Appraisal Framework in Analyzing Learners’ Attitudinal Resources on Performing Of Mice and Men
Keywords:
appraisal framework, attitudinal resources, reflections
Abstract
This paper is carried out to find out the attitudinal resources used by students in Play Performance class through appraisal framework (Martin & White, 2005). It focuses on how the students negotiate attitudes to express their feelings, judgements, and appreciation of “Of Mice and Men†production process. The data for this qualitative study were collected from students’ reflections which were selected purposely from different production and artistic divisions. It analyses 109 expressions based on three domains of attitudinal resources in the appraisal theory. The most frequently used resources are affect resources that serve to express students’ positive or negative feelings. The findings show that although students experience a certain degree of insecurity [-security], they reveal positive inclination [+inclination] towards the production process. The judgement and appreciation resources are used to evaluate the behavior and learning processes. The discussion demonstrates that this systemic functional linguistic framework works as a solid basis to analyze students’ reflections. This study implies that the appraisal framework can be one of the considerations in evaluating learners’ performance.References
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Pasaribu, T. A. (2020). Challenging EFL students to read: Digital reader response tasks to foster learner autonomy. Teaching English with Technology, 20(2), 21–41.
Pasaribu, T. A., & Iswandari, Y. A. (2019). A reader response approach in collaborative reading projects to foster critical thinking skills. LLT Journal: A Journal on Language and Language Teaching, 22(2), 246–259.
Pascual, M. (2010). Appraisal in the research genres: An analysis of grant proposals by Argentinean researchers. Revista Signos, 43(73), 261–280.
Reed, J., Aguiar, B., & Seong, M.-H. (2014). University students’ perceptions of an activity-based EFL Drama Course at a Korean university. Journal of Pan-Pacific Association of Applied Linguistics, 18(1), 241–259.
Salmon, A. K. (2016). Learning by thinking during play: The power of reflection to aid performance. Early Child Development and Care, 186(3), 480–496. https://doi.org/https://www.tandfonline.com/doi/full/10.1080/03004430.2015.1032956
Stevens, R. (2015). Role-play and student engagement: Reflections from the classroom. Teaching in Higher Education, 20(5), 481–492. https://doi.org/10.1080/13562517.2015.1020778
Wu, S., & Allison, D. (2003). Exploring appraisal in claims of student writers in argumentative essays. Prospect : An Australian Journal of TESOL, 18(3), 71–91.
Xinghua, L., & Thompson, P. (2009). Attitude in Students’ Argumentative Writing: A Contrastive Perspective. Language Studies Working Papers, 1, 3–15.
Yang, Y. (2016). Appraisal Resources in Chinese College Students’ English Argumentative Writing. Journal of Language Teaching and Research, 7(5), 1002–1013. https://doi.org/10.17507/jltr.0705.23
Badklang, C., & Srinon, U. (2018). Analysis of attitudinal resources in an EFL university classroom talk in the deep south of Thailand : An appraisal perspective. The New English Teacher, 12(2), 106–128.
Bednarek, M. (2009). Language patterns and attitude *. Functions of Language, 16(2), 165–192. https://doi.org/10.1075/fol.16.2.01bed
Burton, J., Quirke, P., Reichmann, C., & Peyton, J. K. (2009). Reflective writing- a way to lifelong teacher learning. Retrieved on February 2020 on https://doi.org/10.5433/2237-4876.2011v14n1p593
Dedeyn, R. (2011). Student identity, writing anxiety, and writing performance: A correlational study. Master's thesis. Colorado: Colorado State University Fort.
Febiyaska, A. E., & Ardi, P. (2019). Indonesian-English code-switching in Gogirl! Magazine: Types and features. Journal of English Language Teaching and Linguistics, 4(3), 289-303. https://doi.org/10.21462/jeltl.v4i3.307
Fitriati, S. W., Solihah, Y. A., & Tusino. (2018). Expressions of attitudes in students ’ narrative writing: An appraisal analysis. Lingua Cultura, 12(4), 333–338. https://doi.org/10.21512/lc.v12i4.4789
Gales, T. (2011). Identifying interpersonal stance in threatening discourse : An appraisal analysis. Discourse Studies, 13(1), 27–46. https://doi.org/10.1177/1461445610387735
Indrian, R. D., & Ardi, P. (2019). Rhetorical structures of English-major undergraduate thesis introduction chapters. Indonesian Journal of EFL and Linguistics, 4(2), 195-214. https://doi.org/10.21462/ijefl.v4i2.166
Jalilifar, & Hemmati, A. (2013). Instruction of evaluative meanings by Kurdish-speaking learners of English: A comparison of high-and low-graded argumentative essays. Issues in Language Teaching (ILT), 2(2), 57–84.
Križan, A. (2016). The language of Appraisal in British advertisements: The construal of attitudinal judgement. Elope, 13(2), 199–220. https://doi.org/10.4312/elope.13.2.199-220
Kuswandono, P. (2012). Reflective practices for teacher education. Language and Language Teaching Journal, 15(01), 149–162. https://doi.org/10.24071/llt.2012.150102
Lam, S. L., & Crosthwaite, P. (2018). Appraisal resources in L1 and L2 argumentative essays: A contrastive learner corpus-informed study of evaluative stance. Journal of Corpora and Discourse Studies, 1(1), 8–35. https://doi.org/10.18573/jcads.1
Liu, X. (2013). Evaluation in Chinese university EFL students ’ English argumentative writing : An APPRAISAL study. Electronic Journal of Foreign Language Teaching, 10(1), 40–53.
Macken-Horarik, M. (2003). Appraisal and the special instructiveness of narrative. Text, 23(2), 285–312. https://doi.org/10.1515/text.2003.012
Martin, J. R., & White, P. R. R. (2005). The Language of Evaluation. New York: Palgrave Macmillan.
Mori, M. (2017). Using the Appraisal framework to analyze source use in essays : A case study of engagement and dialogism in two undergraduate students ’ writing. Functional Linguistics, 4(11), 1–22. https://doi.org/10.1186/s40554-017-0046-4
Ngo, T., & Unsworth, L. (2015). Reworking the appraisal framework in ESL research : refining attitude resources. Functional Linguistics, 2(1), 1–24. https://doi.org/10.1186/s40554-015-0013-x
Pasaribu, T. A. (2017). Gender differences and the use of metadiscourse markers in writing essays. International Journal of Humanity Studies. https://doi.org/10.24071/ijhs.2017.010110
Pasaribu, T. A. (2016). Students’ Writing Anxiety: Causes and Effects of a Moodle-Based Writing Course. Kotesol Proceedings, 87–96.
Pasaribu, T. A. (2020). Challenging EFL students to read: Digital reader response tasks to foster learner autonomy. Teaching English with Technology, 20(2), 21–41.
Pasaribu, T. A., & Iswandari, Y. A. (2019). A reader response approach in collaborative reading projects to foster critical thinking skills. LLT Journal: A Journal on Language and Language Teaching, 22(2), 246–259.
Pascual, M. (2010). Appraisal in the research genres: An analysis of grant proposals by Argentinean researchers. Revista Signos, 43(73), 261–280.
Reed, J., Aguiar, B., & Seong, M.-H. (2014). University students’ perceptions of an activity-based EFL Drama Course at a Korean university. Journal of Pan-Pacific Association of Applied Linguistics, 18(1), 241–259.
Salmon, A. K. (2016). Learning by thinking during play: The power of reflection to aid performance. Early Child Development and Care, 186(3), 480–496. https://doi.org/https://www.tandfonline.com/doi/full/10.1080/03004430.2015.1032956
Stevens, R. (2015). Role-play and student engagement: Reflections from the classroom. Teaching in Higher Education, 20(5), 481–492. https://doi.org/10.1080/13562517.2015.1020778
Wu, S., & Allison, D. (2003). Exploring appraisal in claims of student writers in argumentative essays. Prospect : An Australian Journal of TESOL, 18(3), 71–91.
Xinghua, L., & Thompson, P. (2009). Attitude in Students’ Argumentative Writing: A Contrastive Perspective. Language Studies Working Papers, 1, 3–15.
Yang, Y. (2016). Appraisal Resources in Chinese College Students’ English Argumentative Writing. Journal of Language Teaching and Research, 7(5), 1002–1013. https://doi.org/10.17507/jltr.0705.23
Published
2020-05-04
How to Cite
Pasaribu, T. (2020). Appraisal Framework in Analyzing Learners’ Attitudinal Resources on Performing Of Mice and Men. Indonesian Journal of EFL and Linguistics, 5(1), 161-173. https://doi.org/10.21462/ijefl.v5i1.237
Section
Articles
