AN ANALYSIS OF DYSLEXIA OF ISHAAN ON “TAREE ZAMEEN PAR” MOVIE.

AN ANALYSIS OF DYSLEXIA OF ISHAAN ON “TAARE ZAMEEN PAR” MOVIE

A THESIS

Submitted as Partial Fulfillment of the Requirements for the Sarjana Degree of English Department Faculty of Letters and Humanities UIN Sunan Ampel

Surabaya

BY SRI LESTARI Reg. Number: A83211189

ENGLISH DEPARTMENT

FACULTY OF LETTERS AND HUMANITIES STATE ISLAMIC UNIVERSITY OF SUNAN AMPEL

SURABAYA 2015

_INTISARI

Lestari, Sri. 2015. An Analysis of Dyslexia of Ishaan on “Taree Zameen Par” Movie. English Department, Faculty of Humanities, the State Islamic University Sunan Ampel Surabaya.

The Advisor : Dr. H. A. Dzo’ul Milal, M.Pd

Key word : Psycholinguistic, Dyslexia, Taree Zameen Par

Penelitian ini membahas tentang analisis dislexia pada Taree Zameen Par. Tujuan penelitian ini berdasarkan beberapa masalah, jenis-jenis dislexia yang di alami oleh Ishaan, apa yang Ishaan lakukan untuk mengatasi dislexia dan strategi apa saja yang di gunakan guru untuk menolong Ishaan. Analisa ini fokus pada dislexia di adegan pada film. Di harapkan, penelitian ini bermanfaat untuk mahasiswa Sastra Inggris, khususnya untuk menolong mereka memahami dislexia di film Taree Zameen Par.

Penelitian ini menggunakan metode deskriptif kualitatif karena penelitian ini meliputi mengumpulkan data untuk menemukan jawaban berdasarkan kondisi pada film. Data di ambil berdasarkan skrip dan cerita pada film yang di bagi menjadi 41 sine, tetapi tidak semua sine dapat di jadikan menjadi data. Penulis menggunakan beberapa theory tentang dislexia yaitu Uta Frith, Angela, J.F. dan beberapa theory lain yang di gunakan untuk mendukung penelitian ini.

Berdasarkan penelitian ini, penulis menemukan beberapa jenis dislexia yang di alami oleh Ishaan. Yaitu directional dislexia, primary dislexia dan phonological (auditory) dislexia. Sebelum bertemu gutu Ishaan mengatasi dislexia nya dengan cara mengerjakan pekerjaan rumah (PR) dan belajar dengan ibu nya, dan juga dengan menggambar apa saja yang ia ia temukan. Kemudian, guru membantu Ishaan mengatasi dislexia nya menggunakan beberapa strategi. Guru mencari semua buku Ishaan untuk mengetahi kesalahan nya, dan juga mengajari Ishaan secara privat tanda siswa lain. Belajar secara privat di lakukan di dalam kelas maupun di luar kelas. Akhirnya, penulis berharap penelitian ini dapat membuat pembaca menjadi peduli dan menolong satu sama lain di sekitar kita, ketika mereka mendapatkan masalah.

ABSTRACT

Lestari, Sri. 2015. An Analysis of Dyslexia of Ishaan on “Taree Zameen Par” Movie. English Department, Faculty of Humanities, the State Islamic University Sunan Ampel Surabaya.

The Advisor : Dr. H. A. Dzo’ul Milal, M.Pd

Key word : Psycholinguistic, Dyslexia, Taree Zameen Par

This study concerns with the analysis of dyslexia in Taree Zameen Par. This study purpose a problem what kind of dyslexia happens to Ishaan, what does Ishaan to overcome his dyslexia and what strategies used by teacher to help Ishaan. This analysis is specially focused on dyslexia in scene of the movie. Hopefully, this study will be useful for students of English Department, especially to help them understand dyslexia on Taree Zameen Par Movie.

This analysis uses descriptive qualitative method because this research includes collecting data in order to find the answer conserving the condition of the movie. The data is taken from the script and the story of the movie which is divided into 41 scenes, but only 11 scenes that can be the data. The writer uses some theories about dyslexia from Uta Frith, Angela, J.F. and some other supporting theories to conduct this study.

By this study, the writer finds there are several kinds of dyslexia that happen by Ishaan. They are directional dyalexia, primary dyslexia and phonological (auditory) dyslexia. Ishaan overcomes his dyslexia before meets his new teacher, he always does the homework and learns with his mother and paints when he finds something interesting. Then his teacher helps Ishaan to overcome his dyslexia by some strategies. Teacher looks at Ishaan’s book, also teaches Ishaan individually without other student, private learning process was happened in and out the class. Finally, the writer hopes that this study can open the readers’ to take care of each other and help someone around them, when they have a problem.

TABLE OF CONTENTS

Inside Cover ... i

Declaration ... ii

Dedication ... iii

Motto ... iv

Thesis’s Advisor’s Approval... v

Thesis Examiner’s Approval... vi

Acknowledgments... vii

Abstract ... viii

Table of Contents ... ix

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

1.2 Statements of the Problems ... 5

1.3 Objective of the Study... 6

1.4 Significance of the Study ... 6

1.5 Scope and Limitation ... 7

1.6 Definition of Key Terms ... 7

CHAPTER 2 LITERATURE RIVIEW 2.1 Theoretical Framework ... 9

2.2 Related Studies... 22

CHAPTER 3 RESEARCH METHOD 3.1 Research Design... 24

3.3 Instrument ... 25

3.4 Technique of Data Collection ... 25

3.5 Technique of Data Analysis ... 26

CHAPTER 4 FINDING AND DISCUSSION 4.1 Finding ... 27

4.2 Discussion ... 50

CHAPTER 5 CONCLUSION... 55

REFERENCES... 57

CHAPTER 1 INTRODUCTION

This introduction chapter presents the background of the study, statement of problem, objective of the study, scope and limitation of the study, and the definition of the key terms. All sections which have been mentioned above will be discussed as follows:

1.1 Background of the Study

Everyone in this world has ability to do something in every condition in their life. Nobody perfect that we can say to everyone that life in the world. Everyone has their own way to finish their job of life in their way. Because everyone can do all things in this world based on god blessing. The Al-Qur’an says that, (God does not impose on anyone, but according to his ability. It gets the reward (of virtue) is earned and he got the punishment (of the crime) was doing. (they prayed): Our Lord, Thou our laws if we forget or guilty. Our Lord, do not You impose upon us a heavy burden as You impose on people before us. Our Lord, Thou give us what we cannot bear. Give us ma'aflah; forgive us; and bless us. Thou our helper so help us against the unbelievers. (al-Baqarah 286) based on the Al-Qur’an, as human we have our own ability). Ability to something that we can do in this world, as people say that “no body perfect”. No one people life in this world is perfect, it is always everyone has their shortage. But god gives us shortage with excess, it is impossible if god give us just the shortage

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without excess, because god is the infinite justice. Like people who has the shortage to know and understand to something, as dyslexia.

Dyslexia is best described as a combination of abilities and difficulties that affect the learning process in one or more of reading, spelling and writing. Accompanying weaknesses may be identified in areas of speed of visual processing, short-term memory, sequencing and organization, auditory or visual perception, spoken language and motor skills. It is particularly related to mastering and using written language, which may include alphabetic, numeric and musical notation. (Peer 2003) which means that we understand something is different with others. Every people has their own ability to something, they can do something as like people can do, but sometimes they cannot do what someone do. It is life, we life together in the world, all people in the world are different each others, as they are twin, it always be different between them. As human life in this world, we cannot imagine how world is come, our brain cannot thing about that.

Dyslexia refers to a learning disability which is common in children. This disorder makes children find it difficult to write, read spell and sometimes even experience hindrance in speaking. Although the severity of this disorder can range from being mild to severe it can be treated successfully with timely intervention. In many cases owing to the absence of any obvious symptoms dyslexia goes undetected in many children during their early years. The survey established a clear consensus in the dyslexia community that was particularly impressive give that the respondents were

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specialists whose opinions spanned the spectrum of approaches to dyslexia and adult literacy. There was consensus that new developments in computer technology made it feasible to introduce computer supported testing procedures that do not require the direction of a trained clinician or diagnostician, and could therefore be carried out cost-effectively in centers such as adult literacy centers, units for young offenders or job centers, subject to the provisos that a follow-up second stage testing procedure was available, and that the screening was integrated within a support framework.

This research is “An Analysis of Dyslexia of Ishaan on “Taare Zameen Par” Movie”.This research is focused on the analysis of dyslexia that explains in the movie Taare Zameen Par. The movie is Indian movie that explain about child that has a problem with his brain, he was difficult to understand while learning in science, focusing on the reading and writing. In the movie also focused on the main characters that had dyslexia in his brain, the name of main characters is Ishaan Nandkishore Awasthi, but usually everyone call him Ishaan. The researcher also focused on main characters in the movie to do this research.

Taare Zameen Par is Indian drama movie directed by Aamir Khan and release on 21 December 2007. Aamir Khan could have to give a positive side in this movie and give some advice to the reader of this research that found child that had dyslexia in the real life. Taare Zameen Par isn't one of those films that merely entertains, but also enlightens. Taare Zameen Par is one film that makes you peep into a child's mind and how some parents, in their

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pursuit to make them stronger academically, forget that there is hitherto untapped talent that needs to be nourished and encouraged.

Thus, to analyze a movie, the theory of dyslexia is chosen because dyslexia is used to point thing in order to make clear what a writer means. Dyslexia as relation with study of psycholinguistics. Dyslexia is best described as a combination of abilities and difficulties that affect the learning process in one or more of reading, spelling and writing. Accompanying weaknesses may be identified in areas of speed of visual processing, short-term memory, sequencing and organisation, auditory and or visual perception, spoken language and motor skills. It is particularly related to mastering and using written language, which may include alphabetic, numeric and musical notation. (Peer 2003) Turning to an alternative, complementary perspective from cognitive neuroscience theory, following Uta Frith (1997), it is important to distinguish between three levels of theory of dyslexia, there are biological, the cognitive, and the behavioral level. The writer chooses a movie entitled “Taree Zameen Par”. Actually, the writer assumes that one of kinds of theory of dyslexia which can be analyzed. The main character in the movie has dyslexia, because of that the writer can analyze the movie by the main characters.

The writer interested in the research because she wants to explore the knowledge about dyslexia. The writer also wants to know that dyslexia can be discovered by some ways. Many children have their own way to know something around them, but one of they are had a problem to know what they

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want to understand. As like visual dyslexia leads to a child having difficulty in writing letters properly and often leading to letter reversals and inability to follow the correct sequence while writing. Also, auditory dyslexia on the other hand is characterized by the child having difficulty in perceiving the sound of the letters or words correctly. The writers do this research because want to make some parents that had children who had dyslexia to be more patient and love their child as like another normal children. Also want to give an advice the all reader of this research while they found children who had dyslexia, can teach and know how the way to make them know and understand in learning process.

Furthermore, the writer chooses a literary work “Taree Zameen Par” that directed by Aamir Khan in order to understand what the interpretation of the story. In this study, the writer will analyze the dyslexia that happened in a movie “Taree Zameen Par” by using kinds of dyslexia theory that proposed by Uta Frith (1997).

1.2 Statement of the Problems

Based on the background of the study above, this study is conducted to find out the answer of some problems in relation with the discussion above, as follows:

1. What kind of dyslexia happens to Ishaan in the “Taare Zameen Par” movie?

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2. What does Ishaan do to overcome his dislexia before meeting the teacher in “Taare Zameen Par” movie?

3. What are the strategies used by teacher to help Ishaan in “Taare Zameen Par” movie?

1.3 Objective of the Study

The objectives of the research on dyslexia in “Taare Zameen Par” are:

1. To describe kind of dyslexia is happen by Ishaan in the “Taare Zameen Par” Movie.

2. To describe what Ishaan has done to overcome his dislexia before meeting the teacher in “Taare Zameen Par” movie?

3. To describe the strategies used by teacher to help Ishaan in “Taare Zameen Par” movie?

1.4 Significance of the Study

Through this study, it is purposed for giving both theoretical and practical contribution. Theoretically, the result of the study is expected to give contribution to develop the study and analysis on linguistic study related to an analysis of dyslexia in a movie entitled “Taare Zameen Par” by Aamir Khan. The writer expects that it will give new knowledge and understanding about dyslexia that used in “Taare Zameen Par” movie.

Practically, this study is expected to give valuable information to further researcher, especially English Department in Letters and Humanities

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faculty and readers. For the further researcher, this study is expected to provide the base in analyzing the dyslexia more deeply. For the students, this study is expected to give inspiration addition for the readers who are interested in this study and it will be the alternative references for the readers who are interested in researching in this area.

1.5 Scope and Limitation

The scope of this research is focused on the psycholinguistic analysis. The psycholinguistic analysis is taken as one of the theories for this research, because the research of dyslexia is also under the psycholinguistic analysis. The analysis is centered to the kinds of dyslexia and the way how to learn by child who had dyslexia, also the purpose and reason by teacher who help child to learn and understand the lesson.

This research also focused on An Analysis of Dyslexia of Ishaan on “Taare Zameen Par” Movie. There are a lot movie that can be founded, but the writer focused on one movie to do the research. It is also because the movie that will be analysis is focused on dyslexia. The research also focused to analyze one character of the movie, the characters name is Ishaan Nandkishore Awasthi. He is the main character in the movie Taare Zameen Par.

1.6 Definition of Key Terms

1.6.1 Dyslexia is the type of aphasia involves disorders in reading and writing. Dyslexia usually cannot understand some words that have similarities of the

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alphabets. Usually they cannot distinguish like b and g, also difficult to remember when teacher give command in long sentences. (Psycholinguistics, 2001: 334 )

1.6.2 “Taree Zameen Par”: it is the title of movie that directed by Aamir Khan. It tells about the struggle of teacher and child or student who has dyslexia, also the way how teacher help child to face his dyslexia.

1.6.3 Aamir Khan: Mohammed Aamir Hussain Khan is his full name but usually people called him Aamir Khan. He is the director of “Taree Zameen Par”. He is also producer, director, screenwriter, television presenter, and social worker. He was born on 14st of March 1965 in India.

(http://en.wikipedia.org/wiki/Aamir_Khan)

1.6.4 Directional dyslexia is distinguished by left-right confusion and a tendency to become disoriented or lost. The term is also occasionally used to mean confusion with letters such as p and b or d and b, where there is confusion over the 'direction' of the letter. Generally, problems with directions are a symptom of dyslexia more than a sub-type. Not all dyslexics have this problem.(http://www.dyslexia-reading-well.com)

1.6.5 Cognitive level, in addition to the automatization deficit and phonological deficit account, the major newcomer to the cognitive level accounts is the ‘double deficit’ hypothesis (Wolf and Bowers, 1999) that suggests that dyslexic children suffer not only from a deficit in phonological processing but also in central processing speed.( Dyslexia: Theory and Good Practice, 2001:12)

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CHAPTER II LITERATURE REVIEW

To support the analysis, this chapter reviews use several theories related to this research. Those are language disorder: aphasia, basic groups: broca’s aphasia and wernicke’s, broca’s aphasias, wernicke’s aphasia, other speech-related aphasias, reading and writing aphasias: dyslexias, definition of dyslexia, the types of dyslexia, the biological level, the cognitive level, directional dyslexia, and related to support the analysis.

2.1.1 Language Disorders: Aphasias

Language in young children shows large variation in onset and development between individual children. Children speak their first words between 9 – 18 months (Goorhuis-Brouwer and Schaerlaekens 1994). By the age of 2 most children have at least 50 words of vocabulary and produce 2-3 word combinations (Rescorla 1989). Some common symptoms include, difficulty understanding what other people say, hard time following spoken directions and trouble organizing thoughts.

Language disorders may appear as difficulties in the receptive, expressive and/or communication domain. A receptive language disorder means that the child has difficulties with understanding spoken language. Children need to understand language before they can use language adequately. In most cases, the child with a receptive language problem also has an expressive language disorder,

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which means they have trouble using spoken language. An expressive language disorder implies difficulties with verbal and written expression. The child generally has difficulties with spoken language. Their vocabulary (the number of words they know and say) tends to be smaller compared with other children of the same age. (Hellen Van Agt, 2011) Some children have a language disorder even though they produce sounds well and have understandable speech. Difficulty expressing meaning to other people is called an expressive language disorder. Difficulty understanding other speakers is called a receptive language disorder. A child might have difficulties with both. This is what is called a mixed receptive-expressive language disorder.

Then, children with language disorders may have difficulty labeling an object or remembering a name. This is similar to the feeling of “having it on the tip of your tongue.” A phonemic cue helps the child produce the word quicker! Simply give the child the first sound of the word:

Math Example: 2 + 2 = (cue “four” by saying the sound “f”)

History Example: Columbus came to America in...(cue “1492” by saying “f”)

Science Example: The gas which humans need is...(cue by saying “ah” for “oxygen”)

From the statement above, the researcher can take a conclusion that language disorder is the study of psycholinguistic that includes broca aphasia, dyslexia, etc. It is also called as problem in brain that can make some differences of the function of brain. Also, language disorder have problems understanding

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oral language or in listening. They may have difficulties processing and retaining auditory information, and in following instructions and directions. Difficulties understanding what is said may be exacerbated in group discussions. Difficulties in answering questions may be related to a limited understanding of question forms. Students may have difficulties filtering out background noise and have difficulties with verbal reasoning. Difficulties remembering strings of words and difficulties with sound discrimination may also be evidenced.

2.1.2 Two Basic Groups: Broca’s Aphasia and Wernicke’s

Language disorders, known as aphasias, are presumed to have as their cause some form of damage to some specific site in the hemisphere where language is located. Such damage cause characteristic problems in speech, as well as in reading and writing. An extensive study using radio-isotope scanning by Benson and Patten (1967) served to support the traditional distinction that aphasias are generally classifiable into two groups, Broca’s Aphasias and Wernicke’s Aphasias. In addition to these two basic groups, other aphasias sites were also found. Steinberg, Nagata, Aline (2001: 332)

2.1.3 Broca’s Aphasias

Broca’s area, in front of and just above the left ear. The sections of the brain involved in the actual articulation of speech seem to be partly distinct from those involved in its planning and comprehension.The majority of neurologists

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agree that some areas of the brain are statistically likely to be involved in speech planning and comprehension. Aitchison, J (2008: 50)

It was in 1861 that Broca published the first in a series of studies of language and brain. This was the beginning of the true scientific study of cases of aphasias, a term which covers a very broad range of language disorders which are commonly caused by tissue damage or destruction in the brain. War injuries, strokes, and car accidents are frequent causes of such injuries. Steinberg, Nagata, Aline (2001: 332) Broca was one of the first researchers to discover that damage to certain portions of the brain, but not to others, results in speech disorder. One particular condition, now called Broca’s Aphasias, is characterized by meaningful but shortened speech and also occurs in writing.

Although the most noted feature of Broca’s Aphasias is the fragmentary nature of speech production, it has recently been discovered that speech comprehension is also affected. In one experiment with a patient with Broca’s Aphasia, when presented with the spoken sentence, ‘The apple that the boy is eating is red’, the patient was able to understand the sentence, particularly with regard to who was doing the eating (the boy). Thus, there is a loss of syntactic knowledge in both speech production and understanding for those with Broca’s Aphasia. Interestingly, people with Broca’s Aphasia can often sing very well, even using the same words and structures they are unable to utter in conversation. This show that Broca’s Aphasia is not simply a breakdown in the muscular control of speech movements, since those with disorder can pronounce words.

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The loss, therefore, must be something of a deeper nature. Steinberg, Nagata, Aline (2001: 333).

2.1.4 Wernicke’s Aphasia

Wernicke’s area, in the region around and under the left ear, located on the temporal lobe on the left side of the brain. Area after the neurologist who first suggested this area was important for speech. Wernicke's area is the region of the brain that is important in language development, responsible for the comprehension of speech.() Language development or usage can be seriously impaired by damage to this area of the brain. Aitchison, J (2008: 50)

There are two kinds of wernicke’s aphasia: Nonsense double-talk

This condition is characterized by speech which often resembles what is called nonsense speech or double-talk. It sound right and is grammatical but it is meaningless. It can seem so normal that the listener thinks that he or she has somehow misheard what was said, as is often the case in ordinary conversation. A patient with Wernicke’s Aphasias may say, ‘Before I was in the one here, I was over in the order one. My sister had the department in the order one’, ‘My wires don’t hire right’, or ‘I’m supposed to take everything from the top so that we do four flashes of our volumes before we get own low’.

Word substitution

Patients with Wernicke’s Aphasia commonly provide substitute words for he proper on the basis of similar sounds, associations, or other features. Te word

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‘chair’, for example, elicited the following in some patients: ‘shair’ (similar sound), ‘table’ (association), ‘throne’ (related meaning), ‘wheelbase’ (?) and ‘you sit on it. It’s a …’ (word loss). As with Broca’s Aphasia, Wernicke’s Aphasia can also cause a svere lost of speech understanding, although the hearing of non-verbal sounds and music may be unimpaired. Steinberg, Nagata, Aline (2001: 333

2.1.5 Other Speech-Related Aphasias

In addition to the kinds of aphasias which can occur from damage to te two main language centres of the brain, Broca’s Areas and Wernicke’s Area, there are other aphasias which occur due to damage at sites near or between those areas and at other sites in the brain as yet undetermined. Damage to the area which leads into Wernicke’s Area from the auditory cortex may result in pure word

deafness, where one cannot recognize the sounds of words as speech but can hear

other types of sound. Steinberg, Nagata, Aline (2001: 333)

A condition known as conduction aphasia is characterized by a poor ability to repeat words despite relatively good comprehension. Persons with this aphasia might substitute a closely related sound for the one they actually hear, e.g. for ‘teethe’ (the verb) they say ‘teeth’ (the noun) and for ‘bubble’ they say ‘bupple’ (here inventing a new word but one that conforms to the sound pattern of English).

Anomic aphasia involves problems in finding the proper words for spontaneous

speech, even though language comprehension and repetition are good. Typically, such a person has difficulty finding the correct names for objects. This is a

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phenomenon which we all experience at times, e.g. ‘hand me that uh…uh…uh…thing over there.’ In this aphasia, however, the loss is frequent. There are also reported cases of patients being unable, in response to a verbal command, to perform skilled motor movements with their hands, even though they understand the command and their spontaneous hand movements are perfectly normal. This inability to respond appropriately to verbal commands is called apraxia. There is also global aphasia, a terrible condition in which many or all aspect of language are severely affected, presumably due to massive damage at numerous sites in the left hemisphere or to critical connections between language areas. Steinberg, Nagata, Aline (2001: 334)

2.1.6 Reading and Writing aphasias: Dyslexias

The type of aphasia which involves disorder in reading and writing is called dyslexia. There are many sorts of dyslexia, one category of which is due to damage to the brain, afterreading and writing have been acquired. With children, however, dyslexia may be observed while they are in the process of acquiring reading and writing skills. Problem of hemispheric dominance or defects in visual perception, for example, may play some role in causing difficulties in reading and writing. Consider the following example:

Deer as reed

Some children may only be able to write backwards (deer as reed) or upside-down, or in reading may only be able to wrote letters (b with d, p with q, u with n, m with w) and engage in other anomalies. To help

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remedy such problem as those with letters, it is best not to present the letters to the child in isolation but in a context. Then, b and d should be shown in words, e.g. tub, dog. In this way, the child can see the proper orientation of the letter and the word in which it appears.

Dyslexia is a neurodevelopment disorder with a probable genetic basis, and it is generally agreed that more boys than girls are affected (although the gender ratio is higher in referred samples). The core feature of dyslexia is a problem with word decoding, which in turn impacts spelling performance

and the development of reading fluency. Dyslexia is persistent across the lifespan, and adult outcomes are variable, although some young people with dyslexia proceed to a university education, others leave school with minimal qualifications. Most adults with dyslexia complain of slow reading, problems of spelling and difficulties with written expression. In addition, problems with working memory, attention and organisation are frequently reported.

Then, right hemisphere is better prepared than the left to appreciate some of the pragmatics aspects of language. Kaplan, Brownell, Jacobs, and Gardner (1990) examined the ability of individuals with right-hemisphere brain damage to interpret conversation remarks. (Carrol, 1994)

Dyslexia may be subdivided into two basic categories, alexia, which involves disorder in reading, and agraphia, which involves disorder in writing. One may be afflicted by both conditions at the same time, in which case the person is unable to either read or write property. In pure agraphia there is a total loss of the ability to write, even though the hand can be used skillfully for other

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purposes. For example, a person who has had a left hemisphere stroke may be able to read the simple sentence ‘How are you?’ and yet be unable to write it. Also, some may be unable to read a phrase yet be quite able to write it as dictation. That condition is termed alexia without agraphia, where a patient may not even be able to read what they themselves have just written. Steinberg, Nagata, Aline (2001: 334)

2.1.7 Dyslexia

2.1.2.1 definition of Dyslexia

Dyslexia is best described as a combination of abilities and difficulties that affect the learning process in one or more of reading, spelling and writing. Accompanying weaknesses may be identified in areas of speed of visual processing, short-term memory, sequencing and organisation, auditory and or visual perception, spoken language and motor skills. It is particularly related to mastering and using written language, which may include alphabetic, numeric and musical notation. (Peer 2003)

In other hand, Margaret J. Snowling (2012: 1) Dyslexia is a neurodevelopmental disorder with a probable genetic basis, and it is generally agreed that more boys than girls are affected (although the gender ratio is higher in referred samples). The core feature of dyslexia is a problem with word decoding, which in turn impacts spelling performance and the development of reading fluency. Dyslexia is persistent across the lifespan, and adult outcomes are

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variable; although some young people with dyslexia proceed to a university education, others leave school with minimal qualifications. Most adults with dyslexia complain of slow reading, problems of spelling and difficulties with written expression. In addition, problems with working memory, attention and organisation are frequently reported.

Rosana (2009: 251) said that Dyslexia is a language disability, affecting reading, writing, speaking and listening. It is a dysfunction or impairment in the use of words. Consequently, relation with others and performance in every subject in school can be affected by dyslexia. It can be found around the world principally among boys. It exists in learners of slow, average and superior intelligence. The dyslexic child can come from any background or any income level and dyslexia may occur in any child in a family regardless of order in which he is born.

2.1.2.2 The Types of Dyslexia

Every linguist has his/her own view and opinion about types of dyslexia. There are several types of dyslexia as follows the genetic/biological level, the cognitive level and behavioral level. In this research, the discussion is focused only on three parts of dyslexia based on Uta Frith (1997) theory.

2.1.2.2.1 The Biological Level

A range of new and intriguing findings have emerged, indicating that dyslexia is likely not to be caused by a single gene but through the interaction of multiple genes, with possibly different gene sets being involved with different

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phenotypes (behavioural symptoms). It is not clear what bearing these genes have directly on behaviour or even on the development of the brain. It is, for instance, possible that one gene might lead say to birth complications, and so it would have only an indirect effect upon the child’s brain. Another gene might lead to sinus problems or ‘glue ear’ in infancy. The poor quality auditory input during the critical period for development of speech-related auditory cortex might lead to poorer quality auditory representations of speech, and thus phonological deficit – again an indirect effect. Angela J. Fawcett (2001: 11)

New theories have been suggested, both in terms of magnocellular deficit (Stein) and cerebellar deficit (Fawcett and Nicolson), as discussed in this volume. Both theories have a good deal in common, and both suggest that problems will be more widespread than just phonological deficit. A good deal more research is needed to establish the extent to which these theories account for dyslexia and, in particular, we need to establish the ‘prevalence’ of the different subtypes that might be expected under the different accounts. Angela J. Fawcett (2001: 12)

2.1.2.2.2 The Cognitive Level

In addition to the automatization deficit and phonological deficit account, the major newcomer to the cognitive level accounts is the ‘double deficit’ hypothesis (Wolf and Bowers, 1999) that suggests that dyslexic children suffer not only from a deficit in phonological processing but also in central processing speed. A particularly striking finding is our ‘square root rule’, that dyslexic people

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may take longer to acquire a skill in proportion to the square root of the time normally taken to acquire it.

If a skill takes four practice sessions to master, it would take a dyslexic child eight sessions to reach the same standard. If it normally took 400 sessions, it would take the dyslexic child 8000 sessions! If replicable, this finding would have striking implications for dyslexia support in that it mandates progression in terms of small, easily assimilated steps. This would not only provide theoretical support for existing good practice in dyslexia support but might also distinguish dyslexia support requirements from those for other poor readers. Clearly considerable further research is needed to investigate these hypotheses. Angela J. Fawcett (2001: 12)

2.1.2.2.3 Directional Dyslexia

Directional dyslexia is distinguished by left-right confusion and a tendency to become disoriented or lost. The term is also occasionally used to mean confusion with letters such as p and b or d and b, where there is confusion over the 'direction' of the letter. Generally, problems with directions are a symptom of dyslexia more than a sub-type. Not all dyslexics have this problem.

We now have a wide range of skills on which groups of dyslexic children show significant impairment. These include sensory deficit (flicker, motion sensitivity, rapid auditory discrimination), motor (bead threading, balance), and cognitive (phonological, working memory, speed). The challenge is no longer to find skills where the dyslexic children perform poorly, but rather those where they

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perform at normal or above normal levels. These typically include non-verbal reasoning, vocabulary and Introduction 13 problem solving. What is still not clear is whether there are different ‘subtypes’ of dyslexia, each corresponding to a different ‘profile’ of skills, and to what extent dyslexia is distinct from other learning disabilities. Angela J. Fawcett (2001: 13)

2.1.2.2.4 Primary Dislexia

Primary dyslexia is a dysfunction of, rather than damage to, the left side of the brain (cerebral cortex) and does not change with age. Individuals with this type of dyslexia are rarely able to read above a fourth-grade level and may struggle with reading, spelling, and writing as adults. Primary dyslexia is passed in family lines through their genes (hereditary). It is found more often in boys than in girls. (14 mei 2015. TYPES OF DYSLEXIA http://www.understanding-learning-disabilities.com/types-of-dyslexia.html)

2.1.1.2.5 Phonological (auditory) Dyslexia

Phonological (auditory) dyslexia refers to the specific learning disability termed auditory processing, or the more severe condition termed Auditory Processing Disorder (OPD). This form of dyslexia involves difficulty with sounds of letters or groups of letters. When this form of dyslexia is present, the sounds are perceived as jumbled or not heard correctly. And just as with visual processing, the brain correctly interprets information that it correctly received. (14

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mei 2015. TYPES OF DYSLEXIA http://www.understanding-learning-disabilities.com/types-of-dyslexia.html)

2.2 Review of Related Studies

1. Reading, dyslexia and the brain (Centre for Neuroscience in Education, University of Cambridge, UK), (Received 17 August 2007; final version received 8 November 2007)

This research was written by Usha Goswami, the purpose is focused on the different neuroimaging technologies available offer complementary techniques for revealing the biological basis of reading and dyslexia. Functional magnetic resonance imaging (fMRI) is most suited to localisation of function, and hence to investigating the neural networks that underpin efficient (or inefficient) reading.

2. A Study Of Dyslexia Among Primary School Students In Sarawak, Malaysia

This research was written by Rosana Bin Awang Bolhasan, The purpose of this study was to determine the degree of dyslexic reading problem among primary school students and the relationship between the degree of dyslexia and the demographic factors. Eight demographics factors, according to gender of age, class, parents’ income, parent education, parents’ occupation, students’ position in the family and the number of brothers and sisters in the family are chosen for the study. There are 32 characteristics of dyslexic student listed in the questionnaire “ Dyslexia Screening Instrument”. 250 dyslexic students from 7 primary schools in

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Petra Jaya area in Sarawak, who were early, determined in the pilot study, were the sample in the study.

There are two related studies that the writer founded. About reading dyslexia and a study of dyslexia among primary school student. After read the analysis of dyslexia above, the writer more interesting to analyze about dyslexia. The writer takes other object in this analysis, the writer use movie for the object. The writer analyzes kind of dyslexia and how to overcome, also help child who had dyslexia. Then, the writer want to know dyslexia more deeply and want to help child who had dyslexia if someday meet them.

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CHAPTER III RESEARCH METHOD

This chapter discusses the method used in the sssstudy which includes research approach, data sources, data, research instrument, technique of data collection, technique of data analysis and triangulation.

3.1 Research Design

In this research, the writer uses descriptive qualitative. Because this research includes collecting data in order to find the answers concern the condition of this movie. Descriptive qualitative is the method allows the writer to observe and describe the phenomenon by presenting the facts in detail. (Litosseliti 2010: 52) Definition of qualitative research is concerned with structures and patterns, and how something happens as Uta Frith (1997) theories. In this research, the researcher also was interpreting by the utterance includes words and alphabets.

3.2 Data and Source

The data source of this research is movie “Taare Zameen Par” published in 2007. The reason why the movie “Taare Zameen Par” was chosen as the subject to conduct this research, it is one of the movies which explore about that child had dyslexia and he is as the main characters in the

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movie. This movie also focused on the main character that had dyslexia and explore how he can face the problem of his comprehension to learn.

The data in this research is the utterance includes words and alphabets in the movie “Taree Zameen Par” by Aamir Khan.

3.3 Research Instruments

The instrument is very important to obtain the data of research. The instrument of this research is the writer herself because there are no other instruments which are more important to be used to obtain the needed data as she becomes a researcher and instrument. Arikunto (2002: 126) defined instrument as a tool or means that the researcher used to collect the data.

The writer had analyzed the dyslexia from the movie “Taare Zameen Par”. Then, the writer had founded research article and previous research (journal) to give some references about dyslexia based on Uta Fith theories. The writers also use some books references to find the theories that relate to the topic. The researcher does some instrument to collect the data, it’s like look for the script of “Taare Zameen Par movie”, because this is Indian movie. So, the way to make the researcher understand the movie is know the scrip on the movie. Also uses laptop, modem and books as the references.

3.4 Technique of Data Collection

The data of this research are taken from the utterance includes words and alphabets in “Taare Zameen Par” movie. For this research, the researcher

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uses some steps in collecting the data, such as: first watching the whole of the movie carefully. Second, the writer pause while watching the movie when found some words, alphabets and number that include in dyslexia as the characters did not understand. And the last, the writer had analyzed the data of word, alphabets and number that the main character did not understand and include in the category of dyslexia.

3.5 Technique of Data Analysis

After gathering the data from “Taree Zameen Par” movie, the researcher analyzes the data as follows.

1. The writer classified the example of words, alphabets and number that the characters were did not understand based on Uta Frith (1997) that use.

2. The writer analyzed the process how Ishaan as main character learn the lesson and be a normal child like others and collect all words, alphabets and number that the character did not understand.

3. Then, the writer looked for the reason and the way how teacher teaches Ishaan, also searches the purpose by teacher that teaches him. 4. Finally, the writer concluded the whole data analyzed to obtain the

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CHAPTHER IV

FINDING and DISCUSSION

This chapter consists of finding and discussion, the data taken in this research is “Taree Zameen Par” movie by Aamir Khan. The analysis of the movie is based on the problem in chapter 1. In this discussion, the writher have got the data from the script of the movie, the writer has been divided into some scene. But not all the scenes of the script can be the data.

4.1 Finding

4.1.1 Kinds of Dyslexia

There are some kinds of dyslexia, not all kinds of dyslexia are included in this discussion. The writer has been founded some dyslexia that has been same by indication on the main character in this movie that had a dyslexia.

4.1.1.1 Directional Dyslexia

Directional dyslexia is distinguished by left-right confusion and a tendency to become disoriented or lost. The term is also occasionally used to mean confusion with letters such as p and b or d and b, where there is confusion over the 'direction' of the letter. Generally, problems with directions are a symptom of dyslexia more than a sub-type. Not all dyslexics have this problem.

Data 1, (Scenes 8)

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Superb.

Done. Let me see. What hand writing. Ishaan: Smile

Mother: Ishaan, what is this?

Your all spellings are wrong.

Here Table is "tabl" and here "tabal". And what is this? D instead of The. What is this?

Ishaan, How many times? How many times?

Yesterday we did this.

How you can forget so quickly? Now too much fun, Again you will be stay in same class. All your friends will go to next standard.

Father: Kanti, Rohan then will you feel good? Son, concentrate.

Concentrate.

Mother: Shut up and correct the spelling. Ishaan: - No.

Mother: - What? Ishaan: - No, no, no. Mother: - Ishaan.

In this scene, Ishaan learn in his home and mother teaches him. Here

Table is "tabl" and here "tabal". These sentences by utterance show how Ishaan

cannot write by hearing the teacher said. And what is this? D instead of The. These sentence show Ishaan didn’t understand how write the alphabets. Directional dyslexia is distinguished by left-right confusion and a tendency to become disoriented or lost. The term is also occasionally used to mean confusion with letters such as p and b or d and b, where there is confusion over the 'direction' of the letter. Generally, problems with directions are a symptom of dyslexia more than a sub-type. Not all dyslexics have this problem (Angela J.F, 2001: 13).

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Here Table is "tabl" and here "tabal". Ishaan cannot write down word “table”, he write tabl and tabal. Ishaan do not understand how to write the word. Too hard make an identified letter by letter while writing word or words.

And what is this? D instead of The. Ishaan just write what he was interpreted while hearing word, although the correct one is letter but he imagine that is word. Also, mother teaches Ishaan and like usually she is shock while looking at Ishaan’s book. All are wrong and Ishaan always did the same mistaken like before. He cannot make distinguish some alphabets, like b and d, it is called directional dyslexia. But in this scene Ishaan cannot write table in correctly, he write table to tabl and tabal. Also write D instead the. Then, in data 2 there are some alphabets that Ishaan didn’t understand, how to distinguish.

Data 2, (Scene 31) Teacher: Hello.

My name's Ram Shankar Nikum. I teach at New Era School. Mother: Come in.

Father: Are these his 3rd standard books? Teacher: - Yes.

Who made this? Mother: Ishaan did. Teacher: Ishaan did?

Does he paint?

Mother: Yes, he loves to paint.

Teacher: Can I have some water please? Why did you send him? Why?

Father: There was no choice.

Last year he failed in 3rd standard. Can you believe?

In 3rd standard. And there's no sign of improvement.

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This, my elder son, he comes 1st in every class every subject. And that other one...

Teacher: What do you think, what his problem is?

Father: Problem? His attitude. What else? Towards studies, towards everything. Always stubborn, always attitude. Teacher: I'm asking about his problem,

but you're telling me the symptoms. You're telling me he has the fever, that's I know already.

I'm asking why is he having fever. Father: What's the reason of the fever?

Then you tell me. Tell me.

Have you noticed any pattern in his mistakes in his lessons? Pattern. What pattern?

They all are mistakes. Teacher: Then you couldn't notice

the patterns. Look here.

Here "b" is in place of "d" and "d" in place of "b" Confusion among similar looking alphabets.

Here, he wrote "s" and "r" in reverse. Even more... Look here.

This small "h" and small "t" Mirror imaging.

Animal, animal, animal. Three different spellings on the same page.

It means, it's not the case that he remembers one wrong spelling. He mixes similar looking words. This "t-o-p" becomes "p-o-t" This "s-o-l-i-d" become "s-o-i-l-d". Why does he do that?

Is he stupid, or lazy? No

I think, he's having difficulty in recognizing words.

When you read "a-p-p-l-e" apple, you imagine a red apple in your head.

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Maybe he can't read "apple" That's why he can't

get the meaning as well.

To learn, one has to know the sounds, visual and meanings of words.

Father: Ishaan is lacking this very important need. To skip the studies. Teacher: Read this please. Father: How can I read it?

It's in Chinese. Teacher: Try it.

Come on. Concentrate. What's this rubbish? You're not behaving. You're being rascal.

That's how Ishaan must be feeling. He couldn't understand

the words.

This problem in studies is called as "Dyslexia".

Sometimes child has some more problems other then Dyslexia. Like difficulty in understanding multiple instructions.

Turn to page 65, chapter 9, Para 4, line 2

Confusion...

Or Poor Final Gross Motus Skills. Does Ishaan feel problems in

buttoning his shirt or tying his shoelace? Yes

Can he catch the ball when you throw it to him? He can never judge the ball.

Because he can't understand the size, distance and speed all together. A ball, how big, from how far and at what speed coming towards him. Until he analyze all this...

It's too late. Think about it.

This scene is in Ishaan’s house. Who made this?. Ishaan did. Ishaan did?.

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he did many wonderful painting. Look here. Here "b" is in place of "d" and "d" in

place of "b" Confusion among similarlooking alphabets. Ishaan cannot make

differentiate between b and d. Here, he wrote "s" and "r". in reverse. Even more... This small "h" and small "t". Mirror imaging. Animal, animal, animal. Three

different. spellings on the same page. It means, it's not the case that. He

remembers one wrong spelling. He mixes similar looking words. This "t-o-p"

becomes "p-o-t" This "s-o-l-i-d" become "s-o-i-l-d". Why does he do that?. Is he

stupid, or lazy?.No. Actually the words are correct but we can read that directly,

we can read by mirror because words are rolled back. I think, he's having difficulty. in recognizing words.. When you read "a-p-p-l-e" apple,. you imagine a

red apple in your head.. Maybe he can't read "apple" That's why he can't. get the

meaning as well. Difficult to recognized word by words in a sentence. Directional

dyslexia is distinguished by left-right confusion and a tendency to become disoriented or lost.

The term is also occasionally used to mean confusion with letters such as p and b or d and b, where there is confusion over the 'direction' of the letter. Generally, problems with directions are a symptom of dyslexia more than a sub-type. Not all dyslexics have this problem (Angela J.F, 2001: 13).This problem in studies. is called as "Dyslexia".. Sometimes child has some more. problems other

then Dyslexia.. Like difficulty in. understanding. multiple instructions.. Turn to

page 65, chapter 9,.Para 4, line 2 Confusion...Teacher explain to Ishaan’s parent

that Ishaan was not a normal child because he had dyslexia. That’s way Ishaan cannot understand and different with his brother.

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Ishaan’s teacher was excited and proud of him, because he was looked at Ishaan’s painting and that was so wonderful. Ishaan very love to paint for release his hobby and explore what he was looking at. Teacher give explanation to Ishaan parent that how Ishaan ‘s mistake. In learning he was so confuse how to make differences between “b” and “d”, that’s words are had similarities. Ishaan has a problem how to understand that alphabets. Some children may only be able to write backwards (deer as reed) or upside-down, or in reading may only be able to wrote letters (b with d, p with q, u with n, m with w) and engage in other anomalies. To help remedy such problem as those with letters, it is best not to present the letters to the child in isolation but in a context. Steinberg, (Nagata, Aline, 2001: 334)

For this mistake, Ishaan write down the words are rolled back. When we look those words by a mirror, we will understand and can read the word well. Teacher show that to Ishaan’s parent and said that Ishaan was not stupid child but he needed more and different way to understand alphabets, number and others about science.

Ishaan has problem how to recognized words, while he was know and read that words that different with his imagine. He can read and imagine that word but that make he can’t get the meaning as well.

Give explanation that Ishaan had disability, based on the problem usually called dyslexia. Some problem who children had dyslexia, they are difficult in understanding multiple interaction, so, we can called this symptom directional dyslexia.

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4.1.1.2 Primary Dyslexia

Primary dyslexia is a dysfunction of, rather than damage to, the left side of the brain (cerebral cortex) and does not change with age. Individuals with this type of dyslexia are rarely able to read above a fourth-grade level and may struggle with reading, spelling, and writing as adults. Primary dyslexia is passed in family lines through their genes (hereditary). In data 3, scene 7 show how Ishaan didn’t understand to read the sentences.

Data 3, (Scene 7)

Teacher: Class, turn to page 38, chapter 4, paragraph 3.

We are going to mark adjectives today. That goes for you as

well Ishaan Awasthi.

Page 38, chapter 4, paragraph 3. Ishaan: (silent)

Teacher: Can I have your attention Ishaan? Ishaan?

Ishaan: (silent try to understand) Teacher: I said, page 38, chapter

the first sentence and point out the adjectives. Ishaan: (silent try to understand) Teacher: Page 38 Ishaan. Adithaya

just help the boy. Come on, the rest of you look into your books. Read the first sentence and tell me where the adjectives are. Okay, come on, lets

all mark the adjectives

together. Just read the sentence for me. Just read the sentence Ishaan.

Ishaan: They are dancing.

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The letters are dancing. They are dancing, are they?

Okay, and then read the dancing letters. Trying to be funny?

Read the sentence loud and proper. I said, loud and proper Ishaan. Ishaan: Loud and proper.

Loud and proper. Teacher: Stop it, stop it.

Enough is enough. Get out.

Get out of my class. Out.

You want to leave as well? Who is laughing here? Who was to follow him? I don't want to your kitten in my class, look at your books. Shameless boy.

Open your books now. Whose gonna tell me what the adjectives are?

- I don't want a sound for this class. - Yes.

Students: Come on. Again punish?

Duffer, where is punisher? Hey duffer, are you

every time get punished? He is regular.

Student: Hey Ishaan.

Do you bring the signed test paper? No. Too bad, now you are gone. Mother: Yohaan, Ishaan, wash your

hands n' mouth, I m serving food.

This scene is about an order teacher to student in the class. Class, turn to

page 38, chapter 4, paragraph 3.(scene 7) These are an order to open the lesson

for all student in the class. well Ishaan Awasthi. Page 38, chapter 4, paragraph 3. Teacher order Ishaan to open the book. I said, page 38, chapter, the first sentence

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book, look on the first sentence and found the adjective. Page 38 Ishaan…. Teacher order for the third times to Ishaan. They are dancing. Ishaan didn’t understand and say the words in the book are dancing.

Class, turn to page 38, chapter 4, paragraph 3. Those sentences are an

order to all students open their book and see the page, chapter, and paragraph. It means there is a command from teacher to student.well Ishaan Awasthi. Page 38,

chapter 4, paragraph 3. That command especially for Ishaan to open the book,

but Ishaan do nothing. He just silent and see, he try to understand what teacher say and order to him. I said, page 38, chapter, the first sentence and, point out the

adjectives. Teacher repeats and order to Ishaan again, to open the book also point

out the adjective. Ishaan try to understand again what teacher order by look at teacher face. He still didn’t understand what teacher said. Page 38 Ishaan…. Teacher cannot stop her anger to Ishaan, she say the order to Ishaan loudly and Ishaan still didn’t understand. They are dancing.Ishaan answer and make teacher angrier, he didn’t say the correct answer, he say that words are dancing. Actually, that are the fact, Ishaan didn’t lying to teacher.

Dyslexia cannot read long sentence, like teacher order to Ishaan. Dyslexia look words are dancing is fact, because they are feel confused to understand and read the words in a sentences. So, that’s why Ishaan feel the words are dancing while he try to read and undertand, because he was confused. well Ishaan

Awasthi. Page 38, chapter 4, paragraph 3. Ishaan cannot understand what teacher

say if the command was like that. He cannot remember what teacher say like that, just to remember the command he feel difficult. Moreover like in that sentence,

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there are three kinds of number, (38, 4, 3), Ishaan fully cannot understand to the command and just make him more confused. Primary dyslexia is a dysfunction of, rather than damage to, the left side of the brain (cerebral cortex) and does not change with age. Individuals with this type of dyslexia are rarely able to read above a fourth-grade level and may struggle with reading, spelling, and writing as adults. Primary dyslexia is passed in family lines through their genes (hereditary). It is found more often in boys than in girls. (14 mei 2015. http://www.understanding-learning-disabilities.com/types-of-dyslexia.html). Other indication of primary dyslexia is in data 4, scene 10, Ishaan difficult to count.

Data 4, (Scene 10)

Ishaan: Absence not teacher. Teacher: How are you?

Children, surprise math's test. Marks of this test will

Count in final so be careful. Take one and pass the rest. Here.

Ishaan: Great Captain Ishaan is

leaving for mission impossible. His mission is to enter

"The Earth" 3rd planet from sun into the 9th planet "Pluto" of the solar system. Three into nine.

Oh God, the heat of the sun will destroy the starship

of the Captain Ishaan. Save it.

Now 3 is entering into 9. Pluto is destroyed. The planet is no more. The great Captain

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Ishaan find the answer. The answer of 3 into 9 is 3. Teacher: Times up.

Student: Ishaan, how was the test? Ishaan: Great.

This scene is all about mathematics. "The Earth" 3rd planet from. sun into

the 9th planet. "Pluto" of the solar system. Three into nine. These sentences

interpreted how Ishaan do the mathematics test. Pluto is destroyed. The planet is

no more. Now 3 is entering into 9.The great Captain. Ishaan find the answer. The

answer of 3 into 9 is 3.founded the result of mathematics test by his imagination. Ishaan did the mathematics test by his imagination of planet. (3x9=3) three as earth and nine as Pluto, his imagination was three battles with nine. Because he didn’t understand how to count the question of test like other normal students. In this test Ishaan just answer one question and he sure that the answer is correct, but the fact is incorrect, how can (3x9=3).

Ishaan didn’t understand how to count as while he did the mathematics test. He was finished the tests use his imagination, three as earth and nine as Pluto. They are battle and the result was Pluto destroyed, so Ishaan think the answer of 3 into 9 is 3. Because, three was the win of battle between earth and Pluto. There are three main types. "Primary Dyslexia" is a genetic form. It is the most common form of Dyslexia. Dyslexics in this group typically experience problems with letter and number identification, spelling, reading, arithmetic, measurement, time, instructions and other skill sets that are normally performed by the left hemisphere. (Karey Hope. “Dyslexia Victoria Online founder” 15 mei 2015

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http://www.dyslexiavictoriaonline.com/tyofdy.html#.VX2g6mcinDc). Then, in data 5 the writer found that Ishaan difficult in reading.

Data 5, (Scene 18)

Teacher: Children, this is Ishaan Nandkishor Awasthi. Come forward here. Come, pickup your bag.

You place is over here from today. Exact in front of my eyes.

Just beside the Rajan Damodhran. Rajan Damodhran always

stood first in the class.

I wish that Rajan Dhamodhran company pay good effects on you. Do you understand? Sit down. Writing a poem and its central idea today's topic is. Page No. 28. Rajan Damodharan you'll read the poem and Ishaan Nandkishor ...Awasthi you, you'll explain the central idea of the poem.'Nature'. Okay.

Start Rajan. 'Nature'

'Open sky from the top', 'Your world is filled with clouds' 'It's blinked like a jewel till the elephant dies due to thrust' 'Bicycle buzzer, stone

or mud or blind man stick' 'Then you seems to be filled with water, you are our sweet stream'.

Very good. Yes Ishaan Anand Kishor Awasthi explain the central idea of the poem.

Ishaan: What we see, we feel it exists and what we can't see we feel it isn't exists. But sometimes what we see, isn't true. And what isn't visible, is true. Means. Teacher: Err! What are you doing

visible or not visible? Menoo Patel you explain.

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Poet says when he see the stream then he's see the sky reflection in it and he explain ...that reflection with different kind of

ways. And the flow of the stream rises again. Good, very good.

Menoo Patel, sit down.

Yes children, 'Open sky from the top'...

This scene is about learning at the class. today's topic is. Page No. 28. Rajan Damodharan you'll read. the poem and Ishaan Nandkishor ...Awasthi you,

you'll explain the. central idea of the poem.'Nature'. Okay. This scene show that

teacher give commands to Ishaan explain the central idea of the poem. Very good.

Yes Ishaan Anand Kishor Awasthi. explain the central idea of the poem. These

scenes show that Ishaan was given incorrect answer.

Teacher gives a command to students, for Ishaan teacher want he explains the central idea of the poem. This is difficult for Ishaan. Ishaan didn’t explain well, teacher said that his explanation was incorrect. He cannot understand how to explain well, make him more fell give up to learn, because for Ishaan that is something difficult. Primary dyslexia is a dysfunction of, rather than damage to, the left side of the brain (cerebral cortex) and does not change with age. Individuals with this type of dyslexia are rarely able to read above a fourth-grade level and may struggle with reading, spelling, and writing as adults. Primary dyslexia is passed in family lines through their genes (hereditary). It is found more often in boys than in girls. (14 mei 2015. http://www.understanding-learning-disabilities.com/types-of-dyslexia.html)

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4.1.1.3 Phonological (auditory) dyslexia

Phonological (auditory) dyslexia refers to the specific learning disability termed auditory processing, or the more severe condition termed Auditory Processing Disorder (OPD). This form of dyslexia involves difficulty with sounds of letters or groups of letters. When this form of dyslexia is present, the sounds are perceived as jumbled or not heard correctly. in data 6, scene 1 show how Ishaan didn’t understand when someone give command to him.

Data 6, (Scenes 1)

Assistant driver: Where have you been? Bus had been stopped for you from 10 minutes. Let's go. Ishaan: (silent)

Assistant driver : Why you haven't listening, daily we are late because of you. Let's go. Ishaan: (silent)

Assistant driver : Let's Go.

In the first scene, it is while employees of school who pick up Ishaan invite him to enter the bus. But Ishaan just silent and focused on his activity, there are no answer anymore like say ok or others. Where have you been?, Bus had been stopped for you, from 10 minutes. Let's go. It is a long sentence that spoken by the employees, Ishaan didn’t understand and as he didn’t listen well to the employees. Why you haven't listening, daily we, are late because of you. Let's go.

Let's Go. After that, the employees just take Ishaan to enter the bus. Dyslexia

cannot understand to the command and asking by people who order.

Where have you been?, Bus had been stopped for you, from 10 minutes.

Let's go. Why you haven't listening, daily we, are late because of you. Let's go.

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because want to something and wants to others answer or do that order also invite for. But dyslexia was cannot understand what people said, just do what they more interested. Ishaan did not answer and focused to his little fishes that he founded in the gutter. Phonological (auditory) dyslexia refers to the specific learning disability termed auditory processing, or the more severe condition termed Auditory Processing Disorder (OPD). This form of dyslexia involves difficulty with sounds of letters or groups of letters. When this form of dyslexia is present, the sounds are perceived as jumbled or not heard correctly. And just as with visual processing, the brain correctly interprets information that it correctly received. (14 mei 2015. TYPES OF DYSLEXIA http://www.understanding-learning-disabilities.com/types-of-dyslexia.html).

Data 7, (scenes 2)

Ishaan: Shero... Shero jani, Hi... Hello, Hello.

Hey, stop, stop...

Mother: Go, wash your hands and mouth and put your bag in bedroom, in bedroom. First go hand wash your hands. Ishaan: (silent)

Mother: Put it down, put it down. What are you doing in school?

Look at your hands, look at your face. Ishaan, put it down, Ishaan...

Baby, close the tab properly.

You know, today you are getting you exam papers, did

teacher give it to you. Inho, what Inho I'm asking? Brother: - Hi Mom.

Mother: - Yohan you?

Brother: Drama practice cancelled, Lily teacher gets viral.

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Mom, I get First in all subjects. Algebra, Geometry, Physics, Chem. Bio, History, English, Geography. Good and in Hindi?

of only two marks. Mother: Inho, How's about your? Ishaan: Wow!

It's working.

Mother: Ishaan, first complete your

homework, No Ishaan... uniform...

This scene is about utterance, Go, wash your hands and mouth and, put your bag in bedroom, in bedroom. First go hand wash your hands. Put it down,

put it down. What are you doing in school?Look at your hands, look at your face.

Ishaan, put it down, Ishaan...(Scene 2)These sentences show an utterances also

order by mother to Ishaan. Ishaan, first complete your, homework, No Ishaan...

uniform...(Scene 2)These line show an utterances to do something.

There are long sentences above, that is an utterance to order by mother to Ishaan, but Ishaan didn’t listen and leave away. Mother say and order not one more time to Ishaan but he didn’t know, until make mother little scream to say some order to Ishaan. There are seven orders that mother order to Ishaan and dyslexia cannot understand about long sentence like that. Ishaan just focus on his fish that he was founded on the moat side of road while he waiting the bus. Phonological (auditory) dyslexia refers to the specific learning disability termed auditory processing, or the more severe condition termed Auditory Processing Disorder (OPD). This form of dyslexia involves difficulty with sounds of letters or groups of letters. When this form of dyslexia is present, the sounds are perceived as jumbled or not heard correctly. And just as with visual processing, the brain correctly interprets information that it correctly received. (14 mei 2015.

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TYPES OF DYSLEXIA http://www.understanding-learning-disabilities.com/types-of-dyslexia.html)

4.1.2 Ishaan Overcome his Dyslexia

Ishaan didn’t understand if he had the dyslexia, also his parent didn’t know about that disease. Ishaan fell difficult to understand when learn, that make teacher who teach him always say that Ishaan is stupid and lazy to learn. The fact Ishaan is learning with his mother and others. In data 8, scene 8 sow that Ishaan learn and do the homework with his mother.

Data 8, (Scenes 8)

Brother: Wow! What is this? Superb.

Done. Let me see. What hand writing. Mother: Ishaan, what is this?

Your all spellings are wrong.

Here Table is "tabl" and here "tabal". And what is this? D instead of The. What is this?

Ishaan, How many times? How many times?

Yesterday we did this.

How you can forget so quickly? Now too much fun, Again you will be stay in same class. All your friends will go to next standard.

Father: Kanti, Rohan then will you feel good? Son, concentrate.

Concentrate.

Mother: Shut up and correct the spelling. Ishaan: - No.

Mother: - What? Ishaan: - No, no, no.

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Mother: - Ishaan.

1. Ishaan always do the homework and learn with his mother.

Ishaan is not lazy child, he is diligent student. When his teacher gives homework he always did the homework. Usually mother help Ishaan to do the homework. But every looking at Ishaan book’s his mother always shock while looking at how Ishaan write down some alphabets or some words. For learn, actually Ishaan always spirit but he was should thinking to the lesson harder. It is good while Ishaan thinking harder and he understood but the fact he still didn’t understand. One thing strange is Ishaan always did same mistaken. For normal child or human after we know if those things are wrong, usually repair and be good or right one to that thing. It is not for Ishaan, he always did something wrong at the same thing in learning. While mother ask to him for read some sentence, he cannot do that and just looking to mom’s face. Because of that he always gave word from his mother, the word is “stupid”.

Mother: Inho, How's about your? Ishaan: Wow!

It's working.

Mother: Ishaan, first complete your

homework, No Ishaan... uniform... 2. Paint while he has been founded something.

For learning Ishaan is so bad but for paint he is smart or we can call clever. While Ishaan back from school and he founded or looking at ice cream, when he comeback home he directly paint. Ishaan love to paint, everything that he like or looking at, he always paint that thing. The result of his paint is so beautiful, like adult painting. In his room, there is some picture like moon and star as on the

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sky. But there is no respect for Ishaan about his creation, especially from his mother and father. Just his brothers that respect to Ishaan creation, his parent not realize if Ishaan has good ability in paint. Because his parent thinks that, someone who didn’t have ability in learning will never successful in the future. Then, his parent didn’t understand that there is something wrong with Ishaan, he is dyslexic.

4.1.3 The New Teacher Strategies

There is new teacher who know about Ishaan’s disease, he know that Ishaan had dyslexia. In other hand, Ishaan had ability to paint, his painting was very beautiful n wonderful. But Ishaan’s parent didn’t pay attention to his ability, because they are just focused to science. Also Ishaan’s brother was smart child, it was very different with Ishaan. His parents also didn’t know that Ishaan had dyslexia. He needs different process and way to learning, with other children who had disability.

Data 9, (Scenes 22)

Teacher: ...A noun is a naming word and a pronoun is use ...instead of a noun and

adjective describes a noun and a ...verb describes the action of a noun and adverb ...describes the action of a verb and a conjunction joins ...a sentence together, a preposition use to describe ...the relation between a noun and pronoun and a ...interjection is a word thrown in to express feelings. ...Have you got it Mr. Ishaan Nanad Kishor Awasthi?

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Why? Why can't you? Idiot.

Why can't you?

What is your problem, son?

In this scene is about Ishaan’s falling down and totally give up with his problem in learning. He always trying to learn and learn the lesson but he cannot understand anymore, just make him more confuse. His parent also didn’t know and understand that there is something wrong with Ishaan. As Ishaan also didn’t understand about his condition, it is very different with his elder brother. In this scene Ishaan was stopped his learning to understand the lesson, until he also stop his hobby to painting.

Right hemisphere is better prepared than the left to appreciate some of the pragmatics aspects of language. Kaplan, Brownell, Jacobs, and Gardner (1990) examined the ability of individuals with right-hemisphere brain damage to interpret conversation remarks. (Carrol, 1994) Like Ishaan’s problem to understand while learning, he had difficult process to comprehension the lesson, like mathematics, language and other.

1. Care to Ishaan

First step is care, care means that teacher aware to Ishaan. Above is explanation when Ishaan stop to learn, he just silent and do nothing. Because of that new teacher feel strange with Ishaan act. On the data 10 show how teacher care to Ishaan. In data 10 the writer found how teacher know that Ishaan had dyslexia.

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Data 10, (Scene 26)

Teacher: Have it, this is yours, this is yours and that's yours. Draw, paint and do whatever you want to do.

Till now I be back by dropping this. But what we paint sir there

is nothing on the table. This table.

This table is very small sweetheart, that much small so it isn't bare your beautiful thoughts. Look in to your mind and draw

an amazing Technicolor photo. and drop it on the paper. Steal, steal the joy.

Nobody is here to stop you. Where were you been lost friend? Are you looking for

Ishaan: (silent)

Teacher: something in thoughts? Ishaan: (silent)

Teacher: Nothing to worry and rush. What happen kid?

Don't you like painting? What is your name son? Ishaan: (silent)

Student: Sir his name is Ishaan Awasthi. Thanks.

This scene is about class painting. Are you looking for. something in thoughts? Nothing to worry and rush. What happen kid?. Don't you like

painting?. What is your name son?. Sir his name is Ishaan Awasthi. Thanks.

These scene sow that Ishaan did nothing in the class, just silent without do anything.

The new teacher asking to Ishaan, he just silent and did nothing in his class. All students in the class are painting on the piece of paper that teacher was given. Teacher surprised and confuse with Ishaan’s act, he just silent and sit on his

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chair. For the first time, teacher thinks that Ishaan didn’t pain because still looking for inspiration. But after that teacher back to Ishaan’s sit and the paper that was given still clean, no paint anymore. Teacher fell confuse and think what wrong with Ishaan. Know Ishaan’s name was from Ishaan’s friend who sits beside him. Teacher was fallen different to Ishaan, because he look that there is something wrong with him. From Ishaan’s eyes, teacher looks that Ishaan need helping to face his problem in learning.

2. Looking for all Ishaan’s book while learn in that school

After know about Ishaan problem new teacher looking for all Ishaan’s books in the office. New teacher aware because he teaches in disability school also. Teacher looking at Ishaan book’s and he understand why Ishaan silent and do nothing in his class. In those books, Ishaan always did same mistaken. For normal people after know the right one, they will do the right one. But, not for Ishaan, he did same mistaken while write alphabets, words and other. After checking to all Ishaan’s book, teacher understands and knows that Ishaan had dyslexia. So, teacher wants to help Ishaan in learn, because he need different way to learn.

3. Teach Ishaan individually without other student

The new teacher teaches Ishaan individually without other students like in the class. That way can make Ishaan more concentration when learn, also use some media that can make learning process more relax like playing, as usually Ishaan painting. In data 11 show that teacher teach Ishaan out the class.

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For the indications, the writer can know from. Ishaan is a boy, he low on reading while learn in the class, he also bad in writing and also in math, he is so bad in mathematics. Until someday he was thinking that book is enemy for him. He already study hard to make understand the lesson but finally he cannot and cannot understand, until he throw all books and he stop to learn.

God will never give people the test in their life limit on their ability. It is God’s promise, like in Al-qur’an said that (God does not impose on anyone, but according to his ability. It gets the reward (of virtue) is earned and he got the punishment (of the crime) was doing. (they prayed): Our Lord, Thou our laws if we forget or guilty. Our Lord, do not You impose upon us a heavy burden as You impose on people before us. Our Lord, Thou give us what we cannot bear. Give us ma'aflah; forgive us; and bless us. Thou our helper so help us against the unbelievers. (al-Baqarah 286) based on the Al-Qur’an, as human we have our own ability). Don’t worry while God give big test for us, sure that we can face the entire test. Because all the test will make us go on to the next stage in life.

For this research, the purpose is to make an inspiration to the next researcher and for the next researcher can search more about dyslexia and sure for the others object, like in the real life. The writer hope for the readers that read this research can give knowledge and understanding about dyslexia. Can give

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Ishaan, they have dyslexia. Also when we meet children who had same indication like dyslexia and correct, hope from this research can give some ways to help. Then, for the students, this study is expected to give inspiration addition for the readers who are interested in this study and it will be the alternative references for the readers who are interested in researching in this area.

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CHAPTHER V

CONCLUSION

In the movie “Taree Zameen Par”, Ishaan as main the character who has dyslexia does not understand about his disability and his parents also. There are several kinds of dyslexia that happen to Ishaan. They are directional dyslexia, primary dyslexia and phonological (auditory) dyslexia. First, directional dyslexia, for the example, Ishaan cannot distinguish between the alphabet of b and d. Ishaan feels dizzy to distinguish of those alphabets, because those alphabets look similar. Other examples for words, like when Ishaan wants to write “Table” it can be “tabl” and “tabal”. Ishaan cannot understand how to write the correct word, he always does some mistake when he learns.

Then, primary dyslexia, here Ishaan cannot understand what teacher says, moreover his teacher commands by a long sentence. He cannot remember what teacher says, just to remember the command he feels difficult. It is like (page 38, chapter, the first sentence and, point out the adjectives), Ishaan fully cannot understand to the command and just make him more confused. Third,

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Second, Ishaan overcomes his dyslexia before meets his teacher, Ishaan always does the homework and learns with his mother and does painting, while he always finds something which breaks his concentration. When his teacher gives homework he always does the homework. Usually mother helps Ishaan to do the homework. But, her mother is always being shock when she looks at Ishaan’s books because Ishaan’s writing is too hard to read. He loves to paint; he paints everything he meets which he thinks it is interesting. For the example, when he goes back from school and he sees ice cream, he is going to paint it. Ishaan’s painting is very beautiful; it does not reflect that the one who paints is a child.

Third, the strategies used by Ishaan’s teacher to help him. His teacher understands what happens to him by looking at his books. He understands why Ishaan is silent and does nothing in the class. In those books, Ishaan always does the same mistakes. Whereas, normal people will not do the same mistakes when they know the right one. But not for Ishaan, he does some mistakes in writing alphabets, words and others. Then, Ishaan’s new teacher teaches him individually without other students, private learning happens in or out the class. Sometimes, Ishaan’s new teacher uses media for learning, like writing on the sand and also other medias that are used to teach Ishaan.

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