“Maybe,” he said. “Maybe we can fix it. Maybe not. I just don’t know.” He let out a deep yawn, then, “Don’t see how, though.”
3 It was, she knew, the signal—to Sal, to Frankie, to Billy James.
To differentiate the inner representation of the character from the outer, the researcher gave number and made the data in italic.
3.3 Method of Data Analysis
After the data were collected, they were analyzed by the theories elaborated in Chapter II. This section uses a part of excerpt 3 of Mavis as the example to
show the steps taken in analyzing the data. 2 That would please her. 3 a She would take a plate of it down to
Connie and b tell her what had happened. Not the fight. 4 That
wasn’t important . 5 In fact she had enjoyed it. 6 Pounding,
pounding, even biting Gigi was exhilarating, just as cooking was . 7
a It was more proof b that the old Mavis was dead. c The one who couldn’t defend herself from an eleven-year-old girl, let alone her
husband . d The one who couldn’t figure out or manage a simple
meal, e who relied on delis and drive-throughs, f now created
crepe-like delicacies without shopping every day .
The steps began with the analysis of the mood and modality was followed by the analysis of the appraisals. The last was the analysis of the thought presentations
and their purpose.
3.3.1 Method to Analyze the Modality System
The mood and modality system was analyzed by exploring the features and the types of the modality system. It also includes the value and the orientation of
the modality. The following examples illustrates how to analyze the modality system.
2 That would please her. median probability
3a-b She would take a plate of it down to Connie and tell her what had happened. low inclination
Example 2 shows the median probability told from Mavis’s perspective. Connie is included as the participant as her. Since the predicator is mental verb please,
Mavis makes prediction about the attitude of Connie toward her progress whether she will be happy with the progress. Then example 3a-b shows low inclination
willingness about her next action. One of them is to tell Connie. Moreover, since Connie appears frequently as the participants, Connie is important for her.
3.3.2 Method to Analyze the Appraisals
The appraisals of the text were analyzed based on the categorization that has been elaborated in Chapter II. They are affect, judgment, and appreciation. With
the affect, there are inclination, happiness, security, and satisfaction, and with the judgment, there are normality, capacity, tenacity, veracity, and propriety. Last, the
appreciation includes reaction, composition, and valuation. The part of scene 3 above contains quite a lot of appraisals. The appraisals
are the affect +hap, the appreciation +val, the appreciation -val, the appreciation -comp, the judgment +cap, and the judgment -cap.
2 That would please her. Affect +hap
4 That wasn’t important. Appreciation -val
5 In fact she had enjoyed it. Affect +hap
6 … even biting Gigi was exhilarating, … Affect +hap
7c The one who couldn’t defend herself from an eleven-year-old girl, let alone her husband. Judgment -cap
7d The one who couldn’t figure out or manage a simple meal, … Judgment -cap and Appreciation -comp
7e … who relied on delis and drive-throughs, … Judgment -cap
7f … now created crepe-like delicacies without shopping every
day. Judgment +cap and Appreciation +val. The affect +hap shows Mavis’s feeling and her prediction of Connie’s feeling,
as example 2, 5, and 6, while the appreciation is used to compare the new Mavis Judgment +cap with the old Mavis Judgment -cap as shown in
example 7c until 7f. The appreciation -comp and the appreciation +val strengthen the comparison. As for the appreciation -val in example 4 refers to
the fighting which creates the effect that the happiness is more important.
3.3.3 Method to Analyze the Transitivity System and Thought Presentations
