Psycholinguistic Analysis On Learning Disorder Of Dyslexic Children
PSYCHOLINGUISTIC
ANALYSIS
ON
DYSLEXIC CHILDREN
A THESIS
BY:
RENY ANDARI
REG. NO. 110705023
DEPARTMENT OF ENGLISH
FACULTY OF CULTURAL STUDIES
UNIVERSITY OF SUMATERA UTARA
MEDAN 2015
LEARNING
DISORDER
OF
PSYCHOLINGUISTIC ANALYSIS
DYSLEXIC CHILDREN
ON
LEARNING
DISORDER
OF
A THESIS
BY
RENY ANDARI
REG. NO. 110705023
SUPERVISOR
CO-SUPERVISOR
Drs. Yulianus Harefa, M.Ed., TESOL
Rahmadsyah Rangkuti, MA, Ph.D
NIP. 19610703 198601 1 001
NIP. 19750209 200812 1 002
Submitted to Faculty of Cultural Studies University of Sumatra Utara Medan in
partial fulfillment of the requirements for the degree of Sarjana Sastra from
Department of English
DEPARTMENT OF ENGLISH
FACULTY OF CULTURAL STUDIES
UNIVERSITY OF SUMATERA UTARA
MEDAN 2015
Approved by the Department of English, Faculty of Cultural Studies University
of Sumatra Utara (USU) Medan as thesis for The Sarjana Sastra Examination.
Head,
Secretary,
Dr. H. Muhizar Muchtar, MS.
Rahmadsyah Rangkuti, MA, Ph.D
NIP. 19541117 198003 1 002
NIP. 19750209 200812 1 002
Accepted by the Board of Examiners in partial fulfillment of requirements for
the degree of Sarjana Sastra from the Department of English, Faculty of
Cultural Studies University of Sumatra Utara,Medan.
The examination is held in Department of English Faculty of Cultural Studies
University of Sumatra Utara on December 23th, 2015.
Dean of Faculty of Cultural Studies
University of Sumatra Utara
Dr.H.Syahron Lubis, MA
NIP.19511013 197603 1 001
Board of Examiners
Dr. H. MuhizarMuchtar, MS
………………………..
RahmadsyahRangkuti, MA,Ph.D
………………………..
Drs. Yulianus Harefa, MEd TESOL
………………………..
Dr. Deliana, M.Hum.
………………………..
AUTHOR’S DECLARATION
I, RENY ANDARI DECLARE THAT I AM THE SOLE AUTHOR OF THIS
THESIS EXCEPT WHERE REFERENCE IS MADE IN THE TEXT OF THIS
THESIS.
THIS
THESIS
CONTAINS
NO
MATERIAL
PUBLISHED
ELSEWHERE OR EXTRACTED IN WHOLE OR IN PART FROM A
THESIS BY WHICH I HAVE QUALIFIED FOR OR AWARDED ANOTHER
DEGREE. NO OTHER PERSON’S WORK HAS BEEN USED WITHOUT
DUE. ACKNOWLEDGMENTS IN THE MAIN TEXT OF THIS THESIS HAS
NOT BEEN SUBMITTED FOR THE AWARD OF ANOTHER DEGREE IN
ANY TERTIARY EDUCATION.
Signed
:
Date
: December24th, 2015
v
COPYRIGHT DECLARATION
NAME
: RENY ANDARI
TITLE OF THESIS
: PSYCHOLINGUISTIC
LEARNING
DISORDER
ANALYSIS
OF
ON
DYSLEXIC
CHILDREN
QUALIFICATION
: S-1/SARJANA SASTRA
DEPARTMENT
: ENGLISH
I AM WILLING THAT MY THESIS SHOULD BE AVAILABLE FOR
REPRODUCTION AT THE DISRECTION OF THE LIBRARIAN OF
DEPARTMENT OF ENGLISH, FACULTY OF CULTURAL STUDIES,
UNIVERSITY OF SUMATRA UTARA ON THE UNDERSTANDING THAT
USERS ARE MADE AWARE OF THEIR OBLIGATION UNDER THE LAW
OF THE REPUBLIC OF INDONESIA.
Signed
:
Date
: December24th, 2015
vi
ACKNOWLEDGEMENT
First of all, praise and gratitude I send up only to Allah who has given the
mercy, the blessing, guarding, and guidance in my life, especially in accomplishing
this thesisas one of the requirements for the degree of Sarjana Sastra from English
Department at Faculty of Cultural Studies, University of Sumatera Utara.Shalawat
and salam are expected to be exerted by to the lovely prophet Muhammad SAW.
Along with this finished thesis, Iwould like tothankthose who have given
their helps either directly or indirectly. The first sincere gratitude is given to
mybeloved family. Words cannot express how grateful I am to my father, Darmaji,
my mother, Imaiyati, mytwin sister, Rena Andari, Amd., and my brother, Ardhiya
Ega Pramono, who always give supports, advices, motivations and prayers to me in
finishing this thesis.
I also would like to express my sincere gratitude to my supervisor, Drs.
Yulianus Harefa, MEd TESOL, and Rahmadsyah Rangkuti, M.A., Ph.D., as my cosupervisor who always inspire, encourage and stimulate critical thought as well as
guiding me in finishing this thesis.
My next sincere gratitude goes to all my lecturers in English Department who
have taught and given me precious knowledge during my study.I also thank Dr. H.
Muhizar Muchtar, M.S, the Head of English Department, Rahmadsyah Rangkuti,
M.A. Ph.D, the Secretary, for their attention to all my academic affairsand Dr.
Syahron Lubis, M.A, the Dean of Faculty of Cultural Studies of the University of
Sumatera Utara as well as the members of administration for their valuable help
throughout the academic years.
vii
I also thank Kidz Smile Therapy Center for Kids for allowing me to do the
research with their dyslexic students as the subjects to complete this thesis. Thank
you for the time and supports.
I would also like to thank all of my best friends, Rena Andari, Nadia Gutari,
Eny Noveyona P., Elsa Grace Indira, Grace Zevanya P., Prawestri Dwi Purwanti,
Adhe Firza Sikumbang, Ayesha Adisti Asbi, Isti Mauladina, Aisyah Huwaida Srg.,
Hana Lestari Natalia S. andRifkaAnnisa who always present in any situations, for all
support and motivation you have given to me and thank you for being there in every
struggle, sadness and happiness I have been through. Thank for your prayer, love and
care. And thanks to all my friends in English Department 2011 whose names can’t be
mentioned one by one, thank for spending our great times together in four years.
And last but not least, I would like tothankall dyslexic children in entire the
world.
Finally, I am truly appreciate criticism and suggestion from the readers to
make it better. Despite my effort to produce a faultless thesis, I am well aware that
the readers will find numerous imperfections, for which I apologize.
Writer,
RENY ANDARI
Reg. No: 110705023
ABSTRACT
viii
This research entitled Psycholinguistic Analysis On Learning Disorder of
Dyslexic Children. Yet, it is only focus on learning disability and learning method.
To get the data of difficulties and the method to overcome those difficulties, this
study used descriptive qualitative approach. Besides, this research used Levinson’s
Syndrome of Dyslexia theory (1994) and Lerner’s Perception theory (1988) to
analyze data related to learning difficulties and Gillingham and Stillman’s theory
(1997) to analyze the method which is used by teacher in Kidz Smile Therapy Center
for Kids to overcome children's learning difficulties.As a result, two of five dyslexic
children experienced all kinds of dyslexia and learning difficulties as well. It was
because they did not use five elements of each their visual and auditory perceptions,
also tactile and kinesthetic perceptions completely. In reading and writing, they used
three elements of visual perception (object recognition, figure-ground discrimination
and visual closure) and three elements of auditory perception (phonological
awareness, auditory memory and auditory sequencing). There are also found some
mistakes in reading and writing based on the informal assessment.In addition, the
teachers had applied methods of Gilingham and Stillman (1997) to overcome the
difficulties.
Keywords: dyslexia, learning disorder, learning disability, language disorder,
perception, and Gillingham and Stillman Method.
ABSTRAK
ix
Penelitian ini berjudul Analisis Psikolinguistik pada Gangguan Belajar dari
Anak-Anak Disleksia. Namun, ini hanya fokus pada kesulitan belajar dan metode
belajar. Untuk mendapatkan data dari kesulitan dan metode dalam mengatasi
kesulitan-kesulitan tersebut, penelitian ini menggunakan pendekatan deskriptif
kualitatif. Disamping itu, penelitian ini menggunakan teoriSindrom dari Disleksia
oleh Levinson (1994) dan teori Persepsi oleh Lerner (1988) untuk menganalisis data
yang terkait dengan kesulitan belajar dan teori Gillingham dan Stillman (1997) untuk
menganalisis metode yang digunakan oleh guru-guru di Kidz Smile Therapy Center
for Kids dalam mengatasi kesulitan belajar anak-anak.Sebagaimana hasilnya, dua
dari lima anak disleksia mengalami semua jenis dari disleksia dan juga gangguan
belajar. Ini karena mereka tidak menggunakan lima elemen dari masing-masing
elemen persepsi visual dan auditoris mereka, juga persepsi taktil dan kinestetik
sepenuhnya. Dalam membaca dan menulis, mereka menggunakan tiga elemen
persepsi visual (pengenalan objek, diskriminasi bentuk dan latar belakang, dan
pendekatan visual) dan tiga elemen dari persepsi auditoris (kesadaran fonologi,
ingatan auditoris, dan urutan auditoris). Ada juga ditemukan beberapa kesalahan
dalam membaca dan menulis berdasarkan penilaian informal.Selain itu, para guru
telah menerapkan metode Gillingham dan Stillman (1997) untuk mengatasi
kesulitan-kesulitan tersebut.
Kata kunci: disleksia, gangguan belajar, kesulitan, gangguan bahasa, persepsi, dan
Metode Gillingham dan Stillman.
TABLE OF CONTENT
x
AUTHOR’S DECLARATION…………………………………………………. v
COPYRIGHT DECLARATION……………………………………................. vi
ACKNOWLEDGEMENTS…………………………………………………...... vii
ABSTRACT……………………………………………………………………… ix
ABSTRAK……………………………………………………………………….. x
TABLE OF CONTENT……………………………………………………….... xi
CHAPTER I INTRODUCTION
1.1 Background of the Study............................................................ 1
1.2 Problem of the Study.................................................................. 3
1.3 Objective of the Study................................................................ 3
1.4 Scope of the Study...................................................................... 3
1.5 Significance of the Study............................................................ 4
CHAPTER II REVIEW OF LITERATURE
2.1 Psycholinguistics....................................................................
5
2.2Learning Disorder..................................................................
6
2.3 Language Disorder.................................................................
8
2.3.1 Receptive Language Disorder................................................ 8
2.3.2 Expressive Language Disorder..............................................
9
2.4 Dyslexia.................................................................................
9
2.4.1 Dyslexia Based on Function Impairment............................... 10
2.4.2 Dyslexsia Syndrome Theory.................................................. 12
2.5 Perception..............................................................................
15
2.5.1 Visual Perception................................................................... 15
2.5.2 Audiory Perception................................................................ 17
2.5.3 Tactile and Kinesthetic Perception........................................
18
2.6Behaviorism Theory of Learning...........................................
19
2.7Teaching Method for Dyslexic Children................................
20
2.8Previous Studies.....................................................................
22
CHAPTER III RESEARCH METHOD
xi
3.1 Research Design....................................................................... 25
3.2 Sources of Data........................................................................
25
3.3 Data Collecting Method...........................................................
26
3.4 Data Analysis Method.............................................................. 26
CHAPTER IV ANALYSIS AND FINDINGS
4.1 Data Analysis........................................................................
27
4.1.1 Types of Dyslexia Suffered by Children in Kidz Smile
Therapy Centerfor Kids.......................................................
27
4.1.2Method Used to Overcome The Language
Learning Difficulties............................................................. 39
4.2 Findings.................................................................................
41
4.2.2 Types of Dyslexia Suffered by Children in Kidz Smile
Therapy Centerfor Kids.......................................................
42
4.1.2Method Used to Overcome The Language
Learning Difficulties............................................................. 45
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions...........................................................................
46
5.1.1Types of Dyslexia Suffered by Children in Kidz Smile
Therapy Centerfor Kids.......................................................
47
5.1.2Method Used to Overcome The Language
Learning Difficulties............................................................. 48
5.2 Suggestions............................................................................
REFERENCES………………………………………………………………….
48
49
APPENDICES
xii
ANALYSIS
ON
DYSLEXIC CHILDREN
A THESIS
BY:
RENY ANDARI
REG. NO. 110705023
DEPARTMENT OF ENGLISH
FACULTY OF CULTURAL STUDIES
UNIVERSITY OF SUMATERA UTARA
MEDAN 2015
LEARNING
DISORDER
OF
PSYCHOLINGUISTIC ANALYSIS
DYSLEXIC CHILDREN
ON
LEARNING
DISORDER
OF
A THESIS
BY
RENY ANDARI
REG. NO. 110705023
SUPERVISOR
CO-SUPERVISOR
Drs. Yulianus Harefa, M.Ed., TESOL
Rahmadsyah Rangkuti, MA, Ph.D
NIP. 19610703 198601 1 001
NIP. 19750209 200812 1 002
Submitted to Faculty of Cultural Studies University of Sumatra Utara Medan in
partial fulfillment of the requirements for the degree of Sarjana Sastra from
Department of English
DEPARTMENT OF ENGLISH
FACULTY OF CULTURAL STUDIES
UNIVERSITY OF SUMATERA UTARA
MEDAN 2015
Approved by the Department of English, Faculty of Cultural Studies University
of Sumatra Utara (USU) Medan as thesis for The Sarjana Sastra Examination.
Head,
Secretary,
Dr. H. Muhizar Muchtar, MS.
Rahmadsyah Rangkuti, MA, Ph.D
NIP. 19541117 198003 1 002
NIP. 19750209 200812 1 002
Accepted by the Board of Examiners in partial fulfillment of requirements for
the degree of Sarjana Sastra from the Department of English, Faculty of
Cultural Studies University of Sumatra Utara,Medan.
The examination is held in Department of English Faculty of Cultural Studies
University of Sumatra Utara on December 23th, 2015.
Dean of Faculty of Cultural Studies
University of Sumatra Utara
Dr.H.Syahron Lubis, MA
NIP.19511013 197603 1 001
Board of Examiners
Dr. H. MuhizarMuchtar, MS
………………………..
RahmadsyahRangkuti, MA,Ph.D
………………………..
Drs. Yulianus Harefa, MEd TESOL
………………………..
Dr. Deliana, M.Hum.
………………………..
AUTHOR’S DECLARATION
I, RENY ANDARI DECLARE THAT I AM THE SOLE AUTHOR OF THIS
THESIS EXCEPT WHERE REFERENCE IS MADE IN THE TEXT OF THIS
THESIS.
THIS
THESIS
CONTAINS
NO
MATERIAL
PUBLISHED
ELSEWHERE OR EXTRACTED IN WHOLE OR IN PART FROM A
THESIS BY WHICH I HAVE QUALIFIED FOR OR AWARDED ANOTHER
DEGREE. NO OTHER PERSON’S WORK HAS BEEN USED WITHOUT
DUE. ACKNOWLEDGMENTS IN THE MAIN TEXT OF THIS THESIS HAS
NOT BEEN SUBMITTED FOR THE AWARD OF ANOTHER DEGREE IN
ANY TERTIARY EDUCATION.
Signed
:
Date
: December24th, 2015
v
COPYRIGHT DECLARATION
NAME
: RENY ANDARI
TITLE OF THESIS
: PSYCHOLINGUISTIC
LEARNING
DISORDER
ANALYSIS
OF
ON
DYSLEXIC
CHILDREN
QUALIFICATION
: S-1/SARJANA SASTRA
DEPARTMENT
: ENGLISH
I AM WILLING THAT MY THESIS SHOULD BE AVAILABLE FOR
REPRODUCTION AT THE DISRECTION OF THE LIBRARIAN OF
DEPARTMENT OF ENGLISH, FACULTY OF CULTURAL STUDIES,
UNIVERSITY OF SUMATRA UTARA ON THE UNDERSTANDING THAT
USERS ARE MADE AWARE OF THEIR OBLIGATION UNDER THE LAW
OF THE REPUBLIC OF INDONESIA.
Signed
:
Date
: December24th, 2015
vi
ACKNOWLEDGEMENT
First of all, praise and gratitude I send up only to Allah who has given the
mercy, the blessing, guarding, and guidance in my life, especially in accomplishing
this thesisas one of the requirements for the degree of Sarjana Sastra from English
Department at Faculty of Cultural Studies, University of Sumatera Utara.Shalawat
and salam are expected to be exerted by to the lovely prophet Muhammad SAW.
Along with this finished thesis, Iwould like tothankthose who have given
their helps either directly or indirectly. The first sincere gratitude is given to
mybeloved family. Words cannot express how grateful I am to my father, Darmaji,
my mother, Imaiyati, mytwin sister, Rena Andari, Amd., and my brother, Ardhiya
Ega Pramono, who always give supports, advices, motivations and prayers to me in
finishing this thesis.
I also would like to express my sincere gratitude to my supervisor, Drs.
Yulianus Harefa, MEd TESOL, and Rahmadsyah Rangkuti, M.A., Ph.D., as my cosupervisor who always inspire, encourage and stimulate critical thought as well as
guiding me in finishing this thesis.
My next sincere gratitude goes to all my lecturers in English Department who
have taught and given me precious knowledge during my study.I also thank Dr. H.
Muhizar Muchtar, M.S, the Head of English Department, Rahmadsyah Rangkuti,
M.A. Ph.D, the Secretary, for their attention to all my academic affairsand Dr.
Syahron Lubis, M.A, the Dean of Faculty of Cultural Studies of the University of
Sumatera Utara as well as the members of administration for their valuable help
throughout the academic years.
vii
I also thank Kidz Smile Therapy Center for Kids for allowing me to do the
research with their dyslexic students as the subjects to complete this thesis. Thank
you for the time and supports.
I would also like to thank all of my best friends, Rena Andari, Nadia Gutari,
Eny Noveyona P., Elsa Grace Indira, Grace Zevanya P., Prawestri Dwi Purwanti,
Adhe Firza Sikumbang, Ayesha Adisti Asbi, Isti Mauladina, Aisyah Huwaida Srg.,
Hana Lestari Natalia S. andRifkaAnnisa who always present in any situations, for all
support and motivation you have given to me and thank you for being there in every
struggle, sadness and happiness I have been through. Thank for your prayer, love and
care. And thanks to all my friends in English Department 2011 whose names can’t be
mentioned one by one, thank for spending our great times together in four years.
And last but not least, I would like tothankall dyslexic children in entire the
world.
Finally, I am truly appreciate criticism and suggestion from the readers to
make it better. Despite my effort to produce a faultless thesis, I am well aware that
the readers will find numerous imperfections, for which I apologize.
Writer,
RENY ANDARI
Reg. No: 110705023
ABSTRACT
viii
This research entitled Psycholinguistic Analysis On Learning Disorder of
Dyslexic Children. Yet, it is only focus on learning disability and learning method.
To get the data of difficulties and the method to overcome those difficulties, this
study used descriptive qualitative approach. Besides, this research used Levinson’s
Syndrome of Dyslexia theory (1994) and Lerner’s Perception theory (1988) to
analyze data related to learning difficulties and Gillingham and Stillman’s theory
(1997) to analyze the method which is used by teacher in Kidz Smile Therapy Center
for Kids to overcome children's learning difficulties.As a result, two of five dyslexic
children experienced all kinds of dyslexia and learning difficulties as well. It was
because they did not use five elements of each their visual and auditory perceptions,
also tactile and kinesthetic perceptions completely. In reading and writing, they used
three elements of visual perception (object recognition, figure-ground discrimination
and visual closure) and three elements of auditory perception (phonological
awareness, auditory memory and auditory sequencing). There are also found some
mistakes in reading and writing based on the informal assessment.In addition, the
teachers had applied methods of Gilingham and Stillman (1997) to overcome the
difficulties.
Keywords: dyslexia, learning disorder, learning disability, language disorder,
perception, and Gillingham and Stillman Method.
ABSTRAK
ix
Penelitian ini berjudul Analisis Psikolinguistik pada Gangguan Belajar dari
Anak-Anak Disleksia. Namun, ini hanya fokus pada kesulitan belajar dan metode
belajar. Untuk mendapatkan data dari kesulitan dan metode dalam mengatasi
kesulitan-kesulitan tersebut, penelitian ini menggunakan pendekatan deskriptif
kualitatif. Disamping itu, penelitian ini menggunakan teoriSindrom dari Disleksia
oleh Levinson (1994) dan teori Persepsi oleh Lerner (1988) untuk menganalisis data
yang terkait dengan kesulitan belajar dan teori Gillingham dan Stillman (1997) untuk
menganalisis metode yang digunakan oleh guru-guru di Kidz Smile Therapy Center
for Kids dalam mengatasi kesulitan belajar anak-anak.Sebagaimana hasilnya, dua
dari lima anak disleksia mengalami semua jenis dari disleksia dan juga gangguan
belajar. Ini karena mereka tidak menggunakan lima elemen dari masing-masing
elemen persepsi visual dan auditoris mereka, juga persepsi taktil dan kinestetik
sepenuhnya. Dalam membaca dan menulis, mereka menggunakan tiga elemen
persepsi visual (pengenalan objek, diskriminasi bentuk dan latar belakang, dan
pendekatan visual) dan tiga elemen dari persepsi auditoris (kesadaran fonologi,
ingatan auditoris, dan urutan auditoris). Ada juga ditemukan beberapa kesalahan
dalam membaca dan menulis berdasarkan penilaian informal.Selain itu, para guru
telah menerapkan metode Gillingham dan Stillman (1997) untuk mengatasi
kesulitan-kesulitan tersebut.
Kata kunci: disleksia, gangguan belajar, kesulitan, gangguan bahasa, persepsi, dan
Metode Gillingham dan Stillman.
TABLE OF CONTENT
x
AUTHOR’S DECLARATION…………………………………………………. v
COPYRIGHT DECLARATION……………………………………................. vi
ACKNOWLEDGEMENTS…………………………………………………...... vii
ABSTRACT……………………………………………………………………… ix
ABSTRAK……………………………………………………………………….. x
TABLE OF CONTENT……………………………………………………….... xi
CHAPTER I INTRODUCTION
1.1 Background of the Study............................................................ 1
1.2 Problem of the Study.................................................................. 3
1.3 Objective of the Study................................................................ 3
1.4 Scope of the Study...................................................................... 3
1.5 Significance of the Study............................................................ 4
CHAPTER II REVIEW OF LITERATURE
2.1 Psycholinguistics....................................................................
5
2.2Learning Disorder..................................................................
6
2.3 Language Disorder.................................................................
8
2.3.1 Receptive Language Disorder................................................ 8
2.3.2 Expressive Language Disorder..............................................
9
2.4 Dyslexia.................................................................................
9
2.4.1 Dyslexia Based on Function Impairment............................... 10
2.4.2 Dyslexsia Syndrome Theory.................................................. 12
2.5 Perception..............................................................................
15
2.5.1 Visual Perception................................................................... 15
2.5.2 Audiory Perception................................................................ 17
2.5.3 Tactile and Kinesthetic Perception........................................
18
2.6Behaviorism Theory of Learning...........................................
19
2.7Teaching Method for Dyslexic Children................................
20
2.8Previous Studies.....................................................................
22
CHAPTER III RESEARCH METHOD
xi
3.1 Research Design....................................................................... 25
3.2 Sources of Data........................................................................
25
3.3 Data Collecting Method...........................................................
26
3.4 Data Analysis Method.............................................................. 26
CHAPTER IV ANALYSIS AND FINDINGS
4.1 Data Analysis........................................................................
27
4.1.1 Types of Dyslexia Suffered by Children in Kidz Smile
Therapy Centerfor Kids.......................................................
27
4.1.2Method Used to Overcome The Language
Learning Difficulties............................................................. 39
4.2 Findings.................................................................................
41
4.2.2 Types of Dyslexia Suffered by Children in Kidz Smile
Therapy Centerfor Kids.......................................................
42
4.1.2Method Used to Overcome The Language
Learning Difficulties............................................................. 45
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions...........................................................................
46
5.1.1Types of Dyslexia Suffered by Children in Kidz Smile
Therapy Centerfor Kids.......................................................
47
5.1.2Method Used to Overcome The Language
Learning Difficulties............................................................. 48
5.2 Suggestions............................................................................
REFERENCES………………………………………………………………….
48
49
APPENDICES
xii