https://jurnal.unigal.ac.id/index.php/jall/index https://jurnal.unigal.ac.id/index.php/jall/index JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, February, Vol. 4 No. 1, 2020 Received Accepted Published December 2019 January 2020 February 2020 THE REALIZATION OF INTERPERSONAL MEANING ON MALE AND FEMALE STUDENTS’ PERSONAL LETTER Dewi Nasita dwnasita@gmail.com Universitas Galuh Ciamis, Indonesia Bambang Ruby Sugiarto bambangrubys@gmail.com Universitas Galuh Ciamis, Indonesia Luthfiyatun Thoyyibah luthfiyatun20@gmail.com Universitas Galuh Ciamis, Indonesia ABSTRACT Interpersonal meaning is important since it reveals someone‟s adjustment into another participant, it is created and maintained the social relations (Gerrot and Wignell, 1994). The present study proposed to elaborate the similarity or the difference between the realization of interpersonal meaning on male and female students‟ letters, especially personal letters and to investigate which one between male and female students is more emotionally expressive in writing a personal letter. The present study implemented discourse analysis in the qualitative descriptive design. Three couples of male and female students in the eleventh grade at one of Senior High School in Ciamis, Indonesia were engaged in this study. Six personal letters then analyzed by means of Systemic Functional Linguistics. It was found that both male and female students created a sense of politeness in a different way. Thus, the majority of declarative clauses evinced that both male and female students comprehended well the purpose of the letter-writing which is to give information. In terms of modality, female students presented lower modalization which is suggested that they preferred to present the information as what it has. Moreover, female students found dominated all the characteristics of emotional markers. It significantly proofed that female students are more emotionally expressive rather than male students. Keywords: Interpersonal Meaning, Gender Differences, Emotional Expression, Personal Letter INTRODUCTION As one of the subjects included in the national curriculum, the English language must be taught at junior and senior high school students as well as at university. The main objective of EFL teaching and learning in Indonesia is to develop four language skills, namely listening, speaking, reading, and writing. In this case, the students of Vocational JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, February, Vol. 4 No. 1, 2020 58 High School are focused on mastering these four language skills in the process of teaching and learning English. Moreover, the students should develop and master these four language skills, so they can use English actively and passively. Besides, students can meet the goal of English learning by mastering these four language skills. Systemic functional linguistics (afterward mentioned as SFL) views a language as a resource for making meaning and concerned not only with the structures but also how those structures construct meaning (Gerrot and Wignell, 1994, p. 5). SFL would rather try to see discourses produced in the form of written or oral language and what is contained in the tests that are produced, than in the manner of language representation or process in the human brain. SFL provides great importance in the function of language, such as what is language is used for rather than what language structure is all about and the manner by which it is composed (Halliday & Matthiessen, 2014). SFL model proposes that human language has evolved to make three generalized kinds of meaning; experimental, textual and interpersonal. Experimental dealt with the way the reality is presented and the grammatical resources for construing human experience around and consist of “what it is going on” (Rahmasari, G., Nurhayati, IK., 2019). Textual meaning is concerned with the creation of text and the way humans organize their sense of meaning into the text. Whether interpersonal meaning dealt with the interaction between the speaker as the addresser to the listener or addressee. Interpersonal meaning recognized that the speaker takes the knowledge state of the hearer into account in the process of negotiating discoursal meaning (Davidse & Simon- Vandenbergen, 2008). Thus, the interpersonal meaning is important as its function is to establish the speaker‟s role in the speech situation and relationship with others. Thus, the researchers analyzed the realization of interpersonal meaning in male and female students‟ letters. Matthiessen & Halliday (2004) provide the grammatical system to analyze interpersonal meaning, which is mood and modality. (Eggins & Slade, 1997) performed a full scheme for analyzing the realization of mood and modality in the informal setting. Moreover, it is undeniable that males and females enacted differently in writing. (Xia, 2013) argued that female is better in some aspects such as vocabularies of color and tend to use interrogative sentence. Whether males tend to use imperative. Numerous expressions often used by the writer to make communication successful. The study from (Parkins, 2012) revealed that female is more expressive by the use of great numbers of emoticons and laughter. JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, February, Vol. 4 No. 1, 2020 59 Based on the explanation above, Research questions were formulated as follows: 1. How is the interpersonal meaning realized on male and female students‟ written personal letters? 2. Which one between male or female is more emotionally expressive? Interpersonal meaning Systemic Functional Linguistics (SFL) is very useful for contribution in the field of teaching, especially on language teaching (Cahyati, E, 2019). SFL attempts to relate language to a particular aspect of human experience, namely social structure (Halliday and Matthiessen, 2004). This relationship between language and social situation implies that language use is viewed as a system of choices made among other options or ways of communication available within the context (Adenike & Olusanya, 2014). Thus, SFL equally states that the context of the situation is arranged in categories. These categories are Field, Tenor and Mode and the three Metafunctions (experiential, interpersonal and textual). Interpersonal meaning means language has an interpersonal function and it is used to encode interaction and to show how defensible the different propositions are believed to be. It allows encoding meanings of attitudes, interaction, and relationships that realize the tenor of discourse (Arancón, 2013). Almurashi (2016) added that the interpersonal meanings concerned with the interaction between the speaker(s) and addressee(s). Interpersonal meaning used to establish the speaker‟s role in the speech situation and relationship with others. In other words, when we use language to interact, one of the things we are doing with it is establishing a relationship between us (Sugiarto, BR, 2015). Mood and modality is one main grammatical system in interpersonal meaning (Matthiessen & Halliday, 1997 cited in Abdulrahman Almurashi, 2016). It means that to analyze interpersonal meaning, we could identify the mood and its modality first. Mood Gerot and Wignell (1994) and Halliday and Matthiessen (2004; 2014) state that mood elements consist of two elements. Those elements are, first, is the subject which realized by a nominal group and the second is Finite which part of the verbal group. Finite decides whether the clause is included positive or negative polarity. It also determines when the occurs based on the tenses used. Such as the past tense use finite did, was, had, used to; present tense use finite does, is are, have; future tense use finite will, shall, would, should. JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, February, Vol. 4 No. 1, 2020 60 Residue The residue consists of functional elements of three kinds such are predicator, complement, and adjunct. Predicator realized by a verbal group. Sometimes it is fuse with finite but only in simple present and simple past tense. Complement is another participant which realized in the clause but they are not pivotal. The identification of complement is they are possible to become subject if the clause is changed into passive form. The last element in the residue is adjunct. Adjunct is those left behind besides the subject, finite, predicator, and complement. There are some types of adjunct, see table below: Table 1 Metafunction and adjunct As can be seen in the table 1, not all adjuncts realized in the residue. There is mood adjunct which falls into mood structure and also comments adjunct and conjunctive adjunct which does not fall into mood structure. Gerrot and Wignell (1994, p. 30) mentioned that both comment adjunct and conjunctive adjunct express textual meaning rather than interpersonal, so they do not fall into mood structure. Figure 1. Mood Types As can be seen in the figure 1, indicative mood is realized by subject & finite. Declarative clauses most frequently combined with a falling tone which shows the feature of certainty. The yes/no interrogative is usually found with an „uncertain‟ rising tone. WH- interrogatives, on the other hand, favor falling tone, because although they are asking for a missing element, the proposition itself is taken as certain. In the imperative mood, the presence of a subject and finite is optional, whether the presence of a predicator is an obligation (Gerot & Wignell, 2014). Imperatives are typically combined with falling tones and rising tone; falling tone typically used as a command; but a mild command, such as a JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, February, Vol. 4 No. 1, 2020 61 request and negative command, often comes with a rising tone. Rising tone means has the effect of leaving the decision to the listener. On the contrary, the rising-falling tone is the one most typical of exclamative clauses, where the meaning is „wow!‟ – something that is (presented as) contrary to expectation. (Halliday & Matthiessen, 2014). Modality Halliday & Matthiessen (2004) stated that modality is related to speakers‟ judgment which is intermediate between the two poles of negative and positive polarity. This term covers two types, namely modalization and modulation. Yuliana & Imperiani (2017) said that modalization is related to propositions and used to argue about the probability or frequency of something (usuality). Probability dealt with the possibility of some information. For example, “He plays the double-bass” means a positive polarity. Moreover, there are some scales of probability. Must indicate high probability, may indicate median probability and might indicate low probability. However, usuality dealt with the frequency of some information happen. For example, “He always plays the double-bass” means the speaker is highly sure toward the frequency of He in playing the double-bass. As mentioned aforesaid that always indicate the high scale of usuality, then usually indicates the median scale and sometimes indicates a low scale of usuality. Meanwhile, modulation is related to proposals and consists of obligation and inclination. Different from probability and usuality, obligation and inclination demand good and service as its commodity. Obligation used to demand goods and services. This kind of modality also has a scale on it that construe a different meaning. Directive demand on the obligation commonly used by the people who have a higher power. The high scale of obligation commonly realized through must. For example, “You must get a degree”. It is a kind of directive obligation. Whether the median scale of obligation commonly realized through will, supposed to and expected. It is a kind of advice. For example, “It is expected that you get a degree”. Low scale of modulation commonly realized by may, allowed and permitted. It is a kind of permission. For example, “You are allowed to get a degree”. The inclination is used to show how sincere the action or the intention of the speaker. The high scale of inclination realized by determined and convicted. It is a kind of conviction. For example, “I‟m determined to study philosophy next year”. Median inclination realized by keen to or pleasure. It is a kind of attitude. For example, “It‟s a pleasure for me to study philosophy next year”. Whether low inclination realized by JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, February, Vol. 4 No. 1, 2020 62 willing to and commitment. It is a kind of undertaking. For example, “It is a commitment for me to study philosophy next year”. Similar to mood types, this dimension of interpersonal meaning can be realized metaphorically as well. With regard to this, Eggins (2004) as cited by Yuliana & Imperiani (2017) argues that since judgment is typically implicit, realized using Finite Modal Operators or Mood Adjunct within a clause, when expressed explicitly it entails metaphorical realization. This explicit realization involves realizing the modality using the projected clause like the following example illustrates I‟m sure Henry James wrote„The Bostonians‟ (Eggins, 2004 cited in Yuliana & Imperiani, 2017). The pseudo-clause I‟m sure explicitly expresses the certainty in who wrote the Bostonians. Genders and Writing Byrne in Rais et al (2012) said that writing produces a sequence of sentences arranged in a particular order and linked together in certain ways. A sequence of sentences then put in order and linked together to build coherent meaning. The types of writing divided into informative, persuasive, expressive and literary discourse. Writing as one of four language skills was considered as a difficult skill because the writer should make some aspects in writing such as content, organization, purpose, vocabulary (Sukam, Antoni, & Hidayati, 2015). Writing is an important communication skill and has an essential role in the second language learning process. This language skill assumed to be of great importance to academic success since it is the commonest assessment measure for academics to evaluate their students‟ cognitive. Therefore, students‟ weaknesses in writing ability may put their academic success considerably at risk (Javadi-Safa, 2018, p. 16). Physically, women are apparently different from men. Men commonly have more muscle than women. Beside, Xia (2013) suggests that women are greater in pronunciation using the color word, rich in intonation and tends to use more adverb and so with an adjective. Talking about words, many researchers suggest that women prefer to use first- person pronouns and use more interrogative than their man counterparts. (Newman, Groom, Handelman & Pennebaker, 2013; Xia, 2013; Kimani, S., Njeri, E., Kimwele, M., 2018) Gender parity has been a matter of controversy and concern for educational practitioners and researchers alike. Bataineh & Al-hamad (2018) stated that gender is affecting EFL writing performance. Toward the stereotype image that females are better JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, February, Vol. 4 No. 1, 2020 63 language learners than their male counterparts, Bataineh & Al-hamad (2018) guess that it is because the female is more able to remember lists of words, express empathy, develop interpersonal relations and involve in emotional and artistic expression. The research by Kimani (2018) found that female students are more likely to use English than males. Whether male students likely used Sheng. When it comes to writing, the study from Newman, et al (2008) confirmed that men used more words, whereas women used longer sentences. It is also stated that women commonly used tag questions and uncertainty verb phrases which combined with perceptual or cognitive verbs (e.g., “I wonder if”). Below is the result of Newman‟s study which indicates the difference between men and women in using language. In writing, it is no secret anymore that women are more emotionally expressive than men (Ahmadi; 2015; Brescoll, 2016; Parkins, 2012). Fundamentally, a human will never separate from language and also emotion. It is not weird anymore to question the relationship between these two things. Ahmadi (2015) proof that women are slightly more likely to use positive emotion whether men tend to use negative emotion. One pivotal research by Brescoll (2016) found that women are more emotional than men, but considering this as the harmful of women carriers to become a leader is not effective. The most important research found by Parkins (2012) found that women often use emotional expression when writing on their social media. Parkins (2012) added that characteristic of emotionally expressive are the extensive use of punctuation (such as !!! and ???), the use of extensive full stops (e.g. …….), the use of capitalized text, the addition of the same letter within a word (such as yeeeeeees), the general use of emoticons (e.g. �, ☹), the different means of expressing laughter (e.g. lol, hehe, haha, wkwk). Personal Letter A personal letter is a kind of personal writing which is represented by personal correspondence, thank you letters, letters of congratulation or condolences. All of these can be printed or handwritten. Sukam et al., (2015), added that a letter is a piece of paper or more than used as a communication tool to deliver the statement or information in written form, from one person to another. It usually contains a feeling of expression, private things, and important things. Furthermore, they concluded that a personal letter is a type of friendly letter which provides communication between a small number of people, usually two people to give information or tell about something. It contains feeling JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, February, Vol. 4 No. 1, 2020 64 expression, private things, and important things as a way to communicate and allows a person to leave a message and to keep in touch. A personal letter is not as formal as another letter such as a business letter. Hasnun (2006) cited in Sukam et al., (2015) said that the parts of the personal letter include the place and date of a letter, address, greeting, the body of letter, closing sentence and signatures. The result of Sukam et al., (2015) toward the use of the personal letter in learning recount text indicates that the personal letter media would helpful teaching and learning process and improving students‟ writing skill in recount text since it found that there are increasing of students score after apply personal letter media. Ministry of Indonesian Education seen interpersonal letter is important to be mastered in high school education level, especially eleventh grade. That is why they put interpersonal letter as a material list on the syllabus of teaching-learning activity. Several points that should be mastered in the personal letter subject are linguistic features, structure, and expression (Bashir et al., 2014). The result of Sukam et al., (2015) toward the use of the personal letter in learning recount text indicates that the personal letter media would helpful teaching and learning process and improving students‟ writing skill in recount text since it found that there are increasing of students score after apply personal letter media. Structurally, a personal letter is similar to another type of letter. The structure of personal letter according to Bashir et al., (2014) are date (the information of letter-writing date), address (the information about writer‟s place), salutation and name (consist of greeting and the nickname of letter‟s receiver), introduction (starts with how the writer‟s preview or shared moment), body of the letter (main part which consists of detail explanation toward the reason why the letter is written), closure, complimentary closing, and signature. Sometimes, personal letters also add postscripts which stimulate the reader to respond to the letter. According to Bashir et al., (2014), the function of the personal letter are various depends on the writer's intentions to write the letter, for example: expressing gratitude, giving advice, delivering good news or bad news, asking for help and also expressing apologize. METHOD Three couples of male-female students were engaged in this study. In order to answer the first research question, six written personal letters segmented into clauses to JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, February, Vol. 4 No. 1, 2020 65 identify the number of clauses and the realization of mood block constituent. Secondly, the clauses moved into mood and modality analysis. Next, the mood and modality moved into the table of interpersonal meaning quantity summary. Lastly, the interpretation was made by considering the explanation of Eggins and Slade (1994). The second research question answered by using a similar table in the first step. The data moved into a quantity summary table. The interpretation of the emotional expressive adapted from Parkins‟s (2012) explanation. FINDINGS AND DISCUSSION In the clauses segmentation step, the researchers not only found the number of the participants‟ clauses, but also the mood constituent of each clause. The researchers found various subjects along with finite and the predicator, also the combination between complements and adjuncts. It is in harmony with the statement of Eggins and Slade (1997, p. 106) that in the clause division, the researchers will be able to identify the constituent of the clause such as subject, finite, predicator, complement, and adjunct. In this step, the researchers found 118 subjects, 88 finite and 88 predicators, 44 complements and 150 adjuncts (varies from circumstantial, textual and interpersonal) realized on six letters. Table 2 The Findings of Mood Types Mood type Participant Male Female Declarative 47.7 38.5 Interrogative 2.8 8.3 Imperative 1.8 0.9 Male and female students act differently in creating interpersonal meaning. From table 2, it can be seen that the declarative clause is the major type found both in male and female letters. Declarative clause often used to make a statement or offer. In the present study, the statement became the major speech function among all letters. It is in accordance with the general function of a personal letter which commonly contains information to be shared by the writer to the reader or addressee. Moreover, it is not the first study that evinces declarative clause is the major type of the clause. Kawashima (2004) formerly found that declarative clause is the major of mood type in the women magazine With. Later in China, Xu (2012) also studied the realization of interpersonal meaning on the sixteen business letters. It also found that the declarative clause found most JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, February, Vol. 4 No. 1, 2020 66 of the letters. Previously in 2017, Yuliana and Imperiani tried to study the interpersonal meaning of the online course of the newsletter by Islamic and general education schools. The finding of their study also in line with the present study which found that the declarative clause is found mostly rather than another mood type. The realization of the declarative clause in the letters can be seen below F1 (Cl.3) It‟s me, Irma M1 (Cl.6) So your birthday is here F2 (Cl.6) I always see your Instagram's stories M2 (Cl.1) I know your condition F3 (Cl.7) By the way, I‟m fine in here M3 (Cl.3) I hope you always in good feel situation In contrary to declarative clauses, male and female students produced interrogative and imperative clause differently. Male students produced more of the imperative clause, whether female students produced more of interrogative. Xu‟s (2012) study has a similarity with the present study. Despite the small proportion of the realization, the imperative clause in Xu‟s (2012) study is the same with the present study which consists of the word “please”. The word “please” is softened the tone of imperative and show the courtesy of the writer. This suggests that even if male students tend to use command than female students, but they are softened their word so it will create a sense of politeness. The realization of the imperative clause on male students‟ letter can be seen below M2 (Cl.16) Pray to me, mom M3 (Cl.16) Please come back The interrogative clause was mostly produced by female students. It is known that in the letters, female students produce three times more than the male student. The realization of the interrogative clause in female students‟ letter can be seen below F1 (Cl.2) How are you? F1 (Cl.4) Are you remember me? F3 (Cl.3) and how is Banjarsari? F3 (Cl.18) Dear, how is your birthday last week? Kawashima (2004), Xu (2012) and Yuliana & Imperiani (2017) agree that the use of questions in the text will engage the readers in an imagined dialogue so that it will create a conversation-like flow discourse. It also suggests politeness because the writer wants to create a sense of toleration since the writer puts the reader's opinion toward something as JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, February, Vol. 4 No. 1, 2020 67 important. A finding in Xia‟s (2013) research toward gender differences in using language also strengthen the finding on the present study. The study in Xia (2013) found that females are use interrogative often rather than male. Table 3 The Findings of Modalization and Modulation Modalization Male Female (i)probability 10.6% (ii)usuality 21.1% 15.9% Modulation Male Female (i)obligation 10.6% (ii)inclination 10.6% 15.9% (iii)capability 5.3% 10.6% Furthermore, it can be seen from table 3 that female students show greater modulation by showing inclination and capability when none of the male students produced. This finding not only suggests that female students are more freely act to exchange goods and services but also proof that female students lack in expressing modalization. Lower acts in modalization suggest that the writer provides the information as to what it has. As an additional, female student is also not attracted to modalized their information and present the text as what it has. Moreover, the researcher also discussed the realization of emotional expression between gender in writing the letter. There are six categories to identify emotional expression. These six categories are laughter, emoticon, full stop, capitals punctuation, and an additional letter such as what has been mentioned in the previous chapter. Yet, in the data, the researcher only found 5 kinds of categories. Below is the finding of the emotional expressive markers: Table 4 The Findings of Emotional Expressive Markers Gender Emotional Expressive Markers Laughter Emoticon Full Stop Capital Punctuation Male 1 (2.6%) 2 (5.3%) 2 (5.3%) 0 (0%) 0 (0%) Female 5 (13.2%) 5 (13.2%) 9 (23.7%) 4 (10.5%) 10 (26.3%) Within the same proportion, it can be seen that laughter realized in both male and female students‟ letters. Laughter sometimes realized by haha, hehe and LOL (Parkins, JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, February, Vol. 4 No. 1, 2020 68 2012). This is also realized on the interpersonal meaning knowing as a minor clause. A minor clause is a clause that has no mood at all. Every form of laughter might be part of a minor clause, but not every minor clause is laughter. Because a minor clause has two characteristics, first it can not be unambiguously retrieved and second, it cannot be negated. Rather than male students, female students are not only higher in the realization of laughter, but also in emoticon and full stop. Emoticon realized both male and female students‟ letters. There are 5,27% emoticon in the male letter, and 13,2% on the female letter. An emoticon is a graphical image that replaces face emotional expression. Parkins (2017) mentioned that the icon “ � ”, “ :D ” and “ :) ” represent a positive facial expression. “ � ” and “ :) ” commonly means smiling face, whether “ :D ” means laughing face. The negative facial expression commonly realized by “ :( ”. for example M3 Cl.21 Bye….. :) F1 Cl.3 It‟s me, Irma….. :) F2 Cl.24 I miss you so bad ><  F3 Cl.4 I really miss you so much :( In face-to-face communication, full stops indicate a short hesitation of the speaker in the interaction (Eggins and Slade, 1997:5). It commonly exists when the speaker holds their word for various purposes. In the written communication, the full stop could indicate separation toward two different things and an indication of something untold (Parkins, 2017). For example M3 Cl.21 Bye …… :) F1 Cl.3 It‟s me, Irma …….. :) F1 Cl.16 Oh no ……. My sister! F3 Cl.15-16 Oh wait…….. HAPPY BIRTHDAY F3 Cl.14 I hope you are not angry to me, and ……… Capitalization is not the only one that male students did not concern with, but also punctuation. Punctuation is a pivotal element in writing, including writing a letter. It will influence the meaning of the text, as the intonation influence the meaning of the utterance. JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, February, Vol. 4 No. 1, 2020 69 Yet the punctuation that being talked here is the mark which consists of more than one sign, for example, “????, “!!!!”. These greater used of punctuation indicate the degree of intensity of what the writer want had to say. CONCLUSION Based on the findings, it was found that even though female students produced more clauses than males, the researchers learned that male and female students produced a number of clauses that were almost the same number. Thus, it was found that both male and female students produced a declarative clause mostly from another type of clause. It is along with the result by Rui & Jingxia (2018), Yuliana & Imperiani (2017), Adenike & Olusanya (2014) and Xia (2013) which found declarative mostly than another type of clause. Moreover, this study also revealed a sense of politeness by both male and female students in their own way. Female students created a sense of politeness by showing a greater number of interrogative, whether male students created a sense of politeness by the use of the word “please” to soften their sentence. The findings also found that both male and female students‟ modalization of usuality was realized mostly. This indicates that both male and female showed high confidence toward the trueness of something happen. Moreover, it found that there were no female students produced modalization of probability. It was clear that male students dominated the realization of modalization. Female students not only more attracted to exchange goods and services but also were more confident to show their self-awareness. Then, it was found that female students dominated all characteristics of emotional expressive markers such as laughter, emoticon, punctuation, full stop, and capitalization. Therefore, it is significantly proofed that female is more expressive in showing their emotion than male. 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Textual Emotion Recognition for Enhancing Social Presence in Online Communication, 475-482 Appendix 1 Useful Expressions in Personal Letter Structure Expression Salutation “Dear” “Dearest” “Sweetheart” “Darling” “My dear” “My love” Salutation depends on how well (close) the relationship between the writer and the reader Starting the letter (warm greeting) How are you? Hope this letter finds you … Thank you for your last letter. It was so good to hear from you. Sorry for answering late. I‟m sorry I should have written earlier … Haven‟t heard from you in a while so I thought … I am sorry to inform you that … Closing “Yours” “All the love” “All the best” “Best wishes” “With love” “Sincerely yours” “Affectionately” “Much love” Closure I am looking forward to seeing you soon. My best wishes for the coming test. See you. I will write soon. I am waiting for a quick reply. Looking forward to seeing you again. Bye. Adopted from Bashir et al., (2014, p. 66) Appendix 2 Clause segmentation JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, February, Vol. 4 No. 1, 2020 72 Code: F1 Cl 1 Hello! Minor clause Cl 2 How are you???? Adj.WH F S R M Cl 3 It‟s me, Irma S F P C Adj.int M R Cl 4 Are you remember me???? F S P C M R Cl 5 we are being friend started from instagram S F P Adj.circ M R Cl 6 From there we chat each other Adj.circ S F P Adj.circ M R Cl 7 Tell about the culture of our country and other P Adj.textual Adj.circ R Cl 8 You know about all my dreams S F P Adj.textual Adj.circumstance M R Cl 9 About I want to visit your country, Korea Adj.circumstance S F P Adj.circumstance Adj.Int M R Cl 10 You Tell me so many information about Korea S F P C Adj.circumstancial M R Cl 11 You are promise me to buy a lot of Korean Food for me S F P Adj.circumstance M R JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, February, Vol. 4 No. 1, 2020 73 Appendix 3 Mood and Modality Analysis Participant Clause no. Subject Mood Modality Adjunct F1 1 minor 2 you Wh-interrogative: full 3 It Declarative: full interpersonal 4 You Polar interrogative: full circumstantial 5 We Declarative: full Circumstantial 6 We Declarative: full Circumstantial 7 (we) Declarative: elliptical: (SF) P Adj/textual Adj/cicumstantial Textual Circumstantial 8 You Declarative: full Textual Circumstantial 9 I Declarative: full Circumstantial Interpersonal 10 You Declarative: full Circumstantial 11 You Declarative: full Circumstantial 12 You Polar interrogative: elliptical (F) SPCAdj/int Interpersonal 13 Minor 14 I Declarative: full Circumstantial 15 You Declarative: full Textual Interpersonal Appendix 4 The Quantity Summary of Interpersonal Meaning Mood (clause types) M1 M2 M3 F1 F2 F3 number of clauses 20 20 21 21 24 24 declarative full 10 (50%) 14 (70%) 10 (47,6%) 11 (52,4%) 14 (58,3%) 11 (45,7%) elliptical 8 (40%) 5 (40%) 5 (23,9%) 4 (19,1%) 5 (20,8%) 3 (12,5%) polar interrogati ve full 1 (5%) 2 (9,5%) 1 (4,2%) elliptical 1 (4,2%) tagged declarative full 1 (4,2%) elliptical wh- interrogati ve full 2 (9,5%) 1 (4,8%) 3 (12,5%) elliptical 1 (4,2%) Imperative 1 (5%) 1 (4,8%) 1 (4,2%) Minor 1 (5%) 3 (14,2%) 3 (14,2%) 3 (12,5%) 4 (16,7%) most frequent subject choice I (7) You I (13) You I (9) You (7) I (6) You (7) I (11) You (4) I (10) You (5) JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, February, Vol. 4 No. 1, 2020 74 (5) Variou s 3 rd person sg (6) (2) Vario us 3 rd perso n 5 Various 3 rd person sg (1) We (1) We (4) It (1) It (2) Us (1) Various 2 nd person pl (2) Various 3 rd person sg (2) It (3) Various 3 rd person sg (1) Various 3 rd person pl (1) Negation 2 1 Adjunct Circumstanti al 13 13 11 14 10 12 interpersonal 4 7 7 4 9 3 textual 7 4 2 4 6 5 Modalization (i)probabili ty high 2 (10,5 %) med low (ii)usuality high 1 (5,25% ) 3 (15,7% ) 1 (5,25%) med low 2 (10,5%) Modulation (i)obligatio n high 1 (5,25%) med low 1 (5,25% ) (ii)inclinati on high 2 (10,5% ) 1 (5,25%) 2 (10,5%) med low (iii)capabil ity high 1 (5,25% ) 1 (5,25%) 1 (5,25%) med low Appendix 5 The Realization of Emotional Expressive Markers No. Typical expressive Realization Participant JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, February, Vol. 4 No. 1, 2020 75 emotion markers 1 Laughter I (am) very good everyday hehehe M3 2 Full stops I (am) very good everyday hehehe … M3 3 Emoticon …everyday hehehe :D M3 4 Full stop Bye … M3 5 Emoticon Bye … :)) M3 6 Punctuation How are you ??? F1 7 Full stop (…)Irma ….. F1 8 Emoticon (…)Irma ….. :) F1 9 Full stop (…)Instagram ….. F1 10 Full stop and others … F1 11 Laughter and others … hehehe F1 12 Full stop Your country, Korea ….. F1 13 Laughter (…) LOL F1 14 Full stop (…) LOL … F1 15 Laughter (…) LOL … hehehe F1 16 Full stop Oh no ……. F1 17 Punctuation My sister !!! F1 18 Full stop (…) for me …… F1 19 Capital THANK YOU FOR EVERYTHING F1 20 Laughter Let‟s visit Indonesian food too, LOL F2 21 Laughter Just kidding, hehe F2 22 Emoticon I miss you so bad ><  F2 23 Punctuation Hi !!!! F3 24 Emoticon I really miss you so much :( F3 25 Punctuation I really miss you so much :( !!!! F3 26 Emoticon I‟m fine here :) F3 27 Full stop Oh wait, ….. F3 28 Punctuation How is your birthday last week ???? F3 29 Capital HAPPY BIRTHDAY F3 JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, February, Vol. 4 No. 1, 2020 76 30 Punctuation HAPPY BIRTHDAY !!!! F3 31 Capital WISH YOU ALL THE BEST !!! F3 32 Punctuation WISH YOU ALL THE BEST !!!!!! F3 33 Punctuation I can‟t come to say directly to you !!!! F3 34 Emoticon I can‟t come to say directly to you !!!! :( F3 35 Full stop and ……… F3 36 Punctuation What feel to be sweet 30 years old ???? F3 37 Capital SEE YOU!!!!! F3 38 Punctuation SEE YOU!!!! F3 Appendix 6 Quantity Summary of The Realization of Emotional Expressive Markers Gender Emotional Expressive Markes Laughter Emoticon Full Stop Capital Punctuation Additional Letter Male 1 (2,6%) 2 (5,3%) 2 (5,3%) 0 0 0 Female 5 (13,2%) 5 (13,2%) 9 (23,7%) 4 (10,5%) 10 (26,3%) 0