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A PSYCHOLINGUISTIC ANALYSIS ON A STUTTERING CHARACTER
IN ROCKET SCIENCE
A THESIS
Presented as a Partial Fulfillment of the Requirements for the Attainment of
Sarjana Sastra Degree in English Language and Literature
By:
Novanda Alim Setya Nugraha
08211141030
ENGLISH LANGUAGE AND LITERATURE STUDY PROGRAM
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
YOGYAKARTA STATE UNIVERSITY
2012
A PSYCHOLINGUISTIC ANALYSIS ON A STUTTERING CHARACTER
IN ROCKET SCIENCE
A THESIS
Presented as a Partial Fulfillment of the Requirements for the Attainment of
Sarjana Sastra Degree in English Language and Literature
By:
Novanda Alim Setya Nugraha
08211141030
ENGLISH LANGUAGE AND LITERATURE STUDY PROGRAM
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
YOGYAKARTA STATE UNIVERSITY
2012
A PSYCtrOI,INGTJISTIC ANALYSIS ON A STUTTERING CHARACTER
TN R(rcKET SCIENCE
Second Consultant,
Tittk Sudartinah. S. S.. M. A.n{IP. 19800911 200312 2 00rh[P. r97rmr9 1Et903 20/.0;2
RATIFICATION
APSYCHOLINGUISTIC ANALY$S ON A STUTTERTNG CHARA TER
TN N(rcKET SCIENCE
ATIIESIS
Aoce,pted by the Board ol
Yogyakarta State 12 and declared to have
tutfilbd the of Sariou Sostram
Chairperson
Secrctary
FirstExaminer
SecondE:raminer
Yogyakarta ...........Septerrber 2012
Faculty of Langrrages and Arts
Yogyakarta State UniversitY
D€a&
Prof. Dr. Zanrzarfl'M. Pd.
19550505 198011 1 001
iii
PERNYATAAN
Yang bertanda tangan di bawah ini :
Narna : Novanda Alim Setya Nugraha
NIM :08211141030
Bahasa dan Sastra Inggris
Pendidikan Bahasa Inggris
Fakultas: Bahasa dan Seni
Judul : A Psycholinguistic Analysis on a Stuttering Character in
Rocleet Science
menyatakan bahwakarya ilmiah ini adalah hasil pekerjaan saya sendiri. Sepanjang
pengetahuan say4 karya ilmiah ini tidak berisi materi yang dipublikasikan atau
ditulis orang lain atau telah digunakan sebagai persyaratan pada penyelesaian
studi aktrir di perguruan tinggi lain, kecuali pada bagian-bagian tertentu yang saya
ambil sebagai acuan dengan mengikuti tata cara dan etika penulisan karya ilmiah
yang lazirn.
Apabila terbukti bahwa pernyataan ini tidak benar, hal ini sepenuhnya
penjadi tanggung jawab saya.
Yogyakart4 5 September 2012
Peneliti,WNovanda Alim Setya Nugraha
Prodi
Jurusan
lv
v
MOTTOS
“For indeed, with hardship (will be) ease. Indeed, with
hardship (will be) ease. So when you have finished
(your duties), then stand up (for worship).”
(The Holy Qur’an: Al – Insyirah 5-7)
“Dont try to be a man of success, try to be a man of
value instead.”
(Albert Einstein)
“We don’t make a living by what we get, but we make a life
by what we give.”
(Sir Winston Churchill)
"You’re what you think."
(Unknown)
vi
DEDICATIONS
This thesis is wholeheartedly dedicated to:
Bunda, Bunda, and Bunda (Suparini)
Ayah (Ambar Sutoyo)
My Lovely Brothers (Toni Putra Kusuma and Arief
Trihatmojo)
“You’re the miracles of my life”
vii
ACKNOWLEDGEMENTS
Alhamdulillah, all praises be to Allah SWT, the Almighty, the Most
Gracious and the Most Merciful, without which I would never have finished this
thesis. In accomplishing this thesis, I owe to many people for the support,
guidance, assistance, and help.
I would like to express my deepest gratitude and thanks to Erna
Andriyanti, M.Hum., as my first consultant and Titik Sudartinah, M.A., as my
second consultant, for their endless support, advice, patience and great guidance in
helping me throughout this thesis.
My greatest gratitude also goes to Prof. Dr. Zamzani (the Dean of
Languages and Arts Faculty), Samsul Ma’arif, M.A. (the Head of English
Language Education Department), Suparjo, M.Ed. (my academic consultant), all
lecturers in the English Education Department and the all staffs of the Faculty of
Languages and Arts of Yogyakarta State University who have taught and guided
me during my years of study.
In this special occasion, I would like to express my sincerest gratitude and
appreciation to both of my supportive parents: Ayah Ambar Sutoyo and Bunda
Suparini, for their endless moral support, solemn prayer, and pure love. I also
would like to thank my little brothers, Toni Putra Kusuma and Arief Trihatmojo,
who continuously pray for me and give me spirit. I am proud of being a part of
this family.
My thank is also dedicated to my grandparents and my big family, for their
prayers, big support, and love. I also would like to thank my cousins, Vita, Mbak
Devi, Mas Dani, Chelda, and Kiki (for their help and support). I finally finish this
thesis.
I also would like to offer great love and thanks to Pujiyanti, S.Pd., for her
understanding, prayer, and support during the hardest days. I thank her for being
so patient with me.
Other special thanks are offered to my friends in boarding house, Mbak
Rika, Mbak Vivi, Mbak Helmey, Cici, Lili, Ana, and Revi for their care, prayer,
and support. I also would like to express my deepest thanks to all the helpful
seniors, Mbak Endang, Mbak Ryang, Mbak Novi, Mbak Fitri, Mas Aja4 Mas
lwan, Mbak Desti, MbakAstin, and Mbak Tiwi for their help and encouragement.
A million thanks are also devoted all my beloved friends of Elite 08 B Class
(REUNI 13): Mbak Titi, Ratih Wijayanti, Ratih Santi, Bams, Andi, Hisyam, Rifki,
Andre, Venny, Wani, Och4 and Hey, for every happy and sad moment we have in
the last four years. Moreover, I also thank all my friends in Linguistics Class
2008, Hair4 Doni, Ray, Sheva, Shinta, Atika, Widhi, Ronanda, Pindha, Septi, and
Vuti for always coloring every class we attended with laughter, joys, motivating
spirit and even silliness.
I also thank those whom I cannot mention one by one for the support and
prayer for me in accomplishing this thesis.
Finally, I realize that my thesis is far from being perfect. Therefore, I
would be glad to get any comments, feedbacks, and suggestions for the betterment
of this thesis. Hopefully, this thesis will give some beneficial contributions to the
readers.
vllt
ix
TABLE OF CONTENTS
Page
TITLE PAGE ................................................................................................. i
APPROVAL ................................................................................................... ii
RATIFICATION ........................................................................................... iii
PERNYATAAN ............................................................................................... iv
MOTTOS ........................................................................................................ v
DEDICATIONS ............................................................................................. vi
ACKNOWLEDGEMENTS ........................................................................... vii
TABLE OF CONTENTS ............................................................................... ix
LIST OF FIGURES ....................................................................................... xii
LIST OF TABLES ......................................................................................... xiii
LIST OF APPENDICES ............................................................................... xiv
ABSTRACT.................................................................................................... xv
CHAPTER I INTRODUCTION
A. Background of the Study .............................................................. 1
B. Focus of the Research ................................................................... 4
C. Formulations of the Problems ..................................................... 5
D. Objectives of the Research ........................................................... 6
E. Significances of the Research ....................................................... 6
CHAPTER II LITERATURE REVIEW
A. Theoretical Review ...................................................................... 8
1. Psycholinguistics ..................................................................... 8
2. Language Production .............................................................. 10
3. Language and Brain ................................................................ 10
4. Speech Disorder ...................................................................... 12
a. Dysarthria ............................................................................ 14
x
b. Cerebral Palsy ..................................................................... 15
c. Lisps .................................................................................... 15
d. Apraxia ............................................................................... 16
e. Stuttering ............................................................................. 17
1) The Types of Dysfluencies .......................................... 18
2) The Types of Associated Behaviors ............................. 21
3) The Kinds of Stuttering Treatments ............................. 22
5. Rocket Science ......................................................................... 27
a. Production of Rocket Science ............................................. 27
b. Summary of Rocket Science ............................................... 28
B. Previous Research Findings ......................................................... 29
C. Conceptual Framework ................................................................ 30
CHAPTER III RESEARCH METHOD
A. Research Type.......……………………………………………… 33
B. Data and Source of Data………………………………………... 34
C. Technique of Data Collecting…………………………………... 34
D. Technique of Data Analysis…………………………………….. 36
E. Trustworthiness of the Data…………………………………….. 37
CHAPTER 1V FINDINGS AND DISCUSSION
A. Findings ........................................................................................ 39
B. Discussion .................................................................................... 44
1. The Types of Dysfluencies Experienced by Hal Hefner,
the Stuttering Character in Rocket Science ............................. 44
2. The Types of Associated Behaviors Experienced by Hal
Hefner, the Stuttering Character in Rocket Science when
Stuttering .................................................................................. 52
3. The Kinds of Treatments that Hal Hefner Experiences
in Overcoming His Stuttering Portrayed in Rocket Science... 58
xi
CHAPTER V CONCLUSIONS AND SUGGESTIONS
A. Conclusions ................................................................................. 69
B. Suggestions .................................................................................. 72
REFERENCES ............................................................................................ 74
APPENDICES ............................................................................................ 76
xii
LIST OF FIGURES
Figure 1: Radiant Thinking Scheme…………………......……………………. 9
Figure 2: Interior of the Brain............................................................................. 11
Figure 3: The Cerebral Cortex........................................................................... 12
Figure 4: Analytical Construct........................................................................... 32
xiii
LIST OF TABLES
Table 1: Data Sheet of the Types of Dysfluencies and Associated Behaviors
of Stuttering Experienced by Hal Hefner Portrayed in Rocket
Science……………........................................................................ 35
Table 2: Data Sheet of the Kinds of Treatments that are Experienced by
Hal Hefner in Overcoming His Stuttering...................................... 36
Table 3: The Data Findings of the Types of Dysfluencies and Associated
Behaviors of Stuttering Experienced by Hal Hefner Portrayed in
Rocket Science................................................................................ 40
Table 4: The Data Findings of the Types of Associated Behaviors
Experienced by Hal Hefner, the Stuttering Character in Rocket
Science when Stuttering…………….............................................. 42
Table 5: The Data Findings of Treatments that Hal Hefner Experiences
in Overcoming His Stuttering Portrayed in Rocket Science............ 43
xiv
LIST OF APPENDICES
Appendix 1: Data Findings of the Types of Dysfluencies and Associated
Behaviors of Stuttering Experienced by Hal Hefner Portrayed
in Rocket Science……............................................................. 76
Appendix 2: Data Findings of Treatments that Hal Hefner Experiences
to Overcome his Stuttering Portrayed in Rocket Science........ 124
Appendix 3: SURAT PERNYATAAN.......................................................... 137
xv
A Psycholinguistic Analysis on a Stuttering Character
in Rocket Science
by
Novanda Alim Setya Nugraha
08211141030
ABSTRACT
This study aims at identifying and describing stuttering suffered by the main
character in Rocket Science. The objectives of this study are to identify and
describe (1) the types of dysfluencies, (2) the types of associated behaviors, and (3)
the kinds of treatments experienced by the stuttering character in Rocket Science.
The study was a descriptive qualitative study with the researcher as the main
instrument and the data sheets as the secondary instrument. The object of this
research was the stuttering character’s utterances in Rocket Science. The data were
utterances in the form of words, phrases, clauses, and sentences of the character
containing and reflecting the phenomenon of stuttering. Another data source was
the script of the movie. After being collected, the data were categorized and
analyzed based on each category in psycholinguistic study. To enhance the
trustworthiness of the data in this study, theory and researcher triangulations were
applied.
The result of the research shows three important points. First, there are two
types of speech dysfluencies, namely between-word dysfluencies and within word
dysfluencies. In between-word dysfluencies, there are interjections, multisyllabic
whole-word repetitions, revisions, and phrase repetitions. Then in within-word
dysfluencies, there are blocks (silent pauses), monosyllabic whole-word repetitions,
and repetitions of individual sounds and syllables. Interjections can rank as the
highest phenomenon in between-word dysfluencies because it is the most usual type
of dysfluencies. Even, normal people sometimes experience Interjections to delay
the initiation of a word the speaker expects to get stuck on. Meanwhile, blocks
(silent pauses) in within-word dysfluencies can rank as the highest phenomenon
because it is also the most usual type of dysfluencies too; even normal people
sometimes experience blocks (silent pauses). Then, there are four types of
associated behaviors of a stuttering person, namely eye behaviors, visible muscle
tension, head, torso, and limb movement, and audible inhalations or exhalations.
Eye behaviors can rank as the highest phenomenon in the associated behaviors of
stuttering because this phenomenon is the earliest and most frequently observed
associated behaviors that typically involve the eyes. Some of the more common eye
behaviors are blinking, squeezing the eyes shut during moments of stuttering, side
to-side movements of the eyes, and consistent loss of eye contact with the listener
during instances of types of speech dysfluencies. The last, there are three kinds of
treatments experienced by the stuttering character in Rocket Science. They are
manuevers that can induce fluency, cognitive-behavioral therapy, and speech
therapy. In addition, for the stuttering character, the implementations of those
treatments are successful enough in overcoming the stuttering although the film
shows that the treatments just can help Hal induce his fluency, not to make him
recover from his stuttering.