LANGUAGE ACQUISITION OF MICHELE MCNALLY IN SANJAY LEELA BHANSALI'S BLACK 2005 MOVIE.

Language Acquisition of Michele McNally In Sanjay Leela

Bhansali’s

Black

2005 Movie

ATHESIS

SubmittedasPartialFulfillmentoftheRequirementsfortheSarjanaDegree ofEnglishDepartmentFacultyofArtsandHumanities

StateIslamic UniversitySunan Ampel

Surabaya

BY

HAROLD FERRY HARYONO Reg. Number: A73212098

ENGLISH DEPARTMENT

FACULTY OF ARTS AND HUMANITIES

STATE ISLAMIC UNIVERSITY SUNAN AMPEL SURABAYA 2016

ADVISOR’S APPROVAL SHEET

This thesis by Harold Ferry Haryono entitled “Language Acquisition of Michele McNally In Sanjay Leela Bhansali’s Black 2005 Movie” has been approved by the advisor and could be proposed to fulfill the requirements of Strata 1 Degree of English Department Faculty of Arts and Humanities UIN SunanAmpelSurabaya.

Surabaya, July 30th_{, 2016} Thesis Advisor

Murni Fidiyanti, MA. NIP: 198305302011012011

Acknowledged by:

The Head of English Department

Dr. Muhammad Kurjum, M. Ag. NIP: 196909251994031002

ENGLISH DEPARTMENT

FACULTY OF ARTS AND HUMANITIES

STATE ISLAMIC UNIVERSITY SUNAN AMPEL SURABAYA 2016

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Harold Ferry Haryono A73212098

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V

Language Acquisition of Michele McNally In Sanjay Leela Bhansali's 2005 Movie

15 Agustus 2016

ABSTRACT

Title : Language Acquisition of Michele McNally In Sanjay Leela Bhansali’s Black (2005) Movie

Key words: Language acquisition, Deaf blind, Michele McNally, Black.

This is the research which concerns to language acquisition of deaf blind kid, Michele McNally based on Black (2005) movie. This research focuses on some ways which are used by Michele McNally to acquire her language and some steps she passes. Hopefully this research is useful for reader to get knowledge about effective methods to aid deaf blind kids who acquire language.

The approach that is used in this research is descriptive qualitative. whereas this study describes the methods are used by Michele to pass language acquisition based on the Black movie. The data of research were collected from the transcription of the utterances performed in the movie. Then, that data are analyzed based on some theories such as Nativism, Behaviorism and other supported theories.

This research found some ways which are used to help language acquisition of Michele, such as Tadoma, Tactile Sign Language, Tactile Finger spelling, Kinesic, and Smelling. Through these ways, Michele is able to learn and pass the language acquisition by acquiring the language input which is taught by her teacher.

In the end, the writer hopes this research can inspire the reader to "hear" the words which are unspoken by deaf blind.

ABSTRAK

Judul :Language Acquisition of Michele McNally In Sanjay Leela Bhansali’s Black (2005) Movie

Kata kunci: Language acquisition, Deaf blind, Michele McNally, Black

Ini adalah penelitian yang berkonsentrasi pada pemerolehan bahasa anak buta-tuli, Michele McNally berdasarkan film Black (2005). Penelitian ini berfokus pada cara - cara yang digunakan oleh Michele McNally untuk mengakuisisi bahasa dan tahapan - tahapan apa saja yang dilaluinya. Besar harapan bahwa penelitian ini sangat berguna bagi pembaca untuk memperoleh wawasan tentang metode - metode yang efektif dalam membantu anak buta dan tuli yang mengakuisisi bahasa.

Pendekatan yang digunakan dalam penelitian ini adalah deskripsi-kualitatif. Dimana penelitian ini mendeskripsikan metode - metode yang digunakan Michele untuk melalui akuisisi bahasa berdasarkan film Black. Data dari penelitian ini didapat dari transkripsi dari ujaran - ujaran yang ditampilkan di film. Kemudian data tersebut dianalisa berdasarkan beberapa teori seperti Nativism, Behavioristik, dan teori - teori pendukung lainnya.

Penelitian ini menemukan temuan berupa beberapa metode yang digunakan untuk membantu akuisisi bahasa Michele, seperti Tadoma, Bahasa Isyarat Sentuhan, Finger spelling sentuhan, Kinesik, dan Pembauan. Melalui metode tersebut, Michele bisa mempelajari dan melalui akuisisi bahasa dengan menyerap input bahasa yang diajarkan oleh gurunya.

Akhir kata, penulis berharap penelitian ini dapat menginspirasi pembaca untuk "mendengar" kata - kata yang tak terucap oleh (anak) buta tuli.

TABLE OF CONTENTS

Inside Cover... i

Declaration... ii

Dedication...iii

Motto...iv

Thesis’s Advisor’s Approval Page...v

Thesis’s Examiner’s Approval Page...vi

Acknowledgments...vii

Table of Contents... ix

Abstract...xii

CHAPTER I: INTRODUCTION 1.1. Background of the Study...1

1.2. Statements of Problem...7

1.3. Objectives of Study...7

1.4. Significance of Study...7

1.5. Scope and Limitation...8

1.6. Definition of Key Terms...8

CHAPTER II: REVIEW OF RELATED LITERATURE 2.1. Related Theories...10

2.1.1. Language Acquisition...10

2.1.1.1 Nature and Nurture Controversy...11

2.1.1.2 Language Acquisition Process... 15

2.1.1.3 Sign Language Acquisition... 16

2.1.2.1. Nonverbal Communication... 18

2.1.2.2. Types of Nonverbal Communication...19

2.1.2.3. Sign Language and Modification...21

2.1.2.4. Finger Spelling Alphabet...23

2.2. Previous Study... 24

CHAPTER III: RESEARCH METHOD 3.1. Research Approach... 27

3.2. Technique of Data Collection... 28

3.2.1. Data Source...28

3.2.2. Instrument... 28

3.2.3. Procedure of Data Collection... 29

3.2.4. Data Analysis...29

CHAPTER IV: FINDING AND DISCUSSION 4.1. Finding...31

4.1.1. Communication ways used by Michele McNally to acquire language inBlackmovie...31

4.1.1.1. Tadoma...31

4.1.1.2. Tactile Finger Spelling...40

4.1.1.3. Tactile Sign Language...44

4.1.1.4. Smelling... 47

4.1.1.5. Kinesic/ Gesturing...48

4.1.2. Language Acquisition of Michele McNally...50

4.1.2.1. Imitating Process...51

4.1.2.2. Manual Babbling...52

4.1.2.4. First word/ Sign...57

4.1.2.5. Understanding the word...60

4.2. Discussion...68

CHAPTER V: CONCLUSION 5.1. Conclusion...72

5.2. Suggestion... 73

BIBLIOGRAPHY...74

CHAPTER I INTRODUCTION

1.1. Background of Study

Human as the best creature has created in the best make and it possible to be talented and it explained in the Al-Qur’an which became the grand theory that revealed and directly written by God. Such as in the Qur’an surah At-Tin in the fourth verses, Allah SWT declared that He has been creating the human in the best make. So, we can say that human has ability to have a mind to being talented than other creature. Such as in explanation of Tafsir Al-Jalalayn (verses 17: 70) stated that human has honored and preferred since the God has given the knowledge, speech and creation in the best proportion. From that special gift given by God, it can be one of the reason that human has an ability to speak and all the organs inside human which can support it.

To use speak ability, it is impossible when human speaks without language. Language does important things to communicate the ideas, emotions and desire through symbols to interpret the meaning in their environment (West and Turner, 2008:5). Almost all of human need to use language to interact each other and without it all of them will feel difficulty to communicate. To use language, human should have a knowledge about language which can be acquired by acquiring its language or usually called as Language Acquisition.

Language acquisition itself is one of process of human to acquire perception and comprehension of language. In other words, language acquisition process is a way of human to form an internalized knowledge in his mind to know and get for his language. It can be learned from an interaction between a learner with experienced language users, in example. adults, of that culture. (Costley and Jaime Nelson, 2013:4). In this case, acquiring language takes an important thing in human’s life because every human was not born talking, human needs to learn its own language to do communication everyday (Clark, 2009: 1).

Language acquisition theories generally were divided into two general theories. First is behaviorism theory or usually called as learning theory comes from B.F Skinner. Skinner assumes that there was no complicated innate or mental mechanism needed to learn language, all the necessary came from systematic observation of the events of the external world (Aitchison, 2007: 8). Children do not have any device given by God which make them can acquire the language when they were born. Children were born with a blank sheet in his brain, and to fulfill that sheet, environment factors have the big influences to form the behavior of the children (Kustomo, 2012: 99).

Second is nativism theory which came from Noam Chomsky. Chomsky assumes that human was born with imprinted knowledge about language, it often referred to as ‘the innate hypothesis’ (Aitchison, 2007: 21). He explains to acquire language to be possible in human, human must

endow with a ‘rich internal structure’ (Aitchison, 2007: 97). Human has been given by God a Language Acquisition Device or usually called as LAD, it is innately patched in human brain. Through LAD which innately imbued, it makes human to have an enough ability to learn and acquire its language (Costley and Jaime Nelson, 2013:2). That process to learn and acquire language which passed by human before he can speak the language is called as language acquisition process.

Nativism and Behaviorism can relate each other. In other words, nativism theory must be supported by behaviorism theory and behaviorism also should be supported by nativism.

Behaviorism theory assumes the factor to support human to learn and acquire the language is environment. Children who live in good environment will have good process in acquire language and if they live in lack of language interaction environment, it will delay their language acquisition process such as in Isabelle, Chelsea and Genie cases which growth up in the mute environment from ‘human speech’. Isabelle (pseudonym) has confinement with the mute mother that makes Isabelle did not communicate well because her closes environment, in this case is her mother, so she did not begin to learn language till she gets her freedom (Steinberg, 2001: 135). Then other case is from Genie (pseudonym), she was discovered when she was 13 years old in Los Angeles, USA. She had been locked by father in a room preceding 12 years. Her father isolated her even she never heard human voices and communicate using language, her

father frequently beat her with a wooden stick and growled at her like a dog (Steinberg, 2001: 131). Then the case that experienced by Chelsea (pseudonym), she was began to learn language at age 32, it happened when her parents thought that she was deaf because the misdiagnosed added she also lived in the rural place which did not give any language training to instruct any kind to her.

Other factor which can help the children to adapt and absorb the language normally in their environment is hearing equipment to hear the language look like. It was proven by Genie’s case, although she was not deaf but she never heard voices for 13 years. It means that her ears were function-less to hear a language for 13 years. It looks like she was a deaf kid because her ability to hear was isolated and did not get any language input. Then, there was Helen Keller which deaf, blind and mute since she was 19 months old. Helen unable to acquired language normally because she was deaf and blind, it made her could not receive any language input. But, in the end she can learn language when she met a teacher which taught her through hand-signals and vocal chords with hands (Steinberg, 2001: 138). Nevertheless Genie and Helen Keller did not get the brain damage, the unequipped could be one of the reason that made children acquire language abnormally. She could catch even absorb the input of any language information to her brain, but her hearing was simulated into the deaf condition.

Other similar case of human with problem in language acquisition who deaf, blind and mute was filmed in 2005 by directed by Sanjay Leela Bhansali. Sanjay’s film entitled “Black” shows a story of Michele McNally. She was a kid with hearing impairment, blind and mute condition since she was a baby. When Michele was baby, she was normal until one day an illness has made her blind, deaf and mute. Her parents decided to call Debraj Sahai to be Michele’s teacher who taught to know language. Debraj Sahai taught Michele through some methods such as nonverbal communication and tactile sign language.

Non-verbal communication usage explained above can be used to help a blind, deaf and mute child to acquire language. Non-verbal communication itself is all aspects of communication other than words themselves. It includes how we utter the words, feature, environment which affect the interaction, objects which influence personal images and interaction patterns (Wood, 2009: 13). It can be a facial expression, kinesic/gestures, paralinguistic or paralanguage, proxemics, haptics, appearance.

In other hand, the usage of sign language is also found in Black movie. Sign language itself is a natural language which commonly used by impaired hearing human. Andrew Palmer stated that sign language express and impress language which utilities not just by your hand, but it can be body language and facial expression. Sign language may differ in each place or country even among those whose first language is the same

language (Hollis, 2011: 5). Such as, in United Kingdom or British Sign Language (NSL) is different with United States or American Sign Language (ASL). The differences such as BSL uses two-handed alphabet system and in ASL uses on-handed alphabet system (Hollis, 2011: 5).

Previously, there are some works which discussed about language acquisition in related topic, such as Awwaliyyah’s thesis (2015) “An Analysis of Tarzan’s Language Acquisition in The Movie Tarzan of the Apes (1999). She explains about how the language acquisition of Tarzan who isolated in animal environment without any human interaction then he started his language acquisition as human when he was mature. After that, the other work came from Heri Kustomo (2012) “Pemerolehan Bahasa Pada Anak Kajian Antara Nurture dan Nature (Kasus ‘Wanita Tarzan’ Kamboja)” which explains about a “Tarzan woman” Rochom P’ngieng who lost in jungle when she was 8 years old was found 19 years later when she was 27 years old. She was found in language lost condition then she begun to learn her language again. Then, the works come from Ariswara Pratama (2015) “A Psycholinguistic Analysis on Sign Language Used by Helen Keller in the Miracle Worker Movie” from Mataram University. He tried to explain what language that used by children in deaf and blind condition to acquire language. He also find out how deaf and blind children could acquire language.

See the case which had been explained, writer aims to write the thesis about what communication way used to aid Michele McNally as

blind, deaf, mute kid in acquiring language and how she passed the process of language acquisition which presented in the Sanjay Leela Bhansali’s Black(2005) Movie.

1.2. Statements of Problem

Based on background of the study above, writer eagerly wants to find the answer following questions:

1.2.1. What are the ways of communication used by Michele McNally to acquire language in the Sanjay Leela Bhansali’sBlack(2005) Movie? 1.2.2. What are the steps of language acquisition passed by Michele

McNally in the Sanjay Leela Bhansali’sBlack(2005) Movie?

1.3. Objectives of Study

Through this paper, the writer wants to present following aims: 1.3.1. To describe the ways of communication used by Michele McNally

to acquire language in the Sanjay Leela Bhansali’s Black (2005) Movie.

1.3.2. To describe the steps of Michele McNally’s language acquisition based of the Sanjay Leela Bhansali’sBlack(2005) Movie.

1.4. Significance of Study

Theoriticaly through this paper, the writer aimed that his research can provide the contribution for the linguistic students to explore their

insight about Language Acquisition of people who cannot see, hear and speak through non-verbal communication and sign language aid which applied in Sanjay Leela Bhansali’sBlack(2005) movie.

In other hand, practically writer also expected his research can share information how the way of Michele McNally could acquire her language although disabilities inside. Then, through this thesis writer could provide the beneficial to reader who accidentally meet the case like Michele McNally.

1.5. Scope and Limitation

To keep this research concerns the topic, writer decides to focus the study on discussing about language acquisition. Whereas language acquisition here focused on what way used by deaf, mute and blind kid to passes language acquisition steps which presented in the movie.

Then, writer limits the research of language acquisition process experienced by Michele McNally started before and after she met Debraj Sahai as her teacher in the case of the movie until Michele McNally understands that she was learning a language.

1.6. Definition of key Terms

The definitions below are given to the specific terms employed within this study:

Language Acquisition : The process of human to absorb and get the knowledge of their language.

Nonverbal Communication : It means the way of communication other than words. It can be the way how human utter the words, feature, environment which affect a communication, object with influence personal images and interaction patterns. (Wood, 2009: 13).

Tactile Sign Language : A sign language which is commonly used by deaf-blind people to communicate with each other. This sign language is practiced by using hand contact.

Tadoma : Method of speech-reading which based on vibrotactile reception of the lips movement that occur when producing speech.

CHAPTER II

REVIEW OF RELATED LITERATURE

2.1. Related Theories 2.1.1. Language Acquisition

When human was born, he is not born talking. So, he needs to acquire his own language especially his first language (Clark, 2009:1). To get it, human must pass some processes called language acquisition. Chomsky stated that language acquisition is one of process which he (learner) forms an internalized knowledge (in his mind). Or, it is the process which learn about a human process through which he can acquire language, both first language and second language acquisition.

Language acquisition theories generally were divided into two general theories, Nativism and Behavior theory. Nativism theory or innateness theory belongs to Noam Chomsky. This theory argued that language acquisition device is innately inside children themselves. All human born with a Language Acquisition Device in their brain which supports them to have language. Innately, they have a set of ability for knowing structures and patterns of language, it called as Universal Grammar. So, human has innate mechanism which a language is genetically programmed in their brain. Chomsky argues that language acquisition holds some linguistic knowledge in human at birth and human also has automatic grammatizator.

The second is behaviorism theory, it comes from those who believe that language is a thing which learn-able. All factors which affected human to get his language it comes from their external word influences, such as in environment they live in. Some of those who believe this theory are Ivan Petrovich Pavlov, John B. Watson and B.F Skinner. They believe that everyone was born in this world with ‘Blank sheet’ without any knowledge inside themselves. Afterwards, that ‘Blank sheet’ will be affected by their environment through some experiences which they undergo (Brown, 2000:23).

2.1.1.1. Nature and Nurture Controversy

In a process of language acquisition, it has been a long time as debatable controversy of any linguist between two different points of view in language acquisition of human. These views are Nurture (behaviorism) and Nature (Nativism), so this controversy usually called as Nature and Nurture Controversy.

This controversy debated about how theories can be used of human to acquire language. One of view is Nurture, any linguists who believe with this opinion believe that the process of language acquisition is affected by the external environment of where is the human live. Shortly, language acquisition of children is habitually can happen through conditioning process (Brown, 2000:34).

Some of scientists who support this behaviorism believe that everyone was born in this world with ‘Blank sheet’ without any knowledge inside themselves. Then, ‘Blank sheet’ will be affected by their environment through some experiences which they undergo (Brown, 2000:23).

There are some scientists who supported behaviorism view, such as Ivan Petrovich Pavlov, John B. Watson and B.F Skinner. Ivan Petrovich Pavlov or usually known as Ivan Pavlov (1849 -1936) is a Russian scientist and psychologist had been developed of conditioned reflex through famous experiments with dogs (Biography.com Editors, Ivan Petrovich Pavlov Biography.

http://www.biography.com/people/ivan-petrovich-parlov-9435332. It accessed December 5, 2015. 12.35 PM). That experiments as known as Classical Conditioning which use a dog to prove that learning process itself constructed by more association between stimulus and responses (Brown, 2000:80). Then, John B. Watson (1878 – 1958) is an academic and psychologist from America, he was remembered for codifying and publicizing ‘Behaviorism’ through his “Psychologist as a Behaviorist Views It” (Biography.com Editors, John B. Watson Biography. http://www.biography.com/people/john-b-watson-37049. It accessed December 5, 2015. 12.42 PM). Base of the previous study of Pavlov (Classical Conditioning), Watson

argued that every forms of study is based on conditioning process, when human is learning, he makes relation of stimulus and responses (Brown, 200:80). Watson believes that every human is an organism made by what will be happened tomorrow not when he was born. So, the factor by heredity is not important although a human has superior gen by his parents because Watson thinks that human behavior is totally affected by environment factors where human live in (Prasastie, 2008, KONTROVERSI NURTURE DAN NATURE DALAM PSIKOLINGUISTIK. http://docslide.net/documents/nurture-and-nature. html. It downloaded December 5, 2015. 12.29 PM). Burrhus Frederic Skinner (1904 – 1990) or as known as B.F Skinner also gave his contribution in behaviorism, well known as Harvard Psychologist, he also developed ‘Operant Conditioning’ in his research. In his research, Skinner use rats, he observed how the rodents (rats) discovered and used to a level in the box when given food in varying intervals (Biography.com Editors, B.F. Skinner Biography. http://www.biography.com/people/bf-skinner-9485671. It accessed December 5, 2015. 1.42 PM). He tried to train the rats to get their food by pressing the pedals. After that when these rats have been trained to get that knowledge, then Skinner gave the highly levels used the lamps. When the lamps are turned on, the rats should press the pedals to get their food.

These steps would continue, the rats should press the pedals twice when the lamps are turned on, and these steps could be understood by the rats (Darjowidjojo, 2003:235). That research made the new explanation about the changing of the rat’s way to get their food then make new theory called Stimulus (S) and Response (R) (Kustomo, 2012: 99).

In Dardjowidjojo (2003: 234) Skinner’s theory explains how response tendency can reach up by learning. When the response followed by positive stimulus, the children will be reinforcing the response, and when negative, it will be weakening the response. Skinner also argued that getting insight or knowledge, included acquiring a language is a human habit. The repeatedly process which happen will growth the habit. In Aitchison (2007), Skinner stated that no complicated innate or mental mechanisms are needed to learn language, all that is necessary of observation the events in the environment which there are speakers who utter the words (Aitchison, 2007: 8).

In other hand, there is a contrary view of Nurture and it also discussing about language acquisition that well known as Nature opinion. That opinion argued that children have the innate device which help them to have a language when they were born, that device usually known as Language Acquisition Device (LAD). This device has the feature which can predict the

structure of their first language (Kustomo, 2012: 99). Because LAD feature, almost all children do not know about the characteristic of their first language and they do not need to learn it consciously.

Chomsky (in Kustomo, 2012) believes that all children have LAD universally wherever children was born, they will undergo a similar process to acquire first language which unconsciously learned. It assumed that structures and patterns of language under birth is same to all language. So, that structure and pattern called as ‘Universal Grammar’.

2.1.1.2. Language Acquisition Process

In acquiring language, humans should complete some phases from they were born until they have completely done the language acquisition process. Language acquisition of normal children itself has some phases which are structured into same order of relative chronology, such as in table below.

Language stage Beginning age

Crying Cooing Babbling Intonation patterns One-word utterances Two-word utterances Word inflections Question, negatives

Rare or complex constructions Mature speech Birth 6 weeks 6 months 8 months 12 moths 18 months 2 years 21/4_years 5 years 10 years (Source: Aitchison, 2007: 80)

2.1.1.3. Sign Language Acquisition

To acquire a language, every human must be passed the steps of language acquisition which is started from they were born until the final process they acquired language well. The language acquisition here can be a step of first language acquisition which is explaining steps of human to get their ‘mother tongue’ or native language.

In language acquisition process, sign language acquisition process might be similar with spoken language. But Laura Ann Petitto’s work in year of 2000 claims that sign language is acquired in exactly same way like spoken language. She identifies the milestones in signing and speaking children language acquisition as follows: babbling (7 - 12 months); first word stage (11 14 months); and the first two words stage (16 -22 months).

Whereas Baker,Anne; Beppie van den Bogaerde; and Bencie Woll (2008: 38) made time course of sign language development and assessment. That time course generally is divided into three, they are: Pre-linguistic communication; first word of sign; and acquisition of grammar.

In babbling which underwent by hearing children shows that vocal babbling (repetitive, syllabic sound like “ma ma”, “ba ba”) happen around 6 - 8 months. Clement (2004: 23-24) argued,

after the few months of children continuous to exhibit the babbling, it process will decrease. Babbling will disappears as words come in (Lillo and Martin, 2008: 3). In observation of Petitto and Marentette, they also found that manual babbling of deaf children also exposed similar with vocal babbling produced by hearing children.

Second is first words and sign. Transition of children who learn sign language is vague by the use of similar modality in gesturing and signing. In this step children can expose the sign language. When about age 12 to 15 months of children has been reported that signing to point which refers to people is not necessary yet. Children use to point to people at around 15 months (Baker, 2008: 39).

Children who are hearing impairment and vision loss have general problems to express pronoun in pointing people, for examples are ‘I’ and ‘YOU’. Thus might be easy for hearing children to appropriate these pronouns. They pointing gesture I and YOU since the gesture must clearly indicate who is being referred to. In avoiding an error of deaf children when pointing pronouns I and YOU, the parents must learn on role and not to objective label. The parents can refer to the child by his own name which attached to the child, not to who is being addressed (Kyle and Woll, 1988: 72).

Some studies had been reported and claimed that deaf children who learn to sign have larger lexicon in about 2 years old than children who learn to speak. The study of Gregory and Mogford in 1981 which explained in Kyle and Woll claims that in their longitudinal of milestones in word acquisition by several deaf children at age from 15 - 18 months. They found the first word appears at average of 16 months; ten words at 23 months; 50 words at 29 months, and 100 words at 34 months (Kyle and Woll, 1988: 63).

2.1.2. Human Communication

Communication is closely important by human being. Human communicate each other almost in every situations. But, if we talk about what is human communication itself - it has many definition instead. Tubbs and Sylvia Moss (2008: 5) defined human communication as the process to build a meaning between two people or more.

2.1.2.1. Nonverbal Communication

Nonverbal communication firstly introduced by psychiatrist Jurgen Ruesch and author Welden Kees through a bookNonverbal Communication: Notes on The Visual Perception of Human Relationsin 1956 (Latha, 2014: 160). Then, non-verbal communication itself is according to Hardjana (2003: 26) and

Devito (2009: 124) defines nonverbal communication as the way of producing to delivering message between addressor and addressee without words usage. Human can transmit the message by some medium other than speech or writing. To transmit a nonverbal communication can be used other than words or sounds, it uses signal or body language (Awwaliyah, Rizqi, 2013: 58). To do nonverbal communication may can use facial expression, gestures, body language, paralinguistic, proxemics, eye gaze, haptic, appearance, artifacts.

2.1.2.2. Types of Nonverbal Communication

In nonverbal communication itself can be divided as some parts, they are:

 Haptic is one of the important tool to nonverbal communication (Tubbs and Sylviana Moss, 2008: 140). Haptic can be defined as a part of nonverbal communication which use touching or body contact when at least two people do communication. Communication itself according to Lawrence Kincaid (in Cangara, 2009: 20 in Windayanti, 2014) stated that communication is a process which is two or more people unite and share information each other, then it will occur deep mutual understanding. Usually, Haptic also

known or called as Zero Proxemics because in Haptic itself there is no more range to contact.

 Proxemics is a space that people take when they communicate. A range of space which taken can define how close of the relationship of them.

 Kinesics also known as body gesture or gesture which is it use body parts to support verbal communication, almost all can be used for symbolic signaling like head nodding (to express an agreement) and hand wave.

 Paralanguage feature or usually called as is one of part in nonverbal communication in uttering way. But this is more focus on how the way of people uttering the language except words. It can be the volume, intonation, dialect, pitch, speed and pause.

 Facial expression can communicate some of meanings. There are at least eight kind of expressions to show different emotional. Devito (2009:128) states thus expressions are happiness, shock, anxiety, anger, sadness, nausea, repugnance,

 Physical Appearance sometimes used to communicate a message of communication through appearance that shown to addressee. Culture can have an important influence in how appearances are judged. While thinness tends to be valued in

Western cultures, some African cultures relate full-figured bodies to better health, wealth, and social status, or in Indonesia sometime thinness was judged as eat less, then a fat man became a wealth or eat much.

 Chronemics can be defined as communication of how human beings through their time usage. Such as in a case of man who late of arrival when he has appointment. It can communicate that he is not respecting to the time.

 Smell can be one of the nonverbal code. It can communicate the information to addressee. Such as when someone has unpleasant odor, it means that people is dirty or does not take a bath yet. Then, the fragrance also can communicate the it is the scent of a perfume.

2.1.2.3. Sign Language and Modification

Sign language is commonly way which can be used for human who impaired or unavailable to communicate normally. Sign language usually uses by hear and deaf people but they use space of grammatical which might be different with spoken language (Stokoe, William C.; Dorothy C. Casterline; Carl G. Croneberg. 1965).

Sign language itself can be vary and might be has some kind in this world. Usually the usage of sign language used by

Stewart (1998:2) argues an approach definition of sign language. He stated the definition using through imagining of American Sign Language definition (ASL). ASL defined as a language used by and how the most American Deaf Community sign. In other case if someone ask what about Italian Sign Language, it is the way of Italian people do.

In people with both deaf and blind, the using of sign language may has modification in use. A common way which use the sign language to communicate between deaf-blind people is tactile signing.

According to (Riggio (1998: 5) in tactile signing, both of our hand should come in contact with deaf-blind people directly, whereas deaf-blind people receive the information by their main receptive method of communication or body contact.

After that, there is tadoma as a method which usually used by children were both deaf and blind. Tadoma was invented by American teacher, Shopia Kindrick Alcorn when she taught Tad Chapman and Oma Simpso in 1920’s. Tadoma is a method of speech-reading which based on vibrotactile reception of the articulatory movement that occur when producing speech. This method lets the hand of deaf-blind people placed on the face of the speaker (Reed, 1996: 1). This method is invented a system to

help deaf and blind people in imitating how to speak word (Tabak, 2006: 168).

2.1.2.4. Finger spelling Alphabet

Finger spelling is one of the way which can be used to representing manual codes of the letters or alphabet and is not a signed language. Battison (1978) and Wilcox (1992) in Baker (2010:2) states that finger spelling usually can be used for representing a proper noun for language without sign equivalent.

The using of finger spelling in a case of human who hearing impairment and vision loss practiced by tactile system. Whereas, the information or words are spelled out onto the hand of deaf - blind. So that, this is usually called as tactile finger spelling.

Pattern of Finger spelling in each language can be vary based on the system where the countries are. It because every countries have diversity with each country such as in USA and UK have different pattern in using finger spelling alphabet. In British Sign Language uses two-handed manual alphabet system, whereas in American uses one-handed manual alphabet system (Hollis, 2011:5-6). For example American finger spelling alphabet system pattern which use one-handed manual alphabet system can be seen in the picture in the next page

Source: http://www.lifeprint.com/asl101/fingerspelling/images/abc1280x960.png

2.2. Previous Study

In this part, writer presented the similar study. First study by Zahratul Awwaliyah entitled “An Analysis of Tarzan’s Language Acquisition in The Movie Tarzan of The Apes (1999)” in 2015. In her study, she used theory about language acquisition from Skinner and Chomsky to analyze the object of her study. She explained about what steps passed by Tarzan in acquiring the language when his steps of language acquisition was delayed when Tarzan was child.

When Tarzan was a child, he lost in the jungle and discovered by the apes. That tragedy made Tarzan to learn animal language to communicate. It presented when Tarzan meet Jane who speaks human

language. Tarzan was not recognizing what human language used by Jane because Tarzan had used animal language since he lost and grow in ape environment.

Second research written by Ariswara Pratama (2015) entitled “A Psycholinguistic Analysis On Sign Language Used By Helen Keller InThe Miracle Worker Movie”. In his research, he explained about the language used by deaf-blind children to acquire language. The data that he used fromMiracle Worker movie was focuses to analyze on the main character of the movie, Helen Keller. He used the main theory of Language Acquisition by B.F Skinner and Noam Chomsky. He analyzed the language used to acquire language of Helen Keller to find out the answer about how Helen Keller can acquire her language in deaf and blind condition.

Third research is from Heri Kustomo (2012) entitled “Pemerolehan Bahasa Pada Anak Kajian Antara Nurture dan Nature (Kasus ‘Wanita Tarzan’ Kamboja)”. In his research, he tried to explain about a “Tarzan Woman” Rochom P’ngieng who lost in jungle when she was 8 years old was found 19 years later when she was 27 years old. She was found in language lost condition and not recognizing human language anymore. Human language, in this case is “Khmer” which ever acquired by P’ngieng before, now cannot be recognized by her because she was isolated in unsupported environment. When she was lost, P’ngiaeng isolated in the jungle without human interaction. So, she must adapt with her

environment. In the analysis, Kustomo uses theory from Chomsky and Skinner. The theories which explain about how language can be acquired by human.

Based on these previous studies explained above, writer decides to conduct the research about language acquisition in the Black movie. This research considered has differences with the previous studies because this research uses different object. So, the result of this study is to present more deeply about specific methods which are used by deaf blind children in Black movie to complete the steps of language acquisition.

CHAPTER III RESEARCH METHOD

In this chapter, writer explains the way how this research conducted. In order to get a systematic order to conduct this research, writer divided the this chapter into three parts: Research approach, Technique of Data Collection, and Data Analysis.

3.1. Research Approach

The research approach used in this research is qualitative method. According to Monique Hennink, Inge Hutter, Ajay Bailey (2010: 8) and Moleong (2007: 6) qualitative approach can be used to examine people’s experiences, such as behavior; motivation; perception; action,etc. Those examined by using a set of research method specifically such as depth interviews, observation, focus group discussion, content analysis, visual methods and life histories.

Qualitative research is concerned in developing of social phenomena. In other word, qualitative aims to help us in understanding the social world where we live in. Besides that, it tries to find out the question why things are the way they are (Hancock, Elizabeth Ockleford, Kate Windridge, 2009: 7).

Qualitative research approach has distinctive features that allows researcher to identify issues from perspective and interpreting that happen

to the object. Qualitative method is divided into three models, they are: descriptive model, grounded model and verification model. In this research, writer uses qualitative approach in descriptive model. According to (Koentjaraningrat, 1993: 89) descriptive method allows the writer of the research to describe and learn what phenomenon that occurs in an individual or community.

Descriptive qualitative aims to describe phenomenon occurred whereas means to interpret the case (Mardalis, 1999: 26). It was structured systemically to analyze a group of people or another object through description report, imaging or portrayal in systematic structure. That description reports of the research should be observe factually about event or phenomenon which occurs (Cevilla, 1993: 73) .

3.2. Technique of Data Collection 3.2.1. Data Source

The source of data of this research were taken from Black (2005) movie. Furthermore, data which used are transcription of utterances and communication acts which reflect the process of language acquisition.

3.2.2. Instrument

Writer considered to use himself as the instrument of this research. Qualitative research allows the researchers to collect the

data themselves through examining documents, observing behavior, and interviewing participants (Creswell, 2007: 38). Then, writer collected data by using a “Black” movie as the object of the research. The writer also used a laptop as the main tool for watching the “Black” movie to transcript the data. Furthermore, writer used some notes, paper and pen to transcribe the data.

3.2.3. Procedure of Data Collection

In case of data collection, writer had some steps. First, writer watched all the scenes of“Black”movie. Second, the writer focused to find scenes that presented the communication way between Michele and Debraj Sahai in order to acquiring language process. Third, writer took notes the data found about communication interaction used by Michele and Debraj Sahai in order to acquire a language.

3.2.4. Data Analysis

Writer took some steps in analyzing the data of this research, such as:

1. Watching all the scenes of“Black”movie.

2. Explaining about what the types of communication way used by Debraj Sahai and Michele.

3. Explaining about what steps passed by Michele in order to acquire her language.

BAB IV

FINDING AND DISCUSSION

In this chapter, writer presented the finding of his research about the way which is used by Michele in acquiring language and the steps of language acquisition she passed inBlackmovie.

4.1. Finding

4.1.1. Communication ways used by Michele McNally to acquire language inBlackmovie

There are some ways of communication ways used by Michele McNally to acquire language that found inBlackmovie, such as: Tadoma, Tactile sign language, and Tactile finger spelling, Kinesic/ gesturing, and Smelling.

4.1.1.1. Tadoma

Tadoma is common way which used by deaf-blind people to communicate with other people. Tadoma method is used to read the lips movement of human speech. This method lets the hand of deaf blind to be placed on the face (mouth or check) of the speaker (Reed, nodate). Tadoma usage in Black movie were

Data (18:26 - 19:25)

In their first communication, Michele directly contacts on Sahai. Sahai also puts Michele’s hand in front of his mouth and utters the first word “Teacher". It is presented in data below. [Michele] (Touching Sahai’s hand)

[Sahai] Yes...yes...someone new...a new buddy

[Michele] (Touching Sahai’s glasses and face, then touching own face)

[Sahai] You like my glasses, don’t you? | Well, you can have them. Here there you go | Happy? | TEACHER...TEACHER. (Taking Michele’s hand on the mouth and uttering word)

[Michele] (Touching Sahai’s mouth) | (Trying to imitate the Sahai mouth when uttering the word “TEACHER”)

[Mrs. McNally] Mr. Sahai, She Understands?

[Sahai] No, she’s just imitating me. | (taking Michele’s hand on Sahai’s cheek) | (Shakes head up and down)

[Michele] (Imitating Sahai)

Implementation of tadoma in this scene is when Sahai puts Michele’s hand in front of his mouth. Afterwards, Sahai utters the word “teacher”. It represents that tadoma is used by Sahai to train Michele to recognize the word. Tadoma needs the vibrotactile reception of the lips movement that occur during production of speech. Vibrotactile reception which used by Michele in the movie is through her hands to read the articulation of speech.

The use of tadoma not only implemented in this scene, but also can be found in other scenes such as 23:49 - 24 and 24:38 - 24:45.

Data (23:49 - 24:00) and Data (24:38 - 24:45)

When Sahai is eating his served food, Michele suddenly gropes a spoon which used by Sahai while the spoon is still bitten by Sahai. Then Sahai utters a word “spoon” on Michele’s hand. It happens twice on scenes (23:4924:00) and (24:38 -24:45)

(Data: 23:49-24:00)

[Michele] (Grope on Sahai’s mouth when Sahai is eating with spoon)

[Sahai] (Take Michele’s hand on his mouth, then utter Spoon) Spoon..!

[Michele] (Take off the spoon and throw it) ...

(Data: 24:38 - 24:45)

[Michele] (Groping Sahai’s mouth)

[Sahai] (Giving lips movement in uttering word) SPOON...SPOON

Those scenes presented tadoma method that performed by Sahai when Michele groped a spoon which bitten by Sahai. Then, Sahai takes Michele’s hand in front of his mouth and utters word “spoon”. In this case, Debraj Sahai tries to give an

input of name of thing through lips movement when he utters the word “spoon”. Debraj Sahai also gives input other name of thing such as the name of cake. It is shown in the next data 38:08 -38:41.

Data (38:08 - 38:41)

The implementation of tadoma or speech-reading is also found in minute 38:08 - 38:41 when Sahai trains the word to Michele. It is presented in data below.

[Sahai] Here. This is cake. (Smell it to Michele)

Yes cake, Cake, C.A.K.E. (Shaping a sign language of cake on Michele’s hand)

[Michele] (Trying to reach to the cake) [Sahai] Cake. C.A.K.E. Cake. Cake. |

(Drawing letter in and spelling the word “C-A-K-E” on Michele’s hand) C.A.K.E. Spell it. Spell it spell... |

CAKE. Cake on my hands. Spell it. Spell it! (Sahai placed Michele’s hand on his mouth and spell word “cake”) CAKE!

[Michele] (Her hand is touched on Sahai’s mouth)

[Sahai] (Making a lips movement with word “cake” on Michele’s hand) CAKE...CAKE!

[Michele] (Michele is bitten Sahai’s hand) (Then Michele went away from Sahai)

This scene presents tadoma that applied to aid Michele to know the word. It application can is found when Sahai’s lipss utter the word “cake” on Michele’s palm directly. Tadoma

method here was provided to train Michele to read the lipss movement that occur when Sahai utters the word. The other example of application of tadoma to recognize the word is also presented in data (43:07 - 43:27).

Data (43:07 - 43:27)

In this scene, Debraj Sahai trains the word “water” to Michele. So that, Michele can imitate the word water which taught by Sahai such as presented in this scene below.

[Sahai] (Spells the word through finger alphabet on Michele’s hand) W-A-T-E-R.

(Puts Michele’s hand touching the Sahai’s mouth to give an example how to vocal pattern of the mouth when spelling the word “WATER”)

[Michele] (Touches her own mouth and imitate the Sahai’s mouth when uttering “water”)

The scene above presents that Sahai gives input using tadoma method. In this method used in the scene, the hand of Michele as the deaf-blind receiver is placed over in front of Sahai’s mouth to recognize the movement of the lips which occur when Sahai utters the word. Other scene which presents the tadoma usage to aid language acquisition of Michele also can be found in Data (43:31 - 43:55).

Data (43:31 - 43:55)

This scene shows that Michele is introduced the name of new thing and reviewed the word which has been taught previously. Those all practiced trough lips movement which is read with the hand. It can be seen in the data 43:31 - 43:55 below.

[Sahai] This is...Napkin (while uttering “Napkin”, Sahai getting Michele’s hand on his mouth) [Michele] (Takes Sahai’s hand on her mouth)

(Michele’s mouth motion is uttering “SPOON”) [Sahai] SPOON. No, this is not spoon!

This is.... [Refers to napkin] - (His hands puts Michele’s hand then points to Napkin)

(Sahai puts Michele’s hand on Sahai’s mouth) Napkin...Napkin.

(Release the hand) Say Napkin.

[Michele] (Touching her mouth, but she doesn’t do like what Sahai did to utter “Napkin”)

The using of tadoma in this scene can be found when Sahai puts Michele’s hand in front of Sahai’s mouth then utters the words “Napkin”. Sahai exploits the sense of touch of Michele to train speech-reading of Michele. So that, Michele can imitate the word “napkin” which trained by Michele. In Data (50:05 - 52:53) also presents the tadoma method that presented below.

Data (50:05 - 52:53)

This scene Michele begins to know that every words have meaning and everything has a name. In other hand, this scene also shows the using of tadoma when Sahai teaches Michele to learn language. That event is based on the data 50:05 - 52:53 which is presented below.

[Sahai] Let me teach you what water is! Come here! What water is, come on! This is water... water... Water...

Give me your hand...

(Take Michele’s hand on Sahai’s mouth and

utter word “water”) This is

woah...water...water... (Utters rashly)

Understand? Water! (Throw Michele into the fountain)

[Michele] (Feels the water is) | (Signing and waving her hands to call Sahai)

(Take Sahai’s hand on the mouth and utter word “woah”) woah.

[Sahai] (Takes Michele’s hand on the mouth and revise the word uttered by Michele earlier) WATER....it’s WATER. |

(Then spell the word WATER through finger spelling in Michele’s hand)

[Michele] (Imitates finger spelling W-A-T-E-R taught by Sahai)

[Sahai] Mrs. McNally (Call Michele’s mother) [Michele] (Run and grope the grass)

[Sahai] Yes... this is 'Grass'.

[Michele] (Give her hand to Mr. Sahai and ask how to naming the grass)

[Sahai] (Spell the word “GRASS” through finger spelling alphabet on Michele’s hand) G.R.A.S.S. spell it...

[Sahai] Very good...very good...Mrs. McNally. [Michele] (Run to garden and touch flowers)

[Sahai] That’s flower...’FLOWER’...flower. | F.L.O.W.E.R (Spell with his finger to Michele’s hand)

Tadoma usage in this scene is presented when Sahai puts Michele’s hand touches in front of Sahai mouth. In the beginning, Sahai says “water” rushly and sounds like “woah...water...water” on Michele’s palm. Michele begins to know and to read the lips movement of Sahai. Michele imitates alike what Sahai does to her, she puts Sahai mouth on her own mouth but she only utters the first word taught by Sahai “woah...”. Then, the last tadoma usage that can be found in the movie is presented in the data (53:17 - 55:06).

Data (53:17 - 55:06)

This scene presents that Michele knows the meaning of words. So that, Michele starts to recognize other people around her. In order to introduce the name of thing, object, or people around her, she use tadoma method that performed in this scene. [Michele] (Michele is crawling on the grass) | (When Mrs.

McNally come closely and band Michele’s arm, Michele asks to Sahai what the name of Mrs. McNally)

hand)

[Michele] (Groping mother face and identifying her lips movement)

[Mrs. McNally] (Her lips seems like uttering word “mama”) [Michele] Mama...

[Mrs. McNally] Once more....”mama” (replaying again) [Michele] Mama...

[Mrs. McNally] (Taking Michele’s hand to Paul McNally) | Papa (Introducing how to call her father through lips movement)

[Michele] Papa... ....

(Pointing and signing to find Sahai) [Sahai] (Taking Michele closely)

[Michele] (Palpates Sahai’s face) | (Giving her hand and asking Sahai how to ‘naming’ Sahai)

[Sahai] This is “Teacher” ... “Tea...cher” (Uttering on Michele’s palm)

In recognizing the people or object around her, Michele reads the speech or the way of talker when uttering the words. In this scene, Michele knows the existence of her mother. Michele ask how to name her mother. Sahai puts Michele’s hand to touch onto her mother and grope on her mother’s mouth to ask the name of her mother. Her mother utters the word “mama” and it perfectly imitated by Michele. Afterwards, her mother also introduce the name of the father as “papa” through speech reading or tadoma method on Mrs. McNally’s mouth. Later, Michele also knows the name of her teacher, Debraj Sahai as “teacher”.

4.1.1.2. Tactile Finger Spelling

In spelling the word to communicate with hearing impairment and sight loss children, the way that commonly used is tactile finger spelling. This methods is using the finger spelling alphabet to spell the word and it traces to the palm of the receiver. Finger spelling itself is the representation the manual codes of the letters or alphabet and is not a signed language. The pattern of finger spelling in each country can be vary based on the diversity of system that the country are.

Some the examples of tactile finger spelling usage which is presented inBlackmovie are:

Data (38:08 - 38:41)

In this scene Sahai introduces the name of thing. The thing that he introduces to Michele is cake. Then, Sahai spells out the name of cake as “cake” on Michele’s palm. The using of tactile finger spelling is presented below.

[Sahai] Here. This is cake. (Smell it to Michele)

Yes cake, Cake, C.A.K.E. (Shaping a sign language of cake on Michele’s hand)

[Michele] (Trying to reach to the cake) [Sahai] Cake. C.A.K.E. Cake. Cake. |

(Drawing letter in and spelling the word “C-A-K-E” on Michele’s hand) C.A.K.E. Spell

CAKE. Cake on my hands. Spell it. Spell it! (Sahai placed Michele’s hand on his mouth and spell word “cake”) CAKE!

[Michele] (Her hand is touched on Sahai’s mouth)

[Sahai] (Making a lips movement with word “cake” on Michele’s hand) CAKE...CAKE!

[Michele] (Michele is bitten Sahai’s hand) (Then Michele went away from Sahai)

In introducing the name of cake, Sahai uses tactile finger spelling to Michele. It is showed when Sahai spelled the letters c-a-k-e. He traces out (makes shape) letters “cake” over on Michele’s palm.

Other tactile finger spelling also used to introduce the name of thing, such as the name of ‘water’. It can be found in the data (43:07 - 43:27) below.

Data (43:07 - 43:27)

In this scene also presented the using of finger spelling alphabet. It happens when Debraj Sahai is training the word “water” to Michele. Then, Michele is able to imitate the word water which taught by Sahai. It is shown below.

[Sahai] (Spells the word through finger alphabet on Michele’s hand) W-A-T-E-R.

(Takes Michele’s hand touching the Sahai’s mouth to give an example how to vocal pattern of the mouth when spelling the word “WATER”)

Sahai’s mouth when uttering “water”)

Tactile finger spelling which practiced by Sahai is the word “water”. The input given by Sahai is practiced by using tactile finger spelling on Michele’s palm. Whereas, Sahai touches and spell out the word “Water” to Michele through finger /manual alphabet.

Finger alphabet that use in this scene was indicated as the American manual alphabet which is composed by letters W-A-T-E-R: (see picture on the next page)

Afterwards, other example can be seen in the next data at 50:05 - 52:53.

Data (50:05 - 52:53)

Tactile finger spelling also used in this scene. This scene presents the process of Michele begins to understand the word through tactile finger spelling method.

[Sahai] Let me teach you what water is! Come here! What water is, come on! This is water... water...

Water...

Give me your hand...

(Take Michele’s hand on Sahai’s mouth and

utter word “water”) This is

woah...water...water... (Utters rashly)

Understand? Water! (Throw Michele into the fountain)

[Michele] (Feels the water is) | (Signing and waving her hands to call Sahai)

(Take Sahai’s hand on the mouth and utter word “woah”) woah.

[Sahai] (Takes Michele’s hand on the mouth and revise the word uttered by Michele earlier) WATER....it’s WATER. |

(Then spell the word WATER through finger spelling on Michele’s hand)

[Michele] (Imitates finger spelling W-A-T-E-R taught by Sahai)

[Sahai] Mrs. McNally (Call Michele’s mother) [Michele] (Run and grope the grass)

[Sahai] Yes... this is 'Grass'.

[Michele] (Give her hand to Mr. Sahai and ask how to naming the grass)

[Sahai] (Spell the word “GRASS” through finger spelling alphabet on Michele’s hand) G.R.A.S.S. spell it...

[Michele] (Spell word G-R-A-S-S with her finger) [Sahai] Very good...very good...Mrs. McNally. [Michele] (Run to garden and touch flowers)

[Sahai] That’s flower...’FLOWER’...flower. | F.L.O.W.E.R (Spell with his finger to Michele’s hand)

Tactile finger spelling which is used in teaching the name of water can be seen when Sahai spells out letters “W-A-T-E-R” onto Michele’s palm. Afterwards, Michele gives the feedback to spell the manual letters “W-A-T-E-R”. The

alphabets spelled are illustrated like picture bellow.

Furthermore, Sahai also teaches other words through tactile finger spelling too, such as: “Grass” and “Flower”.

4.1.1.3. Tactile Sign Language

According to (Riggio (1998: 5) in tactile signing, both of our hand should come in contact with deaf-blind people directly. This way is one of the common way which usually used to communicate with deaf and blind people. The implementation of this method also performed in the Blackmovie, such as in the data:

Data (31:44 - 32:50)

This part, Debraj Sahai figures out that Michele is not mentally retarded. Sahai believes that Michele is only kid with impairment of hearing and vision loss. So, every word is learnable especially for Michele and she must understand it. Sahai will teach Michele through the sign language which is

explained in data below.

[Sahai] Michele is deaf and blind, Mrs. McNally! She is not mentally retarded! She need to recognize words...

Every thing that she touches, that she eats has a name, which has a meaning.

I will teach her to speak through signs.

Till she is secure in her house, this can't happen. That's why!

Firstly... I will have to change this part of the house. Everything should be new for her, no papers, no books, only empty walls. I’ll even change the smell of this room.

Secondly, only I will have a right over Michelle.

She will rely only on me!

This scene exactly explains about the way to teach Michele. Debraj Sahai states that every thing that Michele touches and eat has a name with meaning, Michele should touch the object to recognize the thing around her because Michele condition is sight loss. Almost all activity either to recognize thing or communicate might be happen by touch cues. In this scene, Sahai also declares that he will teach Michele to speak through the sign. So, this part tells that sign (or sign language) will be taught to Michele should be touched or usually called as tactile sign language. Other tactile sign language usage which is figured out not only presented in this part, there is other

evidence in Data (38:08 - 38:41).

Data (38:08 - 38:41)

In this scene is told how Sahai introduced the name of the cake through the sign which is touched to Michele. The explanation is presented below.

[Sahai] Here. This is cake. (Smell it to Michele)

Yes cake, Cake, C.A.K.E. (Shaping a sign language of cake on Michele’s hand)

[Michele] (Trying to reach to the cake) [Sahai] Cake. C.A.K.E. Cake. Cake. |

(Drawing letter in and spelling the word “C-A-K-E” on Michele’s hand) C.A.K.E. Spell it. Spell it spell... |

CAKE. Cake on my hands. Spell it. Spell it! (Sahai placed Michele’s hand on his mouth and spell word “cake”) CAKE!

[Michele] (Her hand is touched on Sahai’s mouth)

[Sahai] (Making a lips movement with word “cake” on Michele’s hand) CAKE...CAKE!

[Michele] (Michele is bitten Sahai’s hand) (Then Michele went away from Sahai)

Tactile sign language that found in this scene happens when Sahai shapes a sign of cake on Michele’s hand. That shape performed by Sahai to Michele is look like the image bellow.

The picture showed in previous page performs that Sahai uses the signing to describing a cake for Michele. That sign is touched directly onto Michele’s hand. So that, it can be defined as the tactile sign language is proven on the movie

4.1.1.4. Smelling

Nonverbal communication has some kinds, one of them is smelling. It tries to communicate the information to the addressee through smelling feature. It needs the olfactory ability of the addressee to receive the information which is communicated. The using of smelling feature of nonverbal communication in Black movie is presented in data 38:08 -38:41.

Data (38:08 - 38:41)

Nonverbal communication also found in Blackmovie as one of the way to help Michele in acquiring language. In this part, Sahai introduces the name of a cake uses one of nonverbal communication types.

[Sahai] Here. This is cake. (Smell it to Michele)

Yes cake, Cake, C.A.K.E. (Shaping a sign language of cake on Michele’s hand)

[Michele] (Trying to reach to the cake) [Sahai] Cake. C.A.K.E. Cake. Cake. |

(Drawing letter in and spelling the word “C-A-K-E” on Michele’s hand) C.A.K.E. Spell it. Spell it spell... |

CAKE. Cake on my hands. Spell it. Spell it! (Sahai placed Michele’s hand on his mouth and spell word “cake”) CAKE!

[Michele] (Her hand is touched on Sahai’s mouth)

[Sahai] (Making a lips movement with word “cake” on Michele’s hand) CAKE...CAKE!

[Michele] (Michele is bitten Sahai’s hand) (Then Michele went away from Sahai)

In this scene is found nonverbal communication used by Sahai in introducing the cake to Michele. That nonverbal communication being communicate through the scent of the thing. It happens in this part, Sahai exploits the olfactory of Michele to give a input language about the name of a thing, such as Cake.

4.1.1.5. Kinesic/ Gesturing

Kinesics also known as the communication through body gesture which uses body parts for symbolic signaling. The gesturing which occurs such as head nodding (to express an agreement) and hand wave (to pointing or other signaling).

Data (19:27 - 19:52)

Michele expresses sign through touching her own cheek. He does signing to point and to ask her mother’s existence. That

sign seems commonly used by Michele before to point and call Michele’s mother, Mrs. McNally.

[Michele] (Touch her own cheek) (Her hand is waving like find an object)

[Sahai] What is she doing?

[Mrs. McNally] That is her sign for me, her mother. [Michele] (Suddenly slap Sahai’s)

[Sahai] Oh, she is strong.

[Mrs. McNally] I’m really sorry, Mr. Sahai. [Sahai] It’s alright.

[Mrs. McNally] (Come closer to Michele) [Michele] (Hug her mom)

In this scene, Michele is motioning her hand on cheek and waving it as like pointing Mrs. McNally’s existence. It shows that the sign practiced by Michele is one of kinesics usage. Michele’s gesture like waving her hand can be interpreted as symbolic signing.

Therefore, some methods and ways that used to aid deaf-blind kid like Michele is useful to help her to know the word. Almost all the method used in the movie are exactly practiced by direct contact or touch to Michele. The touches used when implementing in helping Michele such as tactile finger spelling, tactile sign language and tadoma.

The other way which also detected is nonverbal communication usage. They are kinesics/ gesturing and

‘smelling’. Those methods is helpful in process of acquiring language of Michele. In functional approach of nonverbal communication theory which brought by Burgoon and Patterson argued that nonverbal communication focus on the function and feedback from the communication occurred. Patterson divided some of nonverbal communication function as five, they are: giving information, controlling social, expressing intimacy, controlling interaction, achieving goals. (Sendjaja, 2008: nopage). So, those nonverbal communication also can be used as the input or stimulus in order to learning language.

4.1.2. Language Acquisition of Michele McNally

To learn language, every children should be passed some steps which started from they were born until they are understand to their language. This section will reveal Michele McNally’s language acquisition steps which passed. First step is Michele begins to start imitating process. Second, Michele begins to undergo manual babbling. Third, Michele able to point object or people. Fourth is production of first word/ sign. Fifth, Michele has known that every thing has a name and the word has meaning. These steps of language acquisition process which

undergone by Michele McNally is explained below:

4.1.2.1. Imitating Process

In the beginning, the imitating process occurred to imitate the language which taught. In this process, the deaf -blind kids who learn language has ability to imitate and duplicate the language input directly. The imitating process happens in the data below.

Data (18:26 - 19:25)

This part explains the first meeting of Sahai and Michele. Then , Sahai tries to teach a word “Teacher” to Michele. Afterwards, Michelle imitates the word after she reads the lips movements of Sahai using tadoma method which is presented below.

[Michele] (Touching Sahai’s hand)

[Sahai] Yes...yes...someone new...a new buddy

[Michele] (Touching Sahai’s glasses and face, then touching own face)

[Sahai] You like my glasses, don’t you? | Well, you can have them. Here there you go | Happy? (Taking Michele’s hand on the mouth and uttering word) | TEACHER...TEACHER.

[Michele] (Touching mouth) | (Trying to imitate the Sahai mouth when uttering the word “TEACHER”) [Mrs. McNally] Mr. Sahai, She Understands?

down)

[Michele] (Imitating Sahai)

This scene Michele doesn’t know yet what Sahai taught to her. Michele is knowing the lips movement of Sahai through tadoma method that she used. Michele’s lips can imitate how to the mouth when utters the word “teacher”. But, she only imitates without knowing any meaning inscribed in the word. One of the dialog of Debraj Sahai and Mrs.McNally figures out Michele just imitating also supported that Michele does not understand yet. The dialog is “Mrs. McNally: Mr. Sahai, She Understands?”, “Sahai: No, she’s just imitating me”.

4.1.2.2. Manual Babbling

Human beings are innately equipped to detect rhythmic patterns and properties of the language input which is received (Pettito and Marenttete, 1991: 2). In hearing children, the language input might be triggered by the sound patterns they hear. Whereas, deaf - blind children are more attentive to the movement patterns they are behaved. It can be through copying or duplicating the gross-motor of adults that is occurred.

Data (19:27 - 19:52)

Michele does a gesture like she touched her own cheek and waved her hand. She seems to do a movement which she has done before met Debraj Sahai. The movement seems as a sign to call her mother Mrs. McNally that is by touching her own cheek. [Michele] (Touch her own cheek) (Her hand is waving

like find an object) [Sahai] What is she doing?

[Mrs. McNally] That is her sign for me, her mother. [Michele] (Suddenly slap Sahai’s)

[Sahai] Oh, she is strong.

[Mrs. McNally] I’m really sorry, Mr. Sahai. [Sahai] It’s alright.

[Mrs. McNally] (Come closer to Michele) [Michele] (Hug her mom)

In this scene Michele is babbling with her own hands. In 1995, Meier and Willerman defined the primary manual babbles as reaching and waving. Michele babbles through waving her own hand. According to Petitto & Marentette 1991 in Baker (2008: 38) manual Babbling can be observed in infants who exposed to sign language.

Babbles of the children who hearing impairment and ‘sight loss’ occurs through their hands not mouth like hearing children. That babbles behavior seems habitually behave. According to Loew and Kegl (no date) in Anne Baker states that

children begin the manual babbling through copying or duplicating the gross-motor of adults which is occurred (Anne Baker, 2008: 41). So that, the manual babbles of children occurred after they are duplicating or copying what adults behavior which is taught.

4.1.2.3. Pointing

In this stage, deaf-blind children begin to ‘pointing’ to self, other people or other object. They been have ability to point the other object they known. In the data below shows their ability to point the people or other objects.

Data (23:30 - 23:40)

Debraj Sahai, Michele McNally and all families attend to have lunch together. When Michele’s father Paul McNally leads to pray before having lunch, Michele freaks out and scrambles the plates on the table. It incident makes Sahai is angry.

Afterwards, Sahai asks the other to leave him to conditioned only Sahai and Michele in dining room. In this room Michele behaves uncontrollable and Sahai ignores her. Michele

is seems like a hysterical kid with her hand is pointing to something.

[Michele] (Wriggling hysterically on the floor) | (Her hand points to something)

[Sahai] I am very hungry, I am going to eat. And if you behave then you can eat too.

[Michele] (Her hand still acts like a pointing to something)

This scene, Michele seems like pointing a thing. An object she points is obscured. Because in this scene shows the signing performed by Michele is waving her hand, the sign that she does when she points her mother. The other interpretation, it also considers to decide that Michele is pointing to lunch which has been prepared on the table. This pointing does not include in manual babbling, because communicative gesture included reaches; points; conventional waves; and carries the meaning, (e.g. Points to lunch).

Other evidence that Michele is undergoing the similar process of pointing steps also can be found in Data (38:08 -38:41).

Data (38:08 - 38:41)

Sahai teaches Michele the name of thing as usual. In this scene, Sahai give the smell of a cake to Michele. Then

Michele smells the scent of that cake. Michele looks like that she wants the cake. After that, Sahai tries to teach her how to name the cake through tadoma method, tactile signing, tactile finger spelling, and nonverbal communication which presented in this scene.

[Sahai] Here. This is cake. (Smell it to Michele)

Yes cake, Cake, C.A.K.E. (Shaping a sign language of cake on Michele’s hand)

[Michele] (Trying to reach to the cake) [Sahai] Cake. C.A.K.E. Cake. Cake.

(Drawing letter in and spelling the word “C-A-K-E” on Michele’s hand) C.A.K.E. Spell it. Spell it spell...

CAKE. Cake on my hands. Spell it. Spell it! (Sahai takes Michele’s hand on his mouth and spell word “cake”)

[Michele] (Her hand is touched on Sahai’s mouth)

[Sahai] (Making a lips movement with word “cake” on Michele’s hand) CAKE...CAKE!

[Michele] (Michele is bitten Sahai’s hand) (Then Michele went away from Sahai)

Sahai utilizes Michele olfactory and touch sense to detect new object around her. This part, Michele knows the kind of smells of a thing. Such as the cake which given by Sahai.

When Michele smells the cake, she tries to reach the cake. It considers that Michele’s ‘pointing’ refers to the cake. Michele has pointed an object she knows although she is not understanding yet. She seems to recognize the smell of an object but not the name yet.

4.1.2.4. First word/ sign

The production of the first word or sign happens in this section. In the production of the word or sign, children can borrow the mouth action (or lips movements) from the spoken language (Woll, 2008: 152). The examples of the first word or sign production can be seen in the data below.

Data (43:07 - 43:27)

Debraj Sahai trains Michele with the word “WATER”. Sahai spells word “water’ using tactile finger alphabet on Michele’s palm. Afterwards, Sahai give an example of lips movement when uttering the word “water”. Then, he asks Michele to follow the lips movement which is taught. In the end, Michele can imitate lips movement of Sahai when uttering WATER.

[Sahai] (Spells the word through finger alphabet on Michele’s hand) W-A-T-E-R.

(Takes Michele’s hand touching the Sahai’s mouth to give an example how to vocal pattern of the mouth when spelling the word “WATER”)

[Michele] (Touches her own mouth and imitate the Sahai’s mouth when uttering “water”)

Michele is adapted to what Sahai’s mean which traces the word using finger spelling alphabet on Michele’s hand then

transmit it though lips movement. It takes the importance of Michele’s process to learn language, wherein every word spelled by Sahai using finger spelling alphabet has the name too to be uttered with lips movement practiced by.

This scene Michele exhibits that she produce the word and able to sign the first word through her lips movement. The sign language can borrow mouth action (or lips movements) from spoken language (Woll, 2008: 152). That is consider to be borrowing by the case like Michele McNally. Michele should be taught and be trained intensively about the word and name of other things. She ought to know that every thing has a name.

Sahai teaches Michele continuously about the name of thing or object around her. There are other words that Michele practiced which can be found in the next data.

Data (43:31 - 43:55)

Sahai introduces new things to train Michele for recognizing new object around her. Sahai keeps train Michele some names of the things. In the beginning, Michele does not imitate when Sahai taught the word NAPKIN on Michele. She

utters word SPOON instead.

[Sahai] This is...Napkin (while uttering “Napkin”, Sahai getting Michele’s hand on his mouth) [Michele] (Takes Sahai’s hand on her mouth)

(Michele’s mouth motion is uttering “SPOON”)

[Sahai] SPOON. No, this is not spoon!

This is.... [Refers to napkin] - (His finger points to Napkin)

(Sahai puts Michele’s hand on his mouth) Napkin...Napkin.

(Release the hand) Say Napkin.

[Michele] (Touching her mouth, but she doesn’t do like what Sahai did to utter “Napkin”)

In this part, Michele has a memory about the word which has been taught, she knows word but not the meaning. It proven when Michele calls “Napkin” as “Spoon”. It is also figured out in the data (44:04 - 44:19) below.

[Sahai] No, Mrs. McNally, I will not allow you to take Michelle yet. She hasn't learnt anything yet. She knows words, but not the meanings. She still calls napkin, spoon.

It's still a long way to go, you know

[Ms. McNally] How much longer Mr. Sahai? Nineteen days have passed.

Although it is not correct, Michele has been learning and memorizing that word “spoon” in her brain which taught by Sahai before. These phases, Michele produces her word, napkin and spoon. It considered in this scene, Michele was undergoing the first sign and word steps.

CHAPTER V CONCLUSION

5.1. Conclusion

Language is the one of important thing to communicate with other individual. In having knowledge of language, human should undergo the language acquisition process in their life. Each people might have different process in different condition. In this case, human with normal hearing and vision has different way to acquire language than human with hearing impairment and vision loss.

In the research analysis, writer found some ways which used to aid Michele McNally in language acquisition process. First is tactile sign language that found when Debraj Sahai uses to exhibit the sign of thing to Michele. Second, tactile finger spelling which is used to train Michele in naming the objects that she detected. In introducing the new thing or word, sahai taught Michele through finger spelling that traced on Michele's palm. Third is tadoma, it is one of method which is found by an American teacher, Shopia Kindrick Alcorn. Implementation of tadoma in the movie happens when Michele is taught to read the lips movement of Sahai by uttering the word. Fourth is the use of nonverbal

communication through smelling feature. In addition it is also useful when Sahai introduces the object through its scent. Fifth is kinesic or gesturing that is practiced by Michele is used for indicating the language knowledge which is completed by Michele at the section.

Furthermore, writer found the steps of language acquisition which passed by Michele based on Black movie. Those phases are manual babbling, pointing to object, first word or sign production, naming an object.

5.2. Suggestion

The writer suggests for the next researcher can conduct research based on the same object but analyze that with different themes or other theories. By using other theme and theory, hopefully next researcher can enrich more in about language acquisition study.

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Image source: Source finger spelling alphabet table http://www.lifeprint.com/asl101/fingerspelling/images/abc1280x960.png