Abstrak

Kembali

This study attempts to investigate how interactions of Metadiscourse markers are applied in English teaching in the class and to know How Metadiscourse markers is represented in English text books. For those purposes, there were two kinds of English text books and 5 teachers in senior high school were chosen to participate. To gather data, first, two kinds of English text book were analysed by using criterion of selection of Metadiscourse markers. It referred to Hyland’s model to analyse the content of the English text book especially in reading comprehension. And then, the numbers of Metadiscourse items in each text were determined. Second, 5 teachers were given questioners. They answered some questions without any pressure. They gave their opinion of implementation of Metadiscourse markers in their class. Finally, some of English teachers did not apply the Metadiscourse markers and also the representation of Metadiscourse markers in English text books still were not completed yet. The results of the study have some implications for materials designers and English teacher to improve a learner’s ability to understand and remember information from the text in reading ability.