THE APPRAISAL ANALYSIS REALIZED IN EDGAR ALLAN POE'S

SHORT STORY, ENTITLED THE TELL-TALE HEART

(A DISCOURSE ANALYSIS PERSPECTIVE)
Yusuf Hidayat
English Education Program, Galuh University
yusufhid@gmail.com

ABSTRACT
Appraisal is a system of interpersonal meaning which concern with evaluation, the kinds of
attitudes that are negotiated in a text. The appraisal covers attitude, amplification, and source
(Martin & Rose, 2007). This study was aimed to report the result of short story analysis
written by Edgar Allan Poe, entitled the tell-tale heart. To analyze the short story, the writer
applied qualitative design notably discourse analysis under Martin & Roses (2007)
framework within analyzing the appraisal system. In this study, the writer intended to answer
the following research problems: (1) how are attitude, amplification, and source realized in
the short story written by Edgar Allan Poe? (2) what is the most dominant region realized in
the short story written by Edgar Allan Poe? (3) what is pedagogical implication realized in the
short story written by Edgar Allan Poe? The results of the study showed that the realization of
attitude asserted by 102 items which covered affect 79 items, judgement 19 items, and
appreciation 4 items. Moreover, the realization of amplification was revealed by 12 items, and
source by 8 items. In addition, affect was the most dominant region in realized in the short
story written by Edgar Allan Poe? In conclusion, the short story written by Edgar Allan Poe
was dominated by expressing emotional reaction as the manifestation of writer's point of view
reflected on the characters of the short story.
Keywords: appraisal, interpersonal meaning, short story, discourse analysis
INTRODUCATION
A language is a reflection of a culture. Thus, to understand a language, the language
learners have to understand its culture besides its stratification as the underpinned theory.
Based on the systemic functional theory, the language stratification consists of five: (1)
expression: phonetics, (2) expression: phonology, (3) content: lexicogrammar, (4) content:
semantics, and (5) context. Those strata are grouped to form two stratal planes; (1) the content
plane, and (2) the expression plane (Halliday & Matthiessen, 2004, p. 25; 2014, p. 26).
In content plane, a language is assumed as a protolanguage at which children learn how
to mean through mapping a very simple semiotic system. For example, children in second half
of first year normally show their special signs through showing their vocal or gesture to their
parents to show the special requests or unpleasant behaviours. Normally, content plane is
expressed by phonetics and phonological strata. Meanwhile, in the expression plane, children
who are more than two years and more try to learn how to set the patterns of wording that
reflect simple meaning. Naturally, in the context of functional grammar, wording and
meaning are related between semantics and lexicogrammar to be more complex and less
transparent (Halliday & Matthiessen, 2004, p. 26; 2014, p. 27). After the four strata are related
each other, a language becomes unique meaning that language is as making-meaning resource
which can be expressed both in spoken and written forms.
Besides stratification, a language is also influenced by its metafunction, those are
ideational, interpersonal, and textual metafunctions (Halliday & Matthiessen, 2004, p. 29;
2014, p. 30). One part of metafunctions focused on this study is interpersonal meaning.
Interpersonal meaning functions to express a point of view among social interactions (Butt,
Fahey, Feez, Spinks, & Yollap, 2000, p. 5; Martin and Rose, 2007, p. 17). Further,

interpersonal meaning refers to the tenor and appraisal to foreground the interactive nature of
a discourse (Martin & Rose, 2007, p. 17). In the concept of discourse analysis, appraisal
concerns with evaluation which represent kinds of attitudes, amplifications, and sources that
are negotiated in a text.
To support this present study, the writer refers it to the previous studies as the
underpinned theory to sustain its originality. The first previous study was carried out by
Martin (2004), entitled Mourning: how we get aligned. His study took up an interpersonal
perspective on discourse, which focused on what people might think of the rhetorical power
of language. In particular, this study emphasized the role of evaluation analysis of appraisal
system which reflects the constructive role in organizing sociality and share feelings within
the text. The text itself was taken from an editorial of Hong Kong lifestyle magazine
published 10 days after 11 September 2001 (9/11) at which the editor negotiates solidarity
with his expat readership, naturalizing a range of reading positions both within and between
those readers. In conclusion, the text was well-constructed in evaluating appraisal system to
engage the readers sympathy and empathy to what happen after the day of 11 September
2011.
The second previous study was undertaken by Pascual and Unger (2010), entitled
Appraisal in the research genres: An analysis of grant proposals by Argentinean
researchers. This study was aimed at investigating how grant proposal written by
Argentinean non-native English speakers in the disciplines of chemistry and physics working
at the Universidad Nacional de San Luis. The proposals were analyzed by using the Appraisal
framework proposed by Martin (2000) and Martin and White (2005), with a focus on the
system of engagement. The results indicated that the proposals were highly heteroglossic, and
that a variety of engagement resources were used. In addition, these can assist authors in
becoming aware of the interpersonal resources they may use to position themselves and align
their audiences when writing their grant proposals. In conclusion, the realization of appraisal
written in grant proposal is well-organized that it can be the ideal model for the forthcoming
proposal writers.
The final previous study was conducted by Behnam and Bahar (2013), entitled The
Demonstration of Sexism in Thomas Hardys Short Stories via Appraisal Analysis. This
study was aimed to consider Appraisal System in some short stories written by Thomas
Hardy, besides to discover the way of appraisal resources contributing to the creation of
ideologies in the lines of the stories and transfers them to the readers minds. The Appraisal
framework developed by Martin and Rose (2003) was used to analyze the clauses in the
stories to manifest writer's point of view towards male and female characters. The results
asserted that the appraisal can detect the ideology applied implicitly, besides the readers'
awareness on the attitude written in the short story.
Dealing with the aforementioned previous studies, all previous studies are similar to the
present study which focuses on the appraisal system. Meanwhile, the third previous study is
totally similar to the previous study both in appraisal as the main variable and the short story
as the source of data. Thus, the whole previous studies are used as the underpinned theory for
the present study.
After highlighting the previous studies, the writer sets forth the following research
problems: (1) how are attitude, amplification, and source realized in the short story written by
Edgar Allan Poe? (2) what is the most dominant region realized in the short story written by
Edgar Allan Poe? (3) what is pedagogical implication realized in the short story written by
Edgar Allan Poe? To gain the answers, the writer is going to discuss them in the forthcoming
part of this study.

REVIEW OF RELATED LITERATURE

In this part, the writer highlights the term interpersonal meaning, appraisal, attitude
which covers affect, judgement, and appreciation. Besides, amplification, and source are also
delineated.
Interpersonal meaning
To begin with, interpersonal meaning is the first term needed to be highlighted. Butt et
al., (2000, p. 5) state that interpersonal meaning is a part of functions of language functions to
interact or to express a point of view. In addition, Martin & Rose (2007, p. 17) define as kind
of meaning realizes variation in tenor of social interaction enacted in a text.
Dealing with those definitions, those can be elaborated that interpersonal meaning is a kind of
meaning functions to interact the speakers point of view through showing the attitudes to
their interactants in the social interaction contact enacted in a text. In short, interpersonal
meaning is a meaning realizes the speakers ability in showing their attitude when they
interact within the social interaction both in spoken and written text.
Appraisal
The second term that is crucial to be delineated is appraisal. In systemic functional
grammar, basically there are three discourse semantics resources that are affiliated each other:
(1) negotiation, (2) appraisal, and (3) involvement. Thus, appraisal is one of three major
discourse semantic resources construing interpersonal meaning (Martin & White, 2005, pp.
34-35). To gain further understanding concerning appraisal, Martin & Rose (2007, p. 26)
define that appraisal is a system of interpersonal meaning used for negotiating the social
relationship, by telling the listeners or readers how the speakers or writers feel about things
and people in a word and attitude. In general, appraisal is expressed in three basics option
covering attitude, amplifying, and source. Practically, attitude is also divided into three
regions of feeling: affect, judgement, and appreciation.
Attitude
In the process of identifying a text, attitude can be defined as the way to evaluate things,
peoples characters, and their feelings. Practically it is described by word telling the intense of
feeling, and strong reactions to people and things (Martin & Rose, 2007, p. 26). To
comprehend attitude well, let us identify it from each region of feeling such mentioned in the
previous paragraph, affect, judgement, and appreciation.
a Affect
Martin & White (2005, p. 35) define affect as resources for construing emotional
reaction. For example, it is showed by feeling of shock in relation to the events.
Expressing emotional reaction
(1)
(1)
(2)
(2)

very, very dreadfully nervous I had been and am!

Hearken! and observe how healthily--how calmly...
It grew louder--louder --louder!
I felt that I must scream or die!--and now--again!--hark! louder! louder! louder!

(Taken from the short story written by Edgar Allan Poe, 1843).
b. Judgement
Martin & White (2005, p. 35) define judgement as resources for assessing behaviour
according to various normative principles. For example, judging peoples character that it can
be positive or negative, and it can be explicit or implicit (Martin & Rose, 2007, p. 32).
Expressing judging peoples character
(1) I turned the latch of his door and opened it--oh, so gently!
(2) I saw it with perfect distinctness--all a dull blue, with a hideous veil over it that chilled
the very marrow in my bones;
(3) When I had waited a long time, very patiently,

(Taken from the short story written by Edgar Allan Poe, 1843).

c. Appreciation
Martin & White (2005, p. 36) define appreciation as resources for construing the value
of things, including natural phenomena, and semiosis. For example, it can be the appreciation
of things includes our attitude about TV shows, books, paintings, performances, panoramas,
and so forth (Martin & Rose, 2007, p. 37).
Expressing appreciation
(1) So you see he would have been a very profound old man,
(2) it was the low stifled sound with its dreadful echo,
(3) There entered three men, who introduced themselves, with perfect suavity, as officers of
the police.

(Taken from the short story written by Edgar Allan Poe, 1843).
Amplifying
Amplifying or amplification can be defined as a distinctive feature of attitudes at which
they are gradable. This distinction shows the phenomenon in amplifying attitude or
amplifying the force of attitude. In short, it can be understood that amplification is the level of
expression in expressing how strong people feel about someone or something (Martin &
Rose, 2007, p. 42). To comprehend amplifying, Martin & Rose (2007, p. 42) characterize that
it is usually described by putting intensifiers such the word very/really/extremely/ before the
adjective which showing the degrees of intensity such as happy/delighted/ ecstatic.
For example:
(1) very, very dreadfully nervous I had been and am!
(2) So you see he would have been a very profound old man
(Taken from the short story written by Edgar Allan Poe, 1843).
Source
After highlighting attitude and amplifying, source is the final region of appraisal.
Martin & Rose (2007, p. 48) underline that source is considered as the source of attitude
who is the evaluations coming from. To comprehend what source is, the writer quotes some
examples taken from Martin & Rose (2007, p. 28):
Source:
(1) he was popular with all the Boer Afrikaners.
(2) and all my girlfriends envied me.
Quoted from Martin & Rose (2007, p. 28).
From the examples above, the first example can be analyzed that the pronoun he
becomes popular caused by all the Boer Afrikaners. This sentence can be meant that if
there are not all the Boer Afrikaners, he would not be popular. It is also in line with the
second sample that pronoun me becomes the object to be envied by the phrase all my
girlfriends. This sentence can be meant that if there are not all my girlfriends, the object
pronoun me would not be envied.
From those samples, it can be concluded that both the phrase all the Boer Afrikaners
and all my girlfriends become the source of attitudes or the causers that evaluate the pronoun
he and object pronoun me to be the part of sentence who gain the effect from the source
all the Boer Afrikaners and all my girlfriends.
From the short story taken as the data, the writer presents some sentences as the real
samples of the use of sources. The samples data are as follow:
(1) The disease had sharpened my senses--not destroyed--not dulled them.
(2) I loved the old man.
(3) My manner had convinced them.

(Taken from the short story written by Edgar Allan Poe, 1843).

METHOD
In this section, the writer delineates parts of method: research design, method of data
collection, source of the data, and unit of analysis. In addition method of data analysis is also
highlighted.
Research design
In this present study, the writer applies qualitative research methodology because it
refers to the quality of relationships, activities, situations, or materials as suggested by
Fraenkel, Wallen, & Hyun (2012, p. 426). With regard to the discourse research, it is still part
of qualitative methodology, it is because discourse analysis tries to describe the phenomenon
occur within the texts whether it is physically or non-physically appeared such viewed from
the appraisal aspects covering attitude, amplifying, and source. In the other hands, discourse
research is commonly subjective which is underpinned by the researchers perspective in
viewing the texts which happened in the clause level, and beyond the clause (Martin & Rose,
2007).
Method of data collection
In collecting the data, the writer selected a text deals with a short story entitled the telltale heart written Edgar Allan Poe in 1843. The writer selected a short story because it is an
appropriate discourse which explores attitude, amplifying, and source in terms of prosodical
discourse as suggested by Martin & Rose (2007, p. 59). Then, the text is analyzed in
accordance with the framework of appraisal analysis as suggested by Martin & Rose (2007).
Source of the data
Concerning the data, the writer selected a short story entitled the tell-tale heart. The
selected short story whose length 4 pages. It was written by Edgar Allan Poe in 1843. It was
retrieved from the internet at: http://xroads.virginia.edu/~hyper/POE/telltale.html, which was
accessed on September 1st 2015.
Unit of analysis
In analyzing the data, the writer focuses on the clause level as suggested by Martin &
Rose (2007); Martin & White (2005); But et al., (2000). With this regard, in Discourse
analysis, the text is segmented beyond its clauses rather than its sentences (Martin & Rose,
2007, p. 1-2).
Method of data analysis
In analyzing the data, the writer carries out 3 steps. Those steps cover (1) selecting the
text, (2) segmenting the text into clauses, (3) analyzing them through its attitude, amplifying,
and source.
FINDINGS AND DISCUSSION
Findings
The realization of attitude which covers affect, judgement, and appreciation are
distributed by table 1. Affect is marked by green highlight colour, then judgement is marked
by purple highlight colour, and appreciation is marked by red highlight colour. After the
clauses are analyzed, affect is resulted 79 items, then judgment is resulted 19 items, followed
by appreciation is resulted 4 items. The table is presented below.
Tabel 1. Basic options for attitude (covering affect (79 items); judgement (19 items);
appreciation (4 items)
Attitude

affect

1.
2.
3.

very, very dreadfully nervous I had been and am!

but why will you say that I am mad?
The disease had sharpened my senses--not destroyed--not dulled

4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.

them.
How, then, am I mad?
Hearken! and observe how healthily--how calmly...
It is impossible to tell how first the idea entered my brain;
but once conceived, it haunted me day and night.
Object there was none.
Passion there was none.
I loved the old man.
He had never wronged me.
For his gold I had no desire.
One of his eyes resembled that of a vulture--a pale blue eye,...
Whenever it fell upon me, my blood ran cold;
You fancy me mad.
You should have seen how wisely I proceeded...
I was never kinder to the old man than during the whole week before
I killed him.
when I had made an opening sufficient for my head...
and then I thrust in my head.
Oh, you would have laughed to see how cunningly I thrust it in!
I moved it slowly--very, very slowly,
I found the eye always closed;
and so it was impossible to do the work;
when the day broke, I went boldly into the chamber, and spoke
courageously to him,
and inquiring how he had passed the night.
A watch's minute hand moves more quickly than did mine.
Never before that night had I felt the extent of my own powers--of
my sagacity.
I could scarcely contain my feelings of triumph.
I fairly chuckled at the idea;
for he moved on the bed suddenly, as if startled.
I kept pushing it on steadily, steadily.
the old man sprang up in bed..
I kept quite still and said nothing.
For a whole hour I did not move a muscle,
I did not hear him lie down.
I knew the sound well.
it has welled up from my own bosom, deepening,
the terrors that distracted me.
although I chuckled at heart.
He had been trying to fancy them causeless,
Yes, he had been trying to comfort himself with these suppositions;
it was the mournful influence of the unperceived shadow that caused
him to feel
When I had waited a long time, very patiently,
I resolved to open a little--a very, very little crevice in the lantern.
you cannot imagine how stealthily, stealthily...
I grew furious as I gazed upon it.
I could see nothing else of the old man's face or person:
what you mistake for madness is but over-acuteness of the senses?
It increased my fury, as the beating of a drum stimulates the soldier
into courage.
I scarcely breathed.
I tried how steadily
Meantime the hellish tattoo of the heart increased.
It grew louder,
I have told you that I am nervous:

55. And now at the dead hour of night, amid the dreadful silence of that
old house, so strange a noise as this excited me to uncontrollable
terror.
56. In an instant I dragged him to the floor,
57. and pulled the heavy bed over him.
58. I then smiled gaily,
59. The old man was dead.
60. His eye would trouble me no more.
61. If still you think me mad,
62. I worked hastily,
63. My manner had convinced them.
64. while I answered cheerily, they chatted familiar things.
65. I felt myself getting pale and wished them gone.
66. I talked more freely to get rid of the feeling:
67. but it continued and gained definiteness...
68. No doubt I now grew very pale,
69. but I talked more fluently, and with a heightened voice.
70. It was a low, dull, quick sound...
71. I talked more quickly--more vehemently;
72. I paced the floor to and fro with heavy strides,
73. I foamed--I raved--I swore!
74. It grew louder--louder --louder!
75. And still the men chatted pleasantly, and smiled.
76. They heard!--they suspected--they knew!--they were making a
mockery of my horror!--this I thought, and this I think.
77. But anything was better than this agony!
78. Anything was more tolerable than this derision! I could bear those
hypocritical smiles no longer!
79. I felt that I must scream or die!--and now--again!--hark! louder!
louder! louder!
judgement 1. I turned the latch of his door and opened it--oh, so gently!
2. I might not disturb the old man's sleep.
3. Ha!--would a madman have been so wise as this?
4. I undid the lantern cautiously--oh, so cautiously--cautiously (for the
hinges creaked)
5. calling him by name in a hearty tone,
6. His room was as black as pitch with the thick darkness (for the
shutters were close fastened, through fear of robbers),
7. I knew it was the groan of mortal terror.
8. I saw it with perfect distinctness--all a dull blue, with a hideous veil
over it that chilled the very marrow in my bones;
9. I knew that sound well too.
10. I held the lantern motionless.
11. It grew quicker and quicker' and louder and louder every instant.
12. The old man's terror must have been extreme!
13. I say, louder every moment!--do you mark me well?
14. And now a new anxiety seized me
15. the heart beat on with a muffled sound.
16. I then replaced the boards so cleverly, so cunningly,
17. The officers were satisfied.
18. I found that the noise was not within my ears.
19. but the noise steadily increased.
appreciation 1. So you see he would have been a very profound old man,
2. it was the low stifled sound
3. with its dreadful echo,
4. There entered three men, who introduced themselves, with perfect
suavity, as officers of the police.

The realization of amplification is distributed by table 2. Amplification is marked by

blue highlight colour that is resulted 12 items. The table is presented below.
Table 2. Basic options for amplification (covering 12 items)
1. very, very dreadfully nervous I had been and am!
amplification
2.
3.
4.
5.

I might not disturb the old man's sleep.

calling him by name in a hearty tone,
So you see he would have been a very profound old man,
I saw it with perfect distinctness--all a dull blue, with a hideous veil
over it;
6. I scarcely breathed.
7. And now at the dead hour of night, amid the dreadful silence of that
old house, so strange a noise as this excited me to uncontrollable
terror.
8. the heart beat on with a muffled sound.
9. There entered three men, who introduced themselves, with perfect
suavity, as officers of the police.
10. but the noise steadily increased.
11. I paced the floor to and fro with heavy strides,
12. it is the beating of his hideous heart!"

The realization of source is distributed by table 3. Source is marked by double

underlined which is resulted 8 items. The table is presented below.
Table 3. Basic options for source (covering 8 items )
source

1.
2.
3.
4.
5.
6.
7.
8.

The disease had sharpened my senses--not destroyed--not dulled them.

I loved the old man.
You fancy me mad.
when I had made an opening sufficient for my head...
I fairly chuckled at the idea;
It increased my fury, as the beating of a drum stimulates the soldier into
courage.
In an instant I dragged him to the floor,
My manner had convinced them.

Discussion
Dealing with the aforementioned findings, it can be summed up that the realization of
attitude which covers affect, judgement, and appreciation are distributed by 79 items for
affect, 19 items for judgment, and 4 items for appreciation. Then, the realization of
amplification is distributed by 12 items. Meanwhile, the realization of source is distributed
by 8 items. From each distribution of appraisal regions above, it can be summarized as
follows:
Table 4. The summary of appraisal distribution
Attitude
Affect
79 items
Judgement
19 items
Appreciation
4 items
total
102 items
Amplification
12 items
Source
8 items
After highlighting the summary of appraisal distribution, in this section the writer
discusses the answer of the research problems as proposed in the preceding point. The answer
of the research problems are as follows:
Research problem 1: How are attitude, amplification, and source realized in the short story
written by Edgar Allan Poe?

To answer the first research problem, the data on table 4 (the summary of appraisal
distribution) can be the evidence to lead the writer to answer the first research problem. The
attitude realization was showed by 102 items that is covered by affect 79 items, judgement 19
items, and appreciation 4 items. Amplification realization was asserted by 12 items, and
source realization was revealed by 8 items.
Research problem 2: What is the most dominant region realized in the short story written by
Edgar Allan Poe?
Referring to the evidence presented by the table 4, and the answer of research problem
1, those can lead the writer to answer that attitude is the most dominant region of appraisal
system which dominated the text. Meanwhile, affect is the most dominant region realized in
the attitude of the text.
Research problem 3: What is pedagogical implication realized in the short story written by
Edgar Allan Poe?
Dealing with the perspective of discourse analysis, analyzing discourse can train the
students to have well-analyzed towards the text they read. Besides, it can trigger them to have
critical thinking skill in criticizing the text they have read. Thus, through having wellanalyzed and thought, they are hoped to have further skills such critical reading, and critical
writing.

CONCLUSION
After answering the research problems, the writer can sum up that the short story
entitled the tell-tale heart, written by Edgar Allan Poe, was analyzed through appraisal
system which result 102 items for the attitude realization. 12 items for amplification
realization, and 8 items for source realization. Dealing with the realization, attitude region is
the most dominant part realized in the text.
Finally, the present study contributes the pedagogical implication that analyzing
discourse can train the students to have well-analyzed towards the text they read. Besides, it
can trigger them to have critical thinking skill in criticizing the text they have read. Thus,
through having well-analyzed and thought, they are hoped to have further skills such critical
reading, and critical writing.

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