Electronic Theses and Dissertation

Nasywa Alifia Amara. (2026). Pragmatik Hesitasi: Analisis Penanda Pragmatik Wacana (DPMs) dalam Tugas Presentasi Lisan Pembelajar EFL. [Skripsi Sarjana. Universitas Syiah Kuala]. Di bawah bimbingan Tgk. Maya Silviyanti, S.Pd, MA dan Rayhan Izzati Basith, S.Pd.I., M.App.Ling.

Penelitian deskriptif kualitatif ini bertujuan untuk mengkaji jenis dan fungsi pragmatik penanda hesitasi yang digunakan oleh mahasiswa EFL Indonesia selama presentasi lisan serta menyelidiki faktor-faktor yang memengaruhi penggunaannya. Partisipan penelitian ini terdiri atas delapan mahasiswa Pendidikan Bahasa Inggris di Universitas Syiah Kuala. Data dikumpulkan melalui presentasi lisan berbasis tugas dan wawancara semi-terstruktur. Transkrip presentasi dianalisis dengan mengidentifikasi penanda hesitasi dan menginterpretasikan fungsi pragmatiknya berdasarkan Clark dan Fox Tree (2002) serta Crible (2018), sedangkan data wawancara dianalisis secara tematik berdasarkan perspektif teoretis Taguchi dan Roever (2020) serta Youn (2023). Hasil penelitian menunjukkan bahwa partisipan menggunakan penanda hesitasi nonleksikal, seperti “um”, “uh”, dan jeda diam, serta penanda hesitasi leksikal, seperti “you know”, “like”, dan “I mean”, dengan penanda hesitasi nonleksikal muncul secara signifikan lebih sering dibandingkan penanda hesitasi leksikal. Hasil penelitian juga menunjukkan bahwa penanda hesitasi tersebut memiliki berbagai fungsi pragmatik, termasuk memperoleh waktu untuk merencanakan ujaran, mendukung pengambilan kembali kosakata, mempertahankan keterlibatan pendengar, merumuskan ulang gagasan, dan mengorganisasi wacana selama presentasi lisan. Hasil wawancara lebih lanjut menunjukkan bahwa penggunaan penanda hesitasi dipengaruhi oleh lima faktor, yaitu kesadaran terhadap penanda hesitasi, proses kognitif, faktor afektif, faktor linguistik, dan strategi komunikasi. Secara keseluruhan, temuan penelitian menunjukkan bahwa penanda hesitasi bukan sekadar tanda ketidaklancaran berbicara, tetapi juga berfungsi sebagai sumber daya pragmatik dan strategi komunikasi yang membantu pembelajar EFL dalam mengorganisasi gagasan, mengingat kembali kosakata, mengelola kegugupan, dan mempertahankan kelancaran berbicara selama presentasi lisan.

Kata kunci: Strategi Komunikasi, Penanda Hesitasi, Mahasiswa EFL Indonesia, Presentasi Lisan, Produksi Tuturan.

Nasywa Alifia Amara. (2026). The Pragmatics of Hesitation: An Analysis of Discourse Pragmatic Markers (DPMs) in EFL Learners' Oral Presentation Tasks. [Undergraduate Thesis. Universitas Syiah Kuala]. Under the supervision of Tgk. Maya Silviyanti, S.Pd, MA and Rayhan Izzati Basith, S.Pd.I., M.App.Ling.   The objectives of this qualitative descriptive research were to examine the types and pragmatic functions of hesitation markers used by Indonesian EFL students during oral presentations and to investigate the factors influencing their use. The participants were eight English Education students at Universitas Syiah Kuala. Data were collected through task-based oral presentations and semi-structured interviews. The presentation transcripts were analyzed by identifying hesitation markers and interpreting their pragmatic functions based on Clark and Fox Tree (2002) and Crible (2018), while the interview data were analyzed thematically based on the theoretical perspectives of Taguchi and Roever (2020) and Youn (2023). The findings revealed that the participants produced both unlexical hesitation markers, such as “um”, “uh”, and silent pauses, and lexical hesitation markers, such as “you know”, “like”, and “I mean”, with unlexical hesitation markers occurring considerably more frequently than lexical hesitation markers. The findings also showed that these hesitation markers performed various pragmatic functions, including gaining planning time, supporting lexical retrieval, maintaining listener engagement, reformulating ideas, and organizing discourse during oral presentations. The interview findings further showed that the use of hesitation markers was influenced by five factors: awareness of hesitation markers, cognitive processes, affective factors, linguistic factors, and communication strategies. Overall, the findings indicate that hesitation markers are not merely signs of speaking disfluency but also function as pragmatic resources and communication strategies that help EFL learners organize ideas, retrieve vocabulary, manage nervousness, and maintain the flow of speech during oral presentations.   Keywords: Communication Strategies, Hesitation Markers, Indonesian EFL Students, Oral Presentation, Speech Production.