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Abstract This study investigated the use of English discourse markers in students writing at Universitas PGRI Semarang, Indonesia. Fraser (2009) identifies three functional classes of EDMs; contrastive, elaborative and inferential. The problems of this study are; what are the English discourse markers use in students writing, and what are the functions realized in students writing. This is a qualitative descriptive design. The sample of the study was the EFL students writing result which have 45 essays at English education study program of Universtitas PGRI Semarang Indonesia. In analyzing the data, the writers did prior activities such as collecting and classifying. The result is that shows students used contrastive EDMs like; but 24, however 8, although 5, elaborative EDMs like; and 344, also 50, in addition 3, inferential EDMs like; as a result 4, then 10, because 13, since 39. It elaborates us that mostly students used and familiar using elaborative functions rather than contrastive and inferential. Furthermore, they have a very limitation in understanding and comprehending some words of EDMs in their writing, it has only 10 markers in all functions. The more markers they use in their writing so that the more coherence and cohesion within their writing. Conclusion of this study reflects that students are still weak in using some EDMs in their writing so that they only produce the certain familiar markers. The pedagogical implication that I can say is that students of EFL need to get some kinds of EDMs to compose their writing well organized and understood