Valuation of attitude usage on students’ review writings: An appraisal perspective

Abstract

This study explores the evaluative language chosen by students as they express themselves interpersonally in reviewing an article. The ability of students to express evaluations and stances explicitly holds importance for educators, curriculum development, and assessment methodologies. In this study, the researchers focus the study on one type of appraisal system namely attitude. This study employs qualitative research using a criterion-based sampling technique called purposive sample and content analysis for the technique of data analysis (Santosa, 2017). The data sources of this study were 10 texts obtained from students’ review writings. In analyzing the data, the researchers apply the appraisal theory developed by Martin and White (2005). The research findings underscore the prevalence of the appreciation subsystem, emerging as the predominantly employed element by students, covering a substantial 75.89% (170 data). Meanwhile, the utilization of effect and judgment is less noticeable, representing 14.29% (32 data) and 9.82% (22 data), respectively. The distinct focus on the appreciation subsystem indicates an inclination among students to express sentiments of values when engaging with the academic article. These research outcomes offer valuable insights into the linguistic choices made by students, enriching our understanding of how the appreciation subsystem assumes a prominent role in representing interpersonal attitudes within academic writing. Furthermore, the implications extend to informing pedagogical practices, curriculum enhancements, and more effective assessment strategies within the context of systemic functional linguistics and applied linguistics education.