Appraisal Analysis in the Introduction of Asian EFL Journal 2012

ABSTRACT

Maylina, Shofi. 2013. Appraisal Analysis in the Introduction of Asian EFL Journal 2012. English Education Department, Teacher Training and Education Faculty, Muria Kudus University. Advisor: (1) Rismiyanto, S.S, M.Pd., (2) Fitri Budi Suryani, S.S, M.Pd

Keywords: Appraisal, engagement, introduction section, Asian EFL Journal

Academic writing especially journal writing may be a great challenge for researchers. Researchers need to convince the reader that their research is well founded. It usually stated in the introduction section of the journal. Unfortunately, Kotze (2007) stated that it is the most difficult part to be written. However, a good introduction should persuade even non-specialist to begin reading the text (Matthews and Matthews: 2008). In this term, appraisal resources can be used to build up patterns across whole texts (Butt, et al., 2001: 121). Specifically, academic discourse should obtain engagement resources rather than other appraisal subsystems. It is based on Martin and White’s (2005) statement that engagement can open for dialogistic in a discourse.

This research aims to find out and to give a picture about engagement-appraisal in the introduction section of Asian EFL Journal Professional Teaching Articles (PTA) CEBU Conference Issue 2012. Besides that, it also aims to interpret the general trend of the use of engagement-appraisal in the introduction section of Asian EFL Journal PTA 2012.

The research is conducted through descriptive qualitative research. Five articles from five publications of Asian EFL Journal PTA CEBU Conference Issue 2012 are selected. To analyze engagement-appraisal in the introduction section, the writer uses Martin and White’s (2005) appraisal framework.

The writer finds that heteroglossic-engagement appraisal significantly appears than monoglossic, 101 of 110(92%) of clauses in the articles. However, there are only 9 of 110 (8%) clauses show monoglossic. In case of heteroglossic, 54 clauses or 53% of heteroglossic shows contract expression while 47 clauses or 47% show expand expression. It means that the journal authors tend to open up dialogistic alternatives rather than giving exact view of the issue. Although the degree of uncertainty is high, they give valid information by quoting and referencing to the previous researchers’ statement. It is indicated by the dominant use of acknowledge (23%).

The writer suggests the students who will write introduction section should put expression of acknowledge giving more well-grounded background knowledge. Hopefully, teachers can encourage the students to have more critical attitude in writing. 

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