Awareness of the Function of Arabic Discourse Markers in Roleplay Scripts
- Mohd Islah bin Mohd Yusof
- Kamaruzaman bin Zali@Ghazali
- Mashitah binti Nordin
- 530-537
- Sep 27, 2025
- Social Science
Awareness of the Function of Arabic Discourse Markers in Roleplay Scripts
Mohd Islah bin Mohd Yusof, Kamaruzaman bin Zali@Ghazali, Mashitah binti Nordin
1,2Academy of Language Studies, Universiti Teknologi MARA Cawangan Negeri Sembilan
70300 Seremban 3, Negeri Sembilan, (MALAYSIA)
3Academy of Language Studies, Universiti Teknologi MARA Cawangan Negeri Sembilan
71300 Rembau, Negeri Sembilan, (MALAYSIA)
DOI: https://dx.doi.org/10.47772/IJRISS.2025.909000045
Received: 27 August 2025; Accepted: 04 September 2025; Published: 27 September 2025
ABSTRACT
This study aims to examine students’ awareness of the functions of Arabic discourse markers in the writing of roleplay scripts. Discourse markers play an important role in building cohesion and coherence of a text, particularly in producing smooth and structured communication. Through the analysis of students’ roleplay scripts, this study identifies the extent to which discourse markers are used appropriately and their functions in supporting interaction fluency. The findings are expected to provide a clear picture of the importance of discourse markers in learning Arabic as a foreign language and to suggest more effective teaching strategies to improve students’ speaking and writing skills.
Keywords: Discourse Markers, Arabic, Writing
Background of the Study
This study aims to examine the types of Arabic discourse markers used in TAC401, TAC451, and TAC501 roleplay scripts among students of UiTM, Seremban 3 Campus. A total of 30 student scripts were randomly selected as the sample of the study, consisting of 102 students from 30 groups (3 or 4 students per group according to the script evaluation requirements). The study employed a qualitative approach based on students’ roleplay scripts to identify the frequency of Arabic discourse markers used. The analysis evaluated the accuracy of the connecting words or phrases that correspond to the actual concept of discourse markers as suggested by Halliday and Hasan (1976), as well as the categorization translated holistically into Malay by Muhammad Fauzi Jumingan (1999) in his PhD dissertation. The assessment rubric was also used as the main reference for awarding marks and assessing the maturity of their script sentences.
INTRODUCTION
Discourse markers are an important element in essays for creating cohesion and coherence in form and meaning. According to Awang Sariyan (1991) in Normah Abdullah & Che Mohd Arif Che Mohd Yusoff (1997:1036), discourse markers in the form of linking words or phrases allow sentences in a paragraph to be organized so that the sequence of ideas becomes smooth and non-disruptive. Roselan Baki (1994) further explains that discourse markers can be used to link two sentences (thus forming a single sentence) or between paragraphs. The use of discourse markers establishes relationships between sentences and between a sentence and preceding sentences. They can also be used to connect ideas between two paragraphs, ensuring clarity of idea progression. Without them, the sequence of ideas is unclear. Hence, students’ ability to present well-structured essays depends on their skill in using discourse markers, which is a key factor in essay quality.3.0 Problem Statement
Discourse markers, as connecting words, are essential in producing mature and cohesive writing. However, in Arabic language studies, they have not been given much focus, especially in writing skills. Their presence is critical in linking ideas and ensuring clarity for readers. In reality, the main problem among writers is not the lack of information, but rather poor awareness of organising ideas systematically (Che Mohd. Arif, 1996:2). Many students are unaware of the functions and meanings of Arabic discourse markers, partly because textbooks on Arabic grammar rarely provide a dedicated discussion. This has become a barrier for students in applying discourse markers effectively in their writing.
Objectives
The main objective of this study is to examine the types of Arabic discourse markers in students’ roleplay scripts and to observe their frequency of use.
RESEARCH METHODOLOGY
In general, this research is a qualitative descriptive study to empirically and systematically identify students’ mastery of Arabic discourse markers in roleplay scripts. According to Creswell (2005), survey design is a procedure in both quantitative and qualitative research where researchers examine a sample or entire population. This study adopted a qualitative approach based on roleplay script samples.
FINDINGS
The frequency analysis of discourse markers in roleplay scripts was carried out on connecting words or phrases corresponding to the actual concept of discourse markers as proposed by Halliday and Hasan (1976), and the list translated by Muhammad Fauzi Jumingan (1999). The findings are presented in tables showing total frequencies and percentages. A total of 67 types of discourse markers were found, with the most frequent being ‘وغير ذلك’ (Besides that, 8.6%), ‘وبعد ذلك’ (After that, 7.6%), and ‘وأخيرا’ (Finally, 6.5%). This indicates that students tend to rely on a limited set of discourse markers.
Theoretical Framework (Categories of Discourse Markers)
The categorization of discourse markers in the theoretical framework refers to Halliday and Hasan’s (1976:242–243) Cohesion Model, which summarises conjunctive relations into four categories: Additive, Adversative, Causal, and Temporal. These categories align with Chapman (1983) as cited in Normah Abdullah & Che Mohd Arif Che Mohd Yusoff (1997:1037).
Table 7.0: Examples of Arabic discourse markers translated according to Halliday & Hasan’s categorization.
| Arabic | English Meaning | Category |
| وعلاوة على ذلك | Moreover / Furthermore | Additive |
| إذا كان الأمر كذلك | If that is the case | Adversative |
| لذلك | Therefore | Causal |
| بعد ذلك | After that | Temporal |
| خاصة | Especially | Additive |
| وعلى الرغم | Although / Nevertheless | Adversative |
| ولذلك | For that reason / Therefore | Causal |
| قبل ذلك | Before that | Temporal |
Types of Discourse Markers
According to Halliday and Hasan (1976:225), discourse markers differ slightly from references, substitution, ellipsis, and lexical cohesion. Arabic grammar books often address them indirectly in topics such as adverbials of time, conditional nouns, relative nouns, and particles.
Table 7.1.1: Examples of Arabic Discourse Markers
| Arabic Discourse Marker | Malay Meaning (from original) | English Meaning |
| بسبب | Oleh kerana itu | Because of that / Therefore |
| بالإضافة إلى ذلك | Di samping itu | In addition |
| على الرغم من | Meskipun / Walaupun | Although / Even though |
| بناء على ذلك | Oleh kerana itu | As a result / Therefore |
| بعبارة أخرى | Dengan kata lain | In other words |
| بعدئذ | Selepas itu | After that / Then |
| بيد أن | Akan tetapi | However / Yet |
| على كل حال | Walaubagaimanapun juga | In any case / Nevertheless |
| عندئذ | Pada masa itu | At that time |
| عاقب ذلك | Selepas itu | Afterwards |
| غير أن | Akan tetapi | Nevertheless / However |
| فضلا عن | Tambahan lagi | Moreover / Furthermore |
| من أجل | Oleh sebab | For the sake of / Because of |
| لذلك | Oleh kerana itu | Therefore / Thus |
Arabic Discourse Markers in Scripts
According to Al-Jubouri and Knowles (1988, cited in Baker 1992), some discourse markers such as ‘و’ (wa, meaning ‘and’) and ‘ف’ (fa, meaning ‘so/then’) carry multiple meanings such as addition, sequence, or adversative depending on context. Hence, their translation requires precision. Table 5.2.1 lists examples of multiple discourse markers and their translations.
| Arabic Discourse Marker | English Translation |
| بالإضافة إلى ذلك / إضافة إلى ذلك | In addition / Besides that |
| وانطلاقا من هذا | Based on this / Starting from this |
| من جانب آخر | From another aspect |
| من ناحية أخرى | From another perspective |
| من المعلوم أن | It is known that |
| فضلا عن ذلك | Furthermore / Moreover |
| والجدير بالذكر أن | It is worth noting that |
| على سبيل المثال | For example |
| هكذا | Thus / In this way |
| خلاصة القول | In conclusion |
| عندما | When |
| بالنسبة إلى | With regard to |
| ولهذا | For this reason |
| من مظاهر ذلك أن | Among its manifestations is that |
| مهما يكن من أمر ف | Whatever the case may be |
| ينبغي ل | It is necessary to |
| أما | As for |
| نظرا إلى | Considering |
| من أجل | For the sake of / Because of |
| من خلال ذلك | Through this |
| وفي الوقت نفسه | At the same time |
| كما | As / Just as |
| بناء على ما | Based on what |
| لا شك أن | There is no doubt that |
| لا سيما | Especially |
Frequency of Usage of Arabic Discourse Markers
The table below summarises the frequency of discourse markers found in students’ roleplay scripts. A total of 67 types of discourse markers were identified, with their frequencies and percentages of occurrence.
| No. | Arabic Discourse Marker | English Meaning | Frequency (%) |
| 1 | وغير ذلك | Besides that | 42 (8.6%) |
| 2 | وبعد ذلك | After that | 37 (7.6%) |
| 3 | وأخيرا | Finally | 32 (6.5%) |
| 4 | من جانب | From an aspect | 30 (6.1%) |
| 5 | أن | That / Indeed | 27 (5.5%) |
| 6 | وخلاصة القول | In conclusion | 26 (5.3%) |
| 7 | ولذلك | Therefore | 22 (4.5%) |
| 8 | إن | Indeed | 21 (4.3%) |
| 9 | قد | Indeed | 19 (3.9%) |
| 10 | الآن | Now | 16 (3.3%) |
| 11 | خلاصة | Summary | 15 (3.1%) |
| 12 | لا بد | Must | 14 (2.9%) |
| 13 | أما | As for | 14 (2.9%) |
| 14 | وبذلك | With that | 14 (2.9%) |
| 15 | يجب على | Should / Ought to | 12 (2.4%) |
| 16 | لأن | Because | 12 (2.4%) |
| 17 | وبالإضافة إلى ذلك | In addition | 12 (2.4%) |
| 18 | ينبغي ل | It is necessary to | 11 (2.2%) |
| 19 | لا شك أن | There is no doubt that | 9 (1.8%) |
| 20 | ومع ذلك | However / Nevertheless | 8 (1.6%) |
| 21 | فبذلك | Therefore | 6 (1.2%) |
| 22 | وعلى سبيل المثال | For example | 5 (1.0%) |
| 23 | وبالنسبة إلى | With regard to | 5 (1.0%) |
| 24 | لا سيما | Especially | 5 (1.0%) |
| 25 | وكذلك | Likewise | 4 (0.8%) |
| 26 | وانطلاقا من هذا | Based on this | 4 (0.8%) |
| 27 | وبجانب ذلك | Besides that | 4 (0.8%) |
| 28 | من أجل | For the sake of | 4 (0.8%) |
| 29 | أولا | Firstly | 4 (0.8%) |
| 30 | فإن | Indeed / Then | 4 (0.8%) |
| 31 | ويضاف إلى هذا | In addition to this | 4 (0.8%) |
| 32 | وبالتالي | Thus / Consequently | 3 (0.6%) |
| 33 | وقصارى القول | In conclusion | 3 (0.6%) |
| 34 | قد كان | Had been | 3 (0.6%) |
| 35 | من جانب ذلك | From that aspect | 3 (0.6%) |
| 36 | إلى جانب آخر | From another side | 2 (0.4%) |
| 37 | من نواحي | From aspects | 2 (0.4%) |
| 38 | ولقد | Indeed | 2 (0.4%) |
| 39 | وصفوة القول | In summary | 2 (0.4%) |
| 40 | لئلا | So that not / In order not to | 2 (0.4%) |
| 41 | ورمة القول | In other words | 2 (0.4%) |
| 42 | وبعد | After that | 2 (0.4%) |
| 43 | بأن | That / Indeed | 2 (0.4%) |
| 44 | على هذا النحو | In this manner | 1 (0.2%) |
| 45 | إذا كان الأمر كذلك | If that is the case | 1 (0.2%) |
| 46 | إضرابي | Adversative / On the contrary | 1 (0.2%) |
| 47 | في السنة الماضية | Last year | 1 (0.2%) |
| 48 | وبالنسبة إلى | With regard to | 1 (0.2%) |
| 49 | كما عرفنا | As we know | 1 (0.2%) |
| 50 | كان معلوما | It was known | 1 (0.2%) |
| 51 | وغيرها | And others | 1 (0.2%) |
| 52 | فضلا على ذلك | Moreover | 1 (0.2%) |
| 53 | يحث على | Encourages | 1 (0.2%) |
| 54 | فبهذا | With this | 1 (0.2%) |
| 55 | ما عدا ذلك | Except that / If not | 1 (0.2%) |
| 56 | ومن ناحية أخرى | From another aspect | 1 (0.2%) |
| 57 | وهلم جرا | And so on | 1 (0.2%) |
| 58 | ومن عوامل أخرى أن | Among other factors is that | 1 (0.2%) |
| 59 | خصوصا | Especially | 1 (0.2%) |
| 60 | وهذا السبب | This is the reason | 1 (0.2%) |
| 61 | والجدير بالذكر أن | It is worth noting that | 1 (0.2%) |
| 62 | وبالمناسبة بهذا | In this regard | 1 (0.2%) |
| 63 | ولهذا | For this reason | 1 (0.2%) |
| 64 | مثلا | For example | 1 (0.2%) |
| 65 | خاصة | Especially | 1 (0.2%) |
| 66 | الحقيقة | In reality | 1 (0.2%) |
| 67 | وبزيادة | Additionally | 1 (0.2%) |
| 68 | وأخير الكلام | Final word | 1 (0.2%) |
*Total: 495 occurrences (100%).
CONCLUSION
Good quality writing depends not only on presenting ideas clearly but also on using discourse markers appropriately and accurately within their intended context. Discourse markers help ensure cohesion, coherence, and clarity in student writing, and therefore must be emphasized in Arabic language learning.
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