seek
66
confirmation. As in video, F using this word is to checks for common ground with
J and seeks to establish rapport. Therefore, this can be considered as the
interpersonal function which is classified as confirmation-seekers because this
marker signals shared knowledge or information between the speakers and make
the hearer have the same pages understanding with the speaker (Brinton p37-38).
It implies that the speaker assumes the listener is aware of the topic being
discussed which is about insecurity and has some understanding of the concepts
being presented. In this context, the speaker is using “you know” to introduce the
topic of growing up and trying to fit in. also, this marker aim to build connection
and comfort the hearer in order to make the hearer pleasure to listening.
Datum [36]
F : I would say the disease to please. Uh, because, um, you know, growing
up I changed about six goals, and I lived in five different cities. [36] And I
would try to morph myself into a version that could be likable by another
person to try and fit in to feel like I belong. But I think over the years I've
realized that there's great strength in owning who you are. [36] and walk
that path alone. It's absolutely fine. you will find support along the way.
But you can't dishonor that that calling that you get from within. So, that's
been my learning.
67
In this conversation, some word of “and,” in the dialog don’t function as discourse
markers. Because Brinton’s theory focuses on DMs that organize the flow of
discourse and manage the speaker’s relationship with the listener. Function of
“and,” here is to connect two clauses with a similar grammatical function (both
clauses function as reasons for F’s insecurity). But in other side, some word of
“and,” which in bold is a filler marker. As in text and video, F using “and, “is to
serve as filler or delaying tactic used to sustain discourse (Brinton’s theory p37-
38). In this context, F twice used “and,” to emphasis on the connection of the
reasons. In this case, F is not supposed to used “and,” because this is not effective.
F can directly convey her opinion without using this marker. But F choose to use
this in their conversation because the speaker (F) wants to keep the topic. It is
served to manage or structure her argument. In conclusion, this considered as
textual function.
Datum [37]
up I changed about six goals and I lived in five different cities. And I
person to try and fit in to feel like I belong. [37] But, I think over the years
68
I've realized that there's great strength in owning who you are and there's
tremendous power in just staying true to your dreams even if you have to
stand alone and walk that path alone. It's absolutely fine. you will find
support along the way. But you can't dishonor that that calling that you get
from within. So, that's been my learning.
In this dialog, F using “but.” This marker introduces a contrast or contradiction. It
signals the speaker's acknowledgement that while standing alone is necessary, it is
not the only aspect of the process. In this context, F using this marker to show the
contradiction about F’s would try to morph and adapt with her live. This can
consider as repair marker. Because in this context F is showing a contradiction
with the past so that F uses “because” to repair her own discourse (Brinton p37-
38). Also, F realized that she is not supposed to do that. This marker uses to
emphasizes the opposition between F’s past behavior and her present perspective.
In conclusion, “but.” In this dialog function as textual function which is
classified repair marker according to Brinton’s theory.
Datum [38]
up I changed about six goals and I lived in five different cities. And I
69
person to try and fit in to feel like I belong. But, [38] I think over the
years I've realized that there's great strength in owning who you are. and
In this datum, F using “I think,” as Interpersonal function. In this context, the
speaker (F) looks acknowledge that the realization about the strength of
individuality might not be universally true or the same weight for everyone.
Subjectivity, by using “I think,” F is sharing her personal learning and growth, not
presenting it as an absolute fact. As in text “…I think over the years I've realized
that there's great strength in owning who you are… “ this is obviously F share her
own experiences. In conclusion, “I think,” in this dialog functions as the
interpersonal function as attitudinal marker. Attitudinal marker according to
Brinton is DMs that convey a sense of lack conviction on the part of the speaker.
They serve to soften the strength of the proposition being expressed (Brinton p37-
38).
Datum [39]

70
up I changed about six goals, and I lived in five different cities. And I
person to try and fit in to feel like I belong. But I think over the years I've
realized that there's great strength in owning who you are and there's
tremendous power in just staying true to your dreams even if you have to
stand alone and walk that path alone. It's absolutely fine. you will find
support along the way. But you can't dishonor that that calling that you get
from within. [39] So, that's been my learning.
In this part, as in text “so,” This marker used to close discourse for the previous
statement. It signals the transition from discussing the speaker's learning to
sharing their insights and conclusions which is classified as closing frame
marker that is used to close discourse (Brinton p37-38). It is obviously, F using
“so,” in the last conversation for the signal to conclude and end the discussion.
Therefore, this considered as textual function.
Discourse Markers in closed-door interview of Miss Universe Laos 2022
Question 1st
J : Can you tell us about your interview outfit?
F : [40] Yeah, [41] so, right here I, [42] um, I am a mong girl they're born in
Laos. [43] So, whenever I turn this side, you're gonna see a mong pattern
71
and a loud skirt. [43] So, you're gonna know [44] like, oh, she's a mong
and she's allowed Lao. [40] Yeah, [45] so, this is to part of me, I am
hmong and I am Lao.
In this dialog, the discourse markers are “Yeah,” “so,” “um,” and “like,”
Datum [40]
F : [40] Yeah, so, right here I, um, I am a mong girl they're born in Laos. So,
whenever I turn this side, you're gonna see a mong pattern and a loud skirt.
So, you're gonna know like, oh, she's a mong and she's allowed Lao. [40]
Yeah, so, this is to part of me, I am hmong and I am Lao.
In this dialog, F using the word of “yeah,” to answer J’s question in the beginning.
As in the video F two times using this word. In the first of using “yeah,”
According to Brinton’s theory of DMs these function as response marker or
reaction which is back-channel signals that is used to express a response and
continued attention while the speaker is having her turn (Brinton p37-38). In this
context, F tried to give response when J ask the speaker (F) to explain them about
F’s outfit at that moment. In the second of using word of “yeah,” is F showing her
expression or reaction of her pride to introduce about the speaker’s (F) identity. In
conclusion this considered as the interpersonal function.

72
Datum [41] [43] [45]
F : Yeah, [41] so, right here I, um, I am a mong girl they're born in Laos.
[43] So, whenever I turn this side, you're gonna see a mong pattern and a
loud skirt. [43] So, you're gonna know like, oh, she's a mong and she's
she's allowed Lao. Yeah, [45] so, this is to part of me, I am hmong and I
am Lao.
In this datum, F using the word of “so,” four times. In the first [41] of “so,” is to
initiate the discourse, including claiming the attention of the hearer which is
classified as opening frame marker in textual fucntion (Brinton p37-38). It is
acting as opening frame marker. F uses “so” in the beginning is to start
conversation and open the flow of conversation. In the second and three of using
[43] “so,” instances act as continuatives including information indicators.
Information indicator is to denote either new or old information which in in line.
In this context F is continuing her explanation about the interview outfit. For the
last datum of [45] “so,” function as closing frame marker, which is used to close
discourse (Brinton p37-38). In conclusion, all of the datum or word of “so,” in
here is act as textual function.

73
Datum [42]
F : Yeah, so, right here I, [42] um, I am a mong girl they're born in Laos. So,
So, you're gonna know like, oh, she's a mong and she's she's allowed Lao.
Yeah, so, this is to part of me, I am hmong and I am Lao.
In this conversation, “um,” can be added to Brinton’s classification. This function
as a cognitive hesitation marker, which can signal uncertainty or that the speaker
is formulating their thoughts (Brinton p37-38). As in video, F make pauses with
saying “um,”, which is making time to express her idea indicate signals hesitation.
Therefore, “um,” in this context act as textual function and as cognitive
hesitation marker.
Datum [44]
F : Yeah, so, right here I, um, I am a mong girl they're born in Laos. So,
So, you're gonna know, [44] like, oh, she's a mong and she's she's allowed
Lao. Yeah, so, this is to part of me, I am hmong and I am Lao.

74
In this datum, the word of “like,” softens the statement and adds a casual tone to
the way the speaker describes the expected reaction of others. In this context, this
categorize as textual function because when F using “like,” is indicating and
providing a clarification from the previous explanation. It is signals to repair F’s
own discourse (Brinton p37-38). To make it clear and the hearer (J) get
understand, the speaker (F) used this marker. In conclusion this classified as
repair marker.
75
Question 2nd
J : What does that mean specifically to you?
F : [46] Uh, it means a lot. [47] Like in my community Hmong Community,
we have the culture that kind of sad for girls. [48] Because at the society
that label our woman to be what we should, act or what we should do, [47]
[47] like, we always say we cannot say no and we cannot choose our own
path, [47] like, [49] um, parents, husband, your partner. They kind of have
control [47] like control on your life. if your parents say you have to get
married then you're kind of [47] like yes. [53] Yeah, if your partner say
‘don't’, ‘do this!’, ‘don't study!’, ‘you have to be a housewife!’, ‘take care
of the kids!’, you cannot do things that you're passionate about. [54] And
then you're kind of, [47] like, okay. [51] So, [52] you know it's pretty
hard. [50] and, [49] um, I really want to [49] um change this kind of [52]
you know things. [48] Because it's so hard. [48] because, [49] um, what I
have seen [47] like my cousin, [49] um, she, [49] um, [47] like when she
get married and it's kind of very toxic. [50] And she want to come back
home and their parents, the cousin didn't accept her. They say it's a small
thing. I live with your father for [47] like, [46] uh, [52] you know, 30
years and it's a normal things. go back! go back to your husband! don't
come to us! we have nothing to do with you. [51] So, somebody they end
up with commit suicide. [48] Because they cannot, [52] you know, get out
of that toxic life. [51] So, it's pretty hard because as a Hmong girl or loud
76
girl. We are very shy, [52] you know, they don't have confidence. [51] So,
when I'm here people kind of look up to and they're kind of [47] like, oh,
[47] like, how can you get there? how come you're so confident? [52] you
know. [51] So, being a homegirl it's very important for me and especially
here this title. it's very important for me to inspire, to pull that up, to help
them, to get to another level better themselves. [53] Yeah, that they can do
anything, they can choose their own way, they can, [52] you know, they
can grow outside of the condition of, [52] you know, the life that they'll
grow up in. [53] Yeah, [50] and they can create their own path. [50] And
they have they have the right to choose what they want. [50] And what
they really need in their life.
In this dialog, the discourse markers are “Uh,” “like,” “because,” “um,” “and
then,” “you know,” “So,” “Yeah,” and “And,”
Datum [46] [49]
F : [46] Uh, it means a lot. Like in my community Hmong Community, we
have the culture that kind of sad for girls. Because at the society that label
our woman to be what we should, act or what we should do, like, we
always say we cannot say no and we cannot choose our own path, like,
[49] um, parents, husband, your partner. They kind of have control like
77
control on your life. if your parents say you have to get married then
you're kind of like yes. Yeah, if your partner say ‘don't’, ‘do this!’, ‘don't
study!’, ‘you have to be a housewife!’, ‘take care of the kids!’, you cannot
do things that you're passionate about. And then you're kind of, like, okay.
So, you know it's pretty hard and, [49] um, I really want to, [49] um,
change this kind of you know things. Because it's so hard because, [49]
um, what I have seen like my cousin, [49] um, she, [49] um, like when
she get married and it's kind of very toxic. And she want to come back
home and their parents, the cousin didn't accept her. They say it's a small
thing. I live with your father for like, [46] uh, you know, 30 years and it's
a normal things. go back! go back to your husband! don't come to us! we
have nothing to do with you. So, somebody they end up with commit
suicide. Because they cannot, you know, get out of that toxic life. So, it's
pretty hard because as a Hmong girl or loud girl. We are very shy, you
know, they don't have confidence. So, when I'm here people kind of look
up to and they're kind of like, oh, like, how can you get there? how come
you're so confident? you know. So, being a homegirl it's very important for
me and especially here this title. it's very important for me to inspire, to
pull that up, to help them, to get to another level better themselves. Yeah,
that they can do anything, they can choose their own way, they can, you
know, they can grow outside of the condition of, you know, the life that
they'll grow up in. Yeah, and they can create their own path. And they
78
have they have the right to choose what they want. And what they really
need in their life.
In this datum, F as the speaker obviously use this word at the beginning in
conversation when F wants to answer J’s question. As in the video, F using the
marker of “uh,” and “um,” is to give the respond to introduces F’s turn in the
conversation. according to Brinton’s theory the marker of “uh,” and “um,” act as
cognitive processing information marker which means it is used to processing
information and express a response to the preceding discourse (Brinton p37-38).
In this context, F using the word of “uh,” and “um,” as a signal of processing
understanding and continued attention Therefore, it considered as interpersonal
function because the marker of “uh,” and “um,” is contributing to the
establishment and maintenance of discourse.
Datum [47]
F : Uh, it means a lot. [47] Like in my community Hmong Community, we
have the culture that kind of sad for girls. Because at the society that label
our woman to be what we should, act or what we should do, [47] like, we
always say we cannot say no and we cannot choose our own path, [47]
like, um, parents, husband, your partner. They kind of have control [47]
like control on your life. if your parents say you have to get married then
79
you're kind of [47] like yes. Yeah, if your partner say ‘don't’, ‘do this!’,
‘don't study!’, ‘you have to be a housewife!’, ‘take care of the kids!’, you
cannot do things that you're passionate about. And then you're kind of,
[47] like, okay. So, you know it's pretty hard and, um, I really want to, um,
change this kind of you know things. Because it's so hard because, um,
what I have seen like my cousin, um, she, um, [47] like when she get
married and it's kind of very toxic. And she want to come back home and
their parents, the cousin didn't accept her. They say it's a small thing. I live
with your father for [47] like, uh, you know, 30 years and it's a normal
things. go back! go back to your husband! don't come to us! we have
nothing to do with you. So, somebody they end up with commit suicide.
Because they cannot, you know, get out of that toxic life. So, it's pretty
hard because as a Hmong girl or loud girl. We are very shy, you know,
they don't have confidence. So, when I'm here people kind of look up to
and they're kind of [47] like, oh, [47] like, how can you get there? how
come you're so confident? you know. So, being a homegirl it's very
important for me and especially here this title. it's very important for me to
inspire, to pull that up, to help them, to get to another level better
themselves. Yeah, that they can do anything, they can choose their own
way, they can, you know, they can grow outside of the condition of, you
know, the life that they'll grow up in. Yeah, and they can create their own
path. And they have they have the right to choose what they want. And
what they really need in their life.

80
In this conversation, F often used the marker of “like,” includes its use to mark
various kinds of boundaries and chunk information in written or spoken discourse.
As in text, when F using the word of “like,” it is used to initiate effect and shift in
topic with some pauses and thankful expression. It is indicating information and
constrain the relevance of adjoining utterances. Therefore, it is considered as
textual function (Brinton p37-38). In other example, as in text “…So, when I'm
here people kind of look up to and they're kind of like, oh, like, how can you get
there? how come you're so confident?”. In this dialog, F used twice as signals to
express processing information. F making some pauses that shown in the video. It
making F use the word of “like,” to serve this as cognitive processing
information marker (Brinton p37-38).
Datum [48]
F : Uh, it means a lot. Like in my community Hmong Community, we have
the culture that kind of sad for girls. [48] Because at the society that label
our woman to be what we should, act or what we should do, like, we
always say we cannot say no and we cannot choose our own path, like,
um, parents, husband, your partner. They kind of have control like control
on your life. if your parents say you have to get married then you're kind
81
of like yes, yeah, if your partner say ‘don't’, ‘do this!’, ‘don't study!’, ‘you
have to be a housewife!’, ‘take care of the kids!’, you cannot do things that
you're passionate about. And then you're kind of, like, okay. So, you know
it's pretty hard and, um, I really want to, um, change this kind of you know
things. [48] Because it's so hard because, um, what I have seen like my
cousin, um, she, um, like when she get married and it's kind of very toxic.
And she want to come back home and their parents, the cousin didn't
accept her. They say it's a small thing. I live with your father for like, uh,
you know, 30 years and it's a normal things. go back! go back to your
husband! don't come to us! we have nothing to do with you. So, somebody
they end up with commit suicide. [48] Because they cannot, you know, get
out of that toxic life. So, it's pretty hard because as a Hmong girl or loud
girl. We are very shy, you know, they don't have confidence. So, when I'm
here people kind of look up to and they're kind of like, oh, like, how can
you get there? how come you're so confident? you know. So, being a
homegirl it's very important for me and especially here this title. it's very
important for me to inspire, to pull that up, to help them, to get to another
level better themselves. Yeah, that they can do anything, they can choose
their own way, they can, you know, they can grow outside of the condition
of, you know, the life that they'll grow up in. Yeah, and they can create
their own path. And they have they have the right to choose what they
want. And what they really need in their life.

82
In this part, F uses “because,” often. According to Brinton’s theory, the primary
function of “because,” in this conversation is textual function. Because in this
context, using “because,” is helps F structure her arguments by showing causal
relationships and elaborating on points to make her message clear (Brinton p37-
38). With this marker, F as the speaker easier to deliver the information to J
(hearer). It is also helping the hearer (J) to get information provided by the
speaker. Therefore, this considered as information indicator marker. This is
indicated either new or old information. For example, “…Because at the society
that label our woman to be what we should...” as in text, this is show the reason
for girl being sad and indicate the old information that she gets. In conclusion,
“because,” is helping to convey the reason, information and elaborates on the
previous statement.
Datum [50]
the culture that kind of sad for girls. Because at the society that label our
woman to be what we should, act or what we should do, like, we always
say we cannot say no and we cannot choose our own path, like, um,
parents, husband, your partner. They kind of have control like control on
your life. if your parents say you have to get married then you're kind of
like yes, yeah, if your partner say ‘don't’, ‘do this!’, ‘don't study!’, ‘you
83
you're passionate about. [50] And then you're kind of, like, okay. So, you
know it's pretty hard and, um, I really want to, um, change this kind of you
know things. Because it's so hard because, um, what I have seen like my
[50] And she want to come back home and their parents, the cousin didn't
they end up with commit suicide. Because they cannot, you know, get out
of that toxic life. So, it's pretty hard because as a Hmong girl or loud girl.
We are very shy, you know, they don't have confidence. So, when I'm here
people kind of look up to and they're kind of like, oh, like, how can you
get there? how come you're so confident? you know. So, being a homegirl
it's very important for me and especially here this title. it's very important
for me to inspire, to pull that up, to help them, to get to another level better
know, the life that they'll grow up in. Yeah, [50] and they can create their
own path. [50] And they have they have the right to choose what they

84
In this datum, the function “and,” In this dialog falls under the category of textual
functions. In this context, the word of “and,” appeared when the speaker wanted
to give information to (J) as the hearer with delaying tactic that is used to sustain
discourse which is classified as filler (Brinton p37-38). So, using this word make
F (speaker) easier to structured and organize when the speaker (F) provides or
connects the reason. As in text, “…Yeah, and they can create their own path. And
they have they have the right to choose what they want. And what they really need
in their life....” and “...you cannot do things that you're passionate
about. And then you're kind of, like, okay.” Obviously shows that the role of
“and,” in this conversation is to sustain discourse in order to connects the concept
and the reasons of speaker’s idea.
Datum [51]
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you're passionate about. And then you're kind of, like, okay. [51] So, you
husband! don't come to us! we have nothing to do with you. [51] So,
somebody they end up with commit suicide. Because they cannot, you
know, get out of that toxic life. So, it's pretty hard because as a Hmong girl
or loud girl. We are very shy, you know, they don't have confidence. [51]
So, when I'm here people kind of look up to and they're kind of like, oh,
like, how can you get there? how come you're so confident? you know.
[51] So, being a homegirl it's very important for me and especially here
this title. it's very important for me to inspire, to pull that up, to help them,
to get to another level better themselves. Yeah, that they can do anything,
they can choose their own way, they can, you know, they can grow outside
of the condition of, you know, the life that they'll grow up in. Yeah, and
they can create their own path. And they have they have the right to
choose what they want. And what they really need in their life.
In this conversation, F uses the word of “so,” often. As in text, the word of
“so” is primarily function as textual function that indicating relevance marker

86
because of consequences. For example, “Because at the society that label our
woman to be what we should, act or what we should do, like, we always say we
cannot say no and we cannot choose our own path, so, you know it's pretty
hard...” this is Consequence of societal expectations. F using the word of so,” is
because to mark sequential dependence of the previous statement which is
classified as relevance marker (Brinton p37-38). By using “so,” in this
conversation helps structure the flow of information and guide J’s understanding.
In conclusion, according to Brinton’s theory the word of “so,” in this conversation
primarily function as textual function which is classified as sequence marker.
Datum [52]
you're passionate about. And then you're kind of, like, okay. So, [52] you
know it's pretty hard and, um, I really want to, um, change this kind of
87
[52] you know things. Because it's so hard because, um, what I have seen
like my cousin, um, she, um, like when she get married and it's kind of
very toxic. And she want to come back home and their parents, the cousin
didn't accept her. They say it's a small thing. I live with your father for
like, uh, [52] you know, 30 years and it's a normal things. go back! go
back to your husband! don't come to us! we have nothing to do with you.
So, somebody they end up with commit suicide. Because they cannot, [52]
you know, get out of that toxic life. So, it's pretty hard because as a
Hmong girl or loud girl. We are very shy, [52] you know, they don't have
confidence. So, when I'm here people kind of look up to and they're kind
of like, oh, like, how can you get there? how come you're so confident?
[52] you know. So, being a homegirl it's very important for me and
especially here this title. it's very important for me to inspire, to pull that
up, to help them, to get to another level better themselves. Yeah, that they
can do anything, they can choose their own way, they can, [52] you know,
they can grow outside of the condition of, [52] you know, the life that
they'll grow up in. Yeah, and they can create their own path. And they
have they have the right to choose what they want. And what they really
need in their life.
In this part, F uses “you know,” often. As in text, “So, you know it's pretty hard...”
is obviously F want to seeking agreement on the difficulty of the situation. Also

88
“...So, you know, they don't have confidence.” Is showing that F seeking
solidarity with J regarding the girls' lack of confidence. In this part, the context of
using “you know,” interpersonally is to effect cooperation or sharing, including
confirming shared assumptions, checking, or expressing understanding and
requesting confirmation (Brinton p37-38). In conclusion it helps F connect with J
by seeking agreement and solidarity. Therefore, it considered as interpersonal
function which is as confirmation seekers marker.
Datum [53]
like, yes. [53] Yeah, if your partner say ‘don't’, ‘do this!’, ‘don't study!’,
‘you have to be a housewife!’, ‘take care of the kids!’, you cannot do
things that you're passionate about. And then you're kind of, like, okay. So,
you know it's pretty hard and, um, I really want to, um, change this kind of
you know things. Because it's so hard because, um, what I have seen like
my cousin, um, she, um, like when she get married and it's kind of very
toxic. And she want to come back home and their parents, the cousin didn't
89
themselves. [53] Yeah, that they can do anything, they can choose their
own way, they can, you know, they can grow outside of the condition of,
you know, the life that they'll grow up in. [53] Yeah, and they can create
their own path. And they have they have the right to choose what they
In this dialog, F uses “yeah,” three times. The first “yeah,” most likely functions
as a response marker. It follows the statement “…if your parents say you have to
get married then you’re kind of like, yes. Yeah” By saying “yeah,” F
acknowledges J’s understanding of the situation and express her own agreement
with the limited choices girls have. According to Brinton’s theory this marker acts
as response marker; back-channel signal (Brinton p37-38). Because F tried to
expressing agreement by using “yeah,” and continued her attention. In other

90
example, The marker “yeah” likely functions as a response marker that is aim to
convince J (Hearer) of the F’s statement . It comes after a long explanation about
F's goals and the importance of her role model status. Saying “yeah” here allows F
to smoothly transition to the next point in her message: the girls' potential for self-
determination. Therefore, this considered as interpersonal function.
Datum [54]
you're passionate about. [54] And then you're kind of, like, okay. So, you
91
know, the life that they'll grow up in. Yeah, and they can create their own
path. And they have they have the right to choose what they want. And
what they really need in their life.
In this datum, F talks about the societal expectations placed on Hmong girls,
making them feel like they can't choose their own path. Then, she uses “and
then,” to introduce a specific instance that illustrates this point: her cousin's
experience. This clarifies the consequences of those societal pressures. According
to Brinton's theory, “and then,” in this conversation functions primarily as a
textual marker for temporal sequence, aiding in the organization and flow of
92
information which is classified as sequence marker (Brinton p37-38). In this
context “And then” indicates a chronological sequence of events. In this case, it
separates the general societal pressure on Hmong girls (limited choices) from the
specific example of F's cousin's experience (toxic marriage and rejection by
family). Therefore, this considered as textual function which is classified as
sequence marker.
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Question 3rd
J : Can you talk about becoming an English teacher?
F : That's right, [55] um, [56] actually, I started I started teaching English
when I was [57] like 16. [58] But I started I to open an online class [57]
like [59] you know doing lesson for professionals. when I was [57] like
17 years old after I about to graduate my high school. [60] So, when I
started to learn English, I feel [57] like it really helps me to [59] you
know, get into the resources on online. [60] So, I feel [57] like English is a
problem in my country. In Laos country only five percent of them can
speak English. [61] Yeah, [60] so, that's why I feel [57] like I need to help
my community. I need to help my, [55] um, [59] you know, the people,
the children to get good and in English. [60] So, they can, [55] um, work.
[62] Because [57] like nowaday work and everything we need English.
[63] And I also I, I always believe that if you know English it's not just a
key for you to give success [64] but, [64] but it's a tool for you to be
success. [63] And if you know English you'll be [57] like a tiger and you
fly very high. [60] So, that's why give me a passion to teach to motivate
others, to keep studying. [61] Yeah, to not just teach lesson but inspire that
they can do it. [62] Because I did it for months and they can too, [61]
yeah.
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In this dialog, the discourse markers are “um,” “actually,” “like,” “but,” “you
know,” “so,” “yeah,” “because,” “And,” and “but.”
Datum [55]
F : That's right, [55] um. Actually, I started I started teaching English when I
was like 16. But I started I to open an online class like you know doing
lesson for professionals. when I was like 17 years old after I about to
graduate my high school. So, when I started to learn English, I feel like it
really helps me to you know, get into the resources on online. So, I feel
like English is a problem in my country. In Laos country only five percent
of them can speak English. Yeah, so, that's why I feel like I need to help
my community. I need to help my, [55] um, you know, the people, the
children to get good and in English. So, they can, [55] um, work. Because
like nowaday work and everything we need English. And I also I, I always
believe that if you know English it's not just a key for you to give success
but, but it's a tool for you to be success. And if you know English you'll be
like a tiger, and you fly very high. So, that's why give me a passion to
teach to motivate others, to keep studying. Yeah, to not just teach lesson
but inspire that they can do it. Because I did it for months and they can
too, yeah.
95
In this dialog, F uses “um,” twice. In this context, F use “um,”
unconsciously due to speech disfluencies. This marker come before restarts in F’s
sentences. This marker signals processing information or uncertainty. It indicates
that the speaker is thinking or considering their response to processing
information before continuing (Brinton p37-38). As in the video, F using this
word with making pauses which means she need pause to processing or plan
information for the next part of her sentence. Therefore, this considered as
interpersonal function with functional domain as cognitive processing
information marker. Because by using “um,” in their conversation is help F to
formulate the next thought.
Datum [56]
F : That's right, um. [56] Actually, I started I started teaching English when I
was like 16. But I started to open an online class like you know doing
really helps me to you know, get into the resources on online. So, I feel
like English is a problem in my country. In Laos country only five percent
of them can speak English. Yeah, so, that's why I feel like I need to help
my community. I need to help my, um, you know, the people, the children
96
to get good and in English. So, they can, um, work. Because like nowaday
work and everything we need English. And I also I, I always believe that if
you know English it's not just a key for you to give success but, but it's a
tool for you to be success. And if you know English you'll be like a tiger,
and you fly very high. So, that's why give me a passion to teach to
motivate others, to keep studying. Yeah, to not just teach lesson but inspire
that they can do it. Because I did it for months and they can too, yeah.
In this conversation, F first says “That's right” which could be interpreted
as agreeing with something J have asking. However, by using “actually,” F
clarifies and corrects the initial statement. She does not just start to teach
English; she has been doing it for a while (since she was 16). According to
Brinton’s theory, “actually” functioning in this way as attitudinal marker.
Attitudinal marker is the types that serve as cues to help others understand an
individual’s attitudes, values, and beliefs (Brinton p37-38). Therefore, “actually”
in this conversation that appears once serves as textual function specifically
attitudinal marker.
Datum [57]
F : That's right, um. Actually, I started I started teaching English when I was
like 16. But I started to open an online class [57] like you know doing
97
lesson for professionals. when I was [57] like 17 years old after I about to
graduate my high school. So, when I started to learn English, I feel [57]
like it really helps me to you know, get into the resources on online. So, I
feel [57] like English is a problem in my country. In Laos country only
five percent of them can speak English. Yeah, so, that's why I feel [57]
like I need to help my community. I need to help my, um, you know, the
people, the children to get good and in English. So, they can, um, work.
Because [57] like nowaday work and everything we need English. And I
also I, I always believe that if you know English it's not just a key for you
to give success but, but it's a tool for you to be success. And if you know
English you'll be like a tiger, and you fly very high. So, that's why give me
a passion to teach to motivate others, to keep studying. Yeah, to not just
teach lesson but inspire that they can do it. Because I did it for months and
they can too, yeah.
In this datum, F uses “like,” often. As in text, every time F using this word is
aimed to describe a topic in spoken and it is as F’s signal to soften the tone of
statement and to create a specific information. This marker used to repair one’s
discourse when F (the speaker) feels difficult to provide a more detailed
classification (Brinton p37-38). Therefore, the meaning of “like,” in here is
considered as textual function which classified repair marker.
indicating a change in speaker’s

98
Datum [58]
F : That's right, um. Actually, I started teaching English when I was like 16.
[58] But I started to open an online class like you know doing lesson for
professionals. when I was like 17 years old after I about to graduate my
high school. So, when I started to learn English, I feel like it really helps
me to you know, get into the resources on online. So, I feel like English is
a problem in my country. In Laos country only five percent of them can
speak English. Yeah, so, that's why I feel like I need to help my
community. I need to help my, um, you know, the people, the children to
get good and in English. So, they can, um, work. Because like nowaday
you know English it's not just a key for you to give success [58] but, [58]
but it's a tool for you to be success. And if you know English you'll be like
a tiger, and you fly very high. So, that's why give me a passion to teach to
motivate others, to keep studying. Yeah, to not just teach lesson but inspire
that they can do it. Because I did it for months and they can too, yeah.
In this conversation, the word of “but,” is used to introduce a contrasting idea or
indicate a shift in the discourse. In this context, F uses “but,” to signal a change in
99
the direction of the conversation that contrast with the previous statement. As in
text, “…Actually, I started teaching English when I was like 16. But I started to
open an online class like you know doing lesson for professionals…” also
“…I always believe that if you know English it's not just a key for you to give
success [58] but, but it's a tool for you to be success…” are indicating a
contrasting topic or a partial shift in topic which is classified as topic switcher
marker (Brinton p37-38). Because F (the speaker) always stated the different
reality with her experience. Therefore this considered as textual function.
Datum [59]
like 16. But I started to open an online class like [59] you know doing
really helps me to [59] you know, get into the resources on online. So, I
feel like English is a problem in my country. In Laos country only five
percent of them can speak English. Yeah, so, that's why I feel like I need
to help my community. I need to help my, um, [59] you know, the people,
the children to get good and in English. So, they can, um, work. Because
like nowaday work and everything we need English. And I also I, I always
100
too, yeah.
In this datum, according to Brinton's theory of discourse markers, “you know” in
this dialogue falls under the category of interpersonal functions. It can be
classified as confirmation-seekers because interpersonally, this is used to effect
cooperation or sharing, including confirming shared assumptions, checking, or
expressing understanding (Brinton p37-38). In other instances, “you know”
functions as the way to seek solidarity with the listener. It suggests a shared
understanding or experience. for example, as in text, “Yeah, so, that's why I feel
like I need to help my community... you know, the problem in my country...” F
Seeking agreement that English is a problem in their community. Also, in this
part, “And you know English it's not just a key for you to give success...” F shows
assuming F (listener) understands the value of English. Therefore, “you know” in
this conversation as marker signals confirmation-seeker with the speaker's
perspective (Brinton p37-38).

101
Datum [60]
like 16. But I started I to open an online class like you know doing lesson
for professionals. when I was like 17 years old after I about to graduate my
high school. [60] So, when I started to learn English, I feel like it really
helps me to you know, get into the resources on online. [60] So, I feel like
English is a problem in my country. In Laos country only five percent of
them can speak English. Yeah, [60] so, that's why I feel like I need to help
my community. I need to help my, um, you know, the people, the children
to get good and in English. [60] So, they can, um, work. Because like
nowaday work and everything we need English. And I also I, I always
like a tiger, and you fly very high. [60] So, that's why give me a passion to
too, yeah.
102
In this dialog, the word of “so,” in this context used primarily for textual
function which is classified as relevance markers that is used as marker that
connect central discourse and broader discourse (Brinton p37-38). In this
conversation F uses marker “so,” is to introduces a reason or explanation for the
F’s perspective. It signals the transition from discussing the speaker's background
to sharing information about the importance of English and their motivation to
teach. In other side, the concepts of “so,” in this dialog indicate signal whether F
is introducing new information or elaborating on something previously mention.
As in text, “…So, when I started to learn English, I feel like it really helps me to
you know, get into the resources on online. So, I feel like English is a problem in
my country. In Laos country only five percent of them can speak English. Yeah,
so, that's why I feel like I need to help my community. I need to help my, um, you
know, the people, the children to get good and in English. So, they can, um, work.
Because like nowaday work and everything we need English…” therefore, this
considered as textual function with functional domain relevance marker.
Datum [61]
like 16. But I started to open an online class like you know doing lesson
103
speak English. [61] Yeah, so, that's why I feel like I need to help my
get good and in English. So, they can, um, work. Because like nowadays
you know English it's not just a key for you to give success but, but it's a
tool for you to be success. And if you know English you'll be like a tiger,
and you fly very high. So, that's why give me a passion to teach to
motivate others, to keep studying. [61] Yeah, to not just teach lesson but
inspire that they can do it. Because I did it for months and they can too,
[61] yeah.
In this datum, according to Brinton’s theory of Discourse Markers, F
uses “yeah,” in this conversation as a marker signal of agreement or confirmation
with the speaker's perspective (Brinton p37-38). In the video, F wants to
emphasize her conviction in the importance of English language instruction.
Therefore, this can be considered as an interpersonal function specifically as a
confirmation-seeker. In this context, F uses “yeah,” with expression confirming
shared assumptions and expressing her understanding.
Datum [62]
104
get good and in English. So, they can, um, work. [62] Because like
nowadays work and everything we need English. And I also I, I always
but inspire that they can do it. [62] Because I did it for months and they
can too, yeah.
In this datum, F uses “because,” twice. In the dialogue between J and F, the word
“because” appears two times, and each instance serves a textual function. As in
text, “…So, they can, um, work. Because like nowadays work and everything we
need English.” In here, “because,” introduce a causal relationship. F (speaker)
explains why English is important by stating that it's a necessity for work and
105
various aspects of life nowadays. This is indicating textual function specifically
information indicator. Because it is appeared when F (speaker) wanted to give
information (Brinton p37-38). While for the second of using “because,” as in text,
“…Yeah, to not just teach lesson but inspire that they can do it. Because I did it
for months and they can too, yeah…” In this context, “because” connects F's
belief about the power of English with the reason behind her passion for teaching.
It emphasizes the causal link between her own experience and her desire to inspire
others. Therefore, the function primarily of “because,” in here is as information
indicator. Because F in this context provide information about her own experience
and her desire to inspire others.
Datum [63]
get good and in English. So, they can, um, work. Because like nowadays
106
work and everything we need English. [63] And I also I, I always believe
that if you know English it's not just a key for you to give success but, but
it's a tool for you to be success. [63] And if you know English you'll be
too, yeah.
In this conversation, F using the word of “and,” towards the last conversation. as
in text, “…And I also I, I always believe that if you know English it's not just a
key for you to give success...” The word of “and,” here is to connects two reasons
why English is so important (work and success). This is a textual function
specifically filler marker. This marker serves as filler or delaying tactic used to
sustain discourse or hold the topic which classified as (Brinton p37-38). It
indicates that the speaker is thinking or considering their response before
continuing and information which aims to the coherence of the text. In the video,
F making some pauses that is indicating delaying. Delaying in here as a tactic that
aims to hold discourse.

CHAPTER V
CONCLUSSION AND SUGGESTION
A. CONCLUSION
This qualitative study employed a descriptive design to analyze discourse
markers used in the closed-door interview videos of 71 st Miss Universe
contestants. By analyzing discourse markers, this study analysis two focuses. On
the first, what functions of DMs are used by Finalists in a closed-door Interview?
Secondly, how are the occurrences of DMs used by Finalist Miss Universe in
their conversations? In the previous chapter. The writer proposed two
conclusions.
First, this thesis has examined the discourse markers used in the closed-door
interview of the 71st Miss Universe pageant, focusing on Brinton's (1996) theory
of discourse markers. The writer found 128 DMs that consist of nineteen types
which was so (18), because (6), well (1), and (18), but (4), and then (1), like (17),
yes (1), absolutely (1), oh (1), of course (1), yeah (8), you know (17), I would have
to say (2), in my own capacity (1), I think (4), actually (1), uh (6), and um( 20). In
this context was found textual function that classified into: Opening frame marker
included “So.” Closing frame marker included “So.” Turn-takers included
“Because.” Fillers included “Well,” “and,” Topic switchers included “But,”
“because,” Information indicators included “And,” “so,” and “because.”
107
Sequence/Relevance markers included “So,” and “and then.” And Repair markers
included “Like,” and “but,” in conversation. And then, interpersonal function that
108
109
classified into: Response/Reaction markers; back-channel signals included “Yes,”
“absolutely,” “oh,” “of course,” and “yeah.” Confirmation-seekers, face-savers
cooperation or sharing markers included “You know,” “I would have to say,” “in
my own capacity,” and “yeah.” Attitudinal makers included “I think,” and
“actually,” Cognitive hesitation Markers included “Uh,” and “um.” And
Cognitive processing Information markers included “Um,” “uh,” and “like” in
conversation.
Secondly, In terms of occurrences, for the DMs functioning as turn-takers,
opening frame marker they were occupied only in the beginning of the utterances.
Then, topic switcher, repair marker, confirmation-seeker, face-saver cooperation
or sharing marker, they were occupied not only in the middle of the utterance, but
it could appear at the beginning and at the end of utterance. Nevertheless, in this
case also found DMs only at the end utterance, which was that DMs function as
Response/Reaction markers. A context influenced all these DMs.

110
B. SUGGESTION
For the next researcher, this study opens doors for further research on
discourse markers in similar contexts something related to interactions, such
as conversation can provide rich data. For example, debate, interview, podcast or
talk show from a native who has good skills in English. It is because a person
can be free to express what he wants to convey in the informal context with
contributing DMs that affect meaning. Additionally, for the next researcher who
wants to research DMs according to Brinton’s theory in an informal conversation
context, you could expand the scope by considering regional
variations which means exploring how regional dialects or slang influence the use
of DMs. The subject who has proper pronunciation can help the researcher easier
to transcribe the data. Additionally, the analysis of the data reveals the types of
Discourse Markers used, their functions, and their effects on conversation. Also,
the results of the next study should have implications
for the teaching of interviewing in communication skills and we can gain a richer
understanding of how language is used to achieve specific goals in various
contexts.
REFERENCES
Al-khazraji, A. (2019). Analysis of Discourse Markers in Essays Writing in ESL

Classroom. British University Dubai.
Banguis-Bantawig, R. (2019). The role of Discourse Markers in the speeches of

selected Asian Presidents. Siquijor State College Philippines.
Blakemore, D. (1987). Semantic Constraints on Relevance. Oxford: Blackwell.
Brinton, L. J. (1996). Pragmatic Markers in English: Grammaticalization and

Discourse Functions. Berlin: New York: Mouton de Gruyter
Brinton, L. J. (2017). The Evolution of Pragmatic Markers in English: Pathways

to Change. Cambridge: Cambridge University Press.
Brinton, L. J. (2023). Pragmatics in the History of English. Cambridge:

Cambridge University Press.
Farahani, M.V., Ghane, Z. (2022). Unpacking the function(s) of Discourse

Markers in academic spoken English: a corpus-based study. AJLL 45, 49–
70. https://doi.org/10.1007/s44020-022-00005-3
Fraser, B. (2006). Towards a Theory of Discourse Markers. In K. Fischer (Ed.),

Approaches to Discourse Particles. Elsevier.
Fraser, B. (1999). What Are Discourse Markers? Journal of Pragmatics, 31, 931-
952. http://dx.doi.org/10.1016/S0378-2166(98)00101-5
Halliday, M. A. K. & Hasan, R. (1976). Cohesion in English. London: Longman.

Huang, L. (2019). A Corpus-Based Exploration of the Discourse Marker Well in
Spoken Interlanguage. Language and Speech, 62(3), 570-593.
https://doi.org/10.1177/0023830918798863
Luke, K. (1990). Utterance particles in Cantonese conversation. Philadelphia: J.

Benjamins Pub. Co.
Luo Fei & Zou. (2023). The Function and Meaning Potentials of Discourse
Markers in the TV Talk Show Discourse. Sanghai Ocean University
Miss Universe. (2023). Miss Universe Organization About:

https://www.missuniverse.com/about
Nurlaela Rahayati., R. H. (2021). Discourse Markers in Abstracts of International

Journal. English Education Program: Galuh University.
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Pujalinda, M. &. (2022). Discourse Markers in Research Seminar. Akademi

Keperawatan YPPP Wonomulyo.
Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J. (1985). A Comprehensive
Grammar of the English Language. Longman.
Schiffrin, D. (1987). Discourse Markers. Cambridge University Press.
Schourup, L. (1985). Common Discourse Particles in English Conversation: Like,

Well, Y'know. New York: Garland.
Verdonik, D. Ž. (2008). The Impact of Context on Discourse Marker use in two

Conversational Genres. Discourse Studies. 10(6), 759-775
Yule. (1996). Pragmatics. New York: Oxford University Press.

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DISCOURSE MARKERS IN CLOSED-DOOR INTERVIEW OF

71ST MISS UNIVERSE

Submitted in Partial Fulfillment of the Requirements for the Degree of

TUPA PARULIAN SIBURIAN

ENGLISH AND LITERATURE DEPARTMENT

Discourse Markers in Closed-Door Interview Of 71st Miss Universe

Tupa Parulian Siburian

Universitas Negeri Medan

Abstract: Discourse Markers (DMs) are indispensable elements in spoken

Keywords: Discourse Markers, closed-door interview Discourse, Brinton’s

First and foremost, I offer my deepest gratitude to my Almighty God. This

A. The Background of the Study

Discourse Markers (DMs) are indispensable elements in spoken

communication, aiding in establishing coherence and organizing discourse in both

termed as discourse connectives or particles, functioning to connect and

orchestrate segments of discourse. These linguistic constructs are essential for

indicating the connections between ideas, demarcating the structure of

conversations, and communicating the speaker's stance. Their utilization enhances

the coherence and comprehensibility of spoken and written communication,

making them a focal point of linguistic and pragmatic analysis.

at the start of a conversation or at the end of a conversation. Thus, we use them to

markers is important in displaying communicators’ intentions and construing their

Discourse markers improve the quality of writing and increase the

comprehension of text Al-khazraji A., (2019). Therefore, this paper aims to

figure out the meaning potentials of discourse markers in a specific discourse as a

The objective of this research is to delineate the functions, and occurrences

during private interviews, under the theoretical framework posited by Brinton

frequency and context of Discourse Markers based on the recorded video

interviews of the finalists.

The scope of Discourse Markers extends into the realm of pragmatics,

which investigates meaning in context. As expounded upon in Brinton's (2023)

forthcoming work, Pragmatics in the History of English, pragmatics encompasses

the study of speaker meaning, contextual meaning, communicative inference, and

expression-relative distance. According to Schiffrin (1987), discourse markers are

a commentary on the subsequent utterance.

Several theories enrich the understanding of Discourse Markers. One

hypothesis, for example, contends that a marker's linking function is essential to

creation of a higher-level explicature (Quirk et al., 1985).

is held every year.

This investigation into the use of Discourse Markers in recorded video

entailed watching the videos repeatedly, transcribing the conversations or

marking words or phrases as data containing Discourse Markers. The data

predominantly concentrated on speaking capabilities in formal contexts such as

B. The Problem of the Study

1. What functions of DMs are used by Finalists in a closed-door Interview?

C. The Objectives of the Study

1. To examine the functions of DMs used by Finalists Miss Universe in

Closed Door Interview on YouTube.

2. To describe the circumstances of DMs used by Finalists Miss Universe in

their Interview conversation.

D. The scope of the Study

investigated Discourse Markers using Brinton’s theory (1996). This research

focused on the function of Discourse Markers utterances in the Interview section

were filmed and posted on YouTube in the formal contexts.

The video was uploaded on 28 January 2023.

Video closed-door Interview of Miss Universe 2022 Laos and India.

closed-door Interview (71st Miss Universe 2022) with duration 4 minutes 12

duration 3 minutes 29 seconds. 120.081 views were uploaded on 28 Jan 2023.

While the question-and-answer session was still in progress, each finalist

Laos and Miss Universe India.

E. The Significances of the Study

The significance of this study practically is expected to have practical

significance by contributing to the understanding of the role of Discourse Markers

in interviewing and their effects on communication. The analysis of the data is