APPRAISAL REALIZATION IN SENIOR HIGH SCHOOL STUDENTS’ ARGUMENTATIVE WRITINGS: SYSTEMIC FUNCTIONAL LINGUISTICS PERSPECTIVE

Widya Nur Faradina, - (2024) APPRAISAL REALIZATION IN SENIOR HIGH SCHOOL STUDENTS’ ARGUMENTATIVE WRITINGS: SYSTEMIC FUNCTIONAL LINGUISTICS PERSPECTIVE. S2 thesis, Universitas Pendidikan Indonesia.

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Abstract

The Appraisal plays a significant role in realizing language of evaluation, which is the key in construing evaluative positions in argumentative writing. Considering its importance, extensive research has been conducted on this topic, yet study specifically examining senior high school students' use of Appraisal in the argumentative genre remains limited. This study aims to investigate the use of Appraisal elements in senior high school students' argumentative writings and how each element contributes to achieving the genre's purpose. Informed by Appraisal theory as suggested by Martin & White (2005), this study explores students’ preferences in using the element of Attitude, Engagement, and Graduation. This study used a cross-sectional design in a qualitative inquiry approach involving textual analysis. The data included exposition texts written by eleventh graders and discussion texts written by twelfth graders from a senior high school in Indonesia. The findings from analysis reveal that Engagement is the predominant Appraisal element in argumentative writings. There is a distinct pattern in students' argumentative genres: the second most predominant element in exposition texts is Attitude, while in discussion texts it is Graduation. The three elements of Appraisal function to voice the writers’ stance, invite readers’ engagement, and embed values and emotions into the text, thereby affecting the persuasiveness of the texts. Additionally, the findings indicate noticeable gaps in the use of Monoglossic and Heteroglossic strategies among students. In terms of Attitude, all exposition texts exhibit positive Attitude, with no negative Attitude found. On the other hand, a balanced use of positive and negative Attitude is found in discussion texts. For Graduation, both text types frequently use Force, particularly Intensification. This study suggests that further research could address how the instructional practices focus on the teaching of Appraisal.

Item Type:	Thesis (S2)
Additional Information:	https://scholar.google.com/citations?view_op=list_works&hl=en&authuser=2&user=cQdO8pIAAAAJ ID Sinta Dosen Pembimbing: Wawan Gunawan: 5994823 Emi Emilia: 6728899
Uncontrolled Keywords:	Appraisal, Argumentative genre, Attitude, Discussion, Engagement, Exposition, Graduation, SFL
Subjects:	L Education > L Education (General) P Language and Literature > P Philology. Linguistics
Divisions:	Fakultas Pendidikan Bahasa dan Sastra > Jurusan Pendidikan Bahasa Inggris > Program Studi Pendidikan Bahasa Inggris
Depositing User:	Widya Nur Faradina
Date Deposited:	02 Sep 2024 05:30
Last Modified:	02 Sep 2024 05:30
URI:	http://repository.upi.edu/id/eprint/121704

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