The research aims to find out how vocational students use discourse markers in writing procedural texts. Another objective is to explore what challenges students face in writing coherent procedure text using discourse markers. The researcher undertakes a content analysis with the data analysis technique by Braun and Clarke (2006). The data were collected from documentation and interviews. 121 marker groups were found from twenty-one worksheets. It also found that elaborative discourse markers are the most used type among the four types by Fraser’s (2005) framework. Then, students’ challenges are revealed to be unfamiliarity with discourse markers and their meaning in Indonesian. It is concluded that students’ competence affects their use of discourse markers types in writing. The implications are students need more practice in using discourse markers for writing text, procedural text is applicable for vocational students. Then, text types and topics, technology, and peers help them to do the worksheets and to learn English in general. The researcher suggests that this study could be used as a reflection for students who want further lessons about markers and build habits to use in their writing tasks, with the help of teachers and additional media as well. Lastly, the researcher expects the future researchers explore discourse markers in other English skills or strategies to write using discourse markers.