Study of Discourse Markers in Classroom Communication

Emphasising on the importance of Initiation-respond-feedback (IRF) in classroom communication, this study focuses on a part of IRF which is initiation. This s tudy was conducted to describe the types of discourse markers given by Swan (2005) and Carter et al(2011) which are used by teachers to initiate students so that active learning in classroom appear. Two selected teachers in Padma Widyanata Easy English Course are analyzed in 6 classroom observations. The data is explained in descriptive manner. The result of the observation is that by ten types which are promoted by Swan (2005) and Carter et al (2011), there are seven types of discourse markers which are used by teachers to initiate students' talk. They are starting conversation, response, ending a conversation, changing a topic, showing surprise, ordering what we say and saying something in other ways. These markers work for teachers as tools to produce active learning. The other three types, as reported in observation, are also used by both teachers but for other function. They used the markers such as sharing knowledge, sounding less direct, and type um and erm in order to manage explanation