THE LANGUAGE USAGE BY THE SUFFERER OF BIPOLAR DISORDER IN “SILVER LININGS PLAYBOOK” MOVIE.

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THE LANGUAGE USAGE BY THE SUFFERER OF BIPOLAR

DISORDER IN “SILVER LININGS PLAYBOOK” MOVIE

THESIS

Submitted as Partial Fulfillment of the Requirements for the Sarjana Degree

of English Department

Faculty of Arts and Humanities

State Islamic University of Sunan Ampel Surabaya

By:

Cholilatus Sa’diyah

Reg. Number: A03212033

ENGLISH DEPARTMENT

FACULTY OF ARTS AND HUMANITIES

STATE ISLAMIC UNIVERSITY OF SUNAN AMPEL

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ABSTRACT

Sa’diyah, Cholilatus.

2016.

The Language Usage by the Sufferer of Bipolar

Disorder in “Silver Linings Playbook” Movie. Thesis. English Department.

Faculty of Letters and Humanities. The State Islamic University of Sunan

Ampel Surabaya.

The Advisor

: Raudlotul Jannah, M. App. Ling.

Key words

: Language usage, Language disorder, Bipolar disorder, Silver Linings

Playbook movie.

This study examines the language usage by the sufferer of bipolar disorder

in “Silver Linings Playbook” movie. This study is conducted to answer the

following problem: How is the language usage by the the sufferer of bipolar

disorder in “Silver Linings Playbook” movie that include in language disorder?

The answer to this question can lead to the questions; (1) What are the kinds of

language disorder that happened on the language usage by the sufferer of bipolar

disorder in “Silver Linings Playbook” movie? (2) How does the differences of the

language usage by the sufferer of bipolar disorder when non-bipolar and bipolar?

This study based on Language disorder or language impairment. Then, the

methodology of this study is applying qualitative research method which the data

is collected from the script of the movie that download in google and the

researcher divided into some scenes. The last one is data analysis; it is analyzed

based on the two kinds of language impairment: (1) Receptive language

impairment, (2) Expressive language impairment.

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INTISARI

Sa’diyah, Cholilatus.

2016.

The Language Usage by the Sufferer of Bipolar

Disorder in “Silver Linings Playbook” Movie. Thesis. English Department.

Faculty of Letters and Humanities. The State Islamic University of Sunan

Ampel Surabaya.

Pembimbing

: Raudlotul Jannah, M. App. Ling.

Kata kunci

: Language usage, Language disorder, Bipolar disorder, Silver Linings

Playbook movie.

Studi ini meneliti tentang penggunaan bahasa oleh penderita gangguan

bipolar difilm "Silver Linings Playbook". Penelitian ini dilakukan untuk

menjawab masalah berikut: Bagaimana penggunaan bahasa oleh penderita

gangguan bipolar dalam film "Silver Linings Playbook" yang termasuk dalam

gangguan bahasa? Jawaban atas pertanyaan ini dapat mengarah pada pertanyaan;

(1) Apa macam-macam gangguan bahasa yang terjadi pada penderita bipolar

dalam penggunaan bahasanya difilm "Silver Linings Playbook"? (2) Bagaimana

perbedaan bahasanya penderita bipolar ketika bipolar dan non-bipolar?

Penelitian ini didasarkan pada gangguan bahasa. Kemudian, metodologi

penelitian ini menerapkan metode penelitian kualitatif yang datanya dikumpulkan

dari naskah film yang didownload di google dan peneliti membaginya menjadi

beberapa adegan. Yang terakhir adalah analisis data; dianalisis berdasarkan dua

jenis gangguan bahasa: (1) penurunan nilai bahasa reseptif, (2) penurunan bahasa

ekspresif.

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TABLE OF CONTENTS

Inside Cover ... i

Inside Title...ii

Declaration ... iii

Dedication ... iv

Motto ... v

Thesis’s Advisor’s Approval Page ... vi

Thesis’s Examiner’s Approval Page ... vii

Acknowledgments ... viii

Table of Contents ... ix

Abstract ... xii

Intisari...xiii

CHAPTER I: INTRODUCTION

1.1. Background of the Study ... 1

1.2. Statements of Problem ... 7

1.3. Objectives of Study ... 7

1.4. Significance of Study ... 8

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1.6. Definition of Key Terms ... 9

CHAPTER II: LITERATURE REVIEW

2.1. Psycholinguistics and Language Impairment

in Children and Adults ... 10

2.2 Language Disorder (Language Impairment)...14

2.2.1. Receptive Language Impairment ... 16

2.2.1.1. Impairment in Language Form ... 19

2.2.1.2. Impairment in Language Content ... 19

2.2.1.3 Impairment in Language Use...20

2.2.2. Expressive Language Impairment ... 21

2.2.2.1. Impairment in Language Form ... 22

2.2.2.2. Impairment in Language Content ... 23

2.2.2.3. Impairment in Language Use ... 23

2.3. Silver Linings Playbook Movie ... 25

CHAPTER III: RESEARCH METHOD

3.1. Research Design ... 27

3.2. Data and Data Sources ... 27

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3.4 Technique of Data Collections...28

3.5 Technique of Data Analysis...29

CHAPTER IV: FINDINGS AND DISCUSSIONS

4.1. Findings...30

4.1.1. Kinds of Language Disorder (Language Impairment)...31

4.1.1.1. Receptive Language Impairment...31

4.1.1.2. Expressive Language Impairment...37

4.1.2. The Differences of The Language Usage by The Sufferer of Bipolar

Disorder when Bipolar and Non-Bipolar...42

4.1.2.1. Bipolar Condition...43

4.1.2.2. Non-Bipolar Condition...45

4.2. Discussion...46

CHAPTER V: CONCLUSION

5.1. Conclusion...49

5.2. Suggestion...51

REFERENCES

...53

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CHAPTER I

INTRODUCTION

This chapter presents the background of the study, statement of the problems,

objectives of the study, scope and limitation of the study and the definition of the

key terms. Each of the section will be discussed as follows:

1.1

Background of The Study

Every human being wants to be perfect by doing the best for whatever they

do. In fact we have limitations as human being. There are some humans who

suffer from diseases. The diseases can be physical or psychological. Physical

disease is a disease that suffers physic of people and makes their body weak, such

as asthma, migraine, diabetes, vertigo, lungs, and so on. In addition, the

emergence of other physical diseases are often due to psychological disorders.

And psychological disease is a disease that suffers psychological of people and

makes them have a mental disorder, such as

Obsessive-Compulsive Disorder

(a

mental disorder that makes the sufferer feels the urge to repeat over and over

cause anxiety),

Post-traumatic Stress Disorder

(a mental disorder that makes the

sufferer remembers experienced a shocking, scary, or dangerous event that ever

occur in their life),

Social Anxiety Disorder

(a mental disorder that makes the

sufferer unreasonable fear of social situation),

Generalized Anxiety Disorder

(a

mental disorder that makes the sufferer difficult to control worry and no apparent

reason for concern),

Specific Phobia

(It means some people who experience these

seemingly excessive and unreasonable fears in the presence of or in anticipation

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of a specific object, place, or situation),

Bipolar Disorder

(a mental disorder that

influenced by two poles and makes the sufferer known as maniac episodes or

depressive episodes), and so on. All of the psychological diseases may affect the

language usage of human, including bipolar disorder. If human suffers from

physical diseases, they most likely do not affect the use of language. They can

keep communication with others. However, if human is suffering from

psychological diseases associated with them, it will more or less inevitably affect

their communication with others.

Bipolar disorder can be cathegorized as a mental disorder disease. Bipolar

disorder can be called as maniac depression disorder. It means a disorder that

attack the function of brain bringing on mood swing and the process of thinking.

This is called bipolar, because this disease has two dominant poles; maniac

condition and depression condition (Israr, 2009). In maniac condition, the sufferer

will experience mood range from period of extr

emely “up”. It means energized

behavior and high enthusiasm that cannot be controlled. Meanwhile, depression

condition is the sufferer will experience mood range from period extremely

“down”. It means to be sad or hopeless. Mood swings that come with bipol

ar

disorder can be severe, ranging from extremes in energy to deep despair. The

severity of the mood swings and the way they disrupt normal activities distinguish

bipolar mood episodes from ordinary mood changes. Because of that, the sufferer

of bipolar disorder have a mood situation and the process of thinking that different

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Bipolar disorder often happened to adolescent, under 25 ages. However,

some people can feel a symptom of bipolar disorder since a child. Bipolar disorder

can happen to everyone, both men and women. They can be the sufferer of bipolar

disorder. Almost all of the sufferer of bipolar disorder think to kill themself and

30% of them try to do it with any manner (Sipayung, 2010:51). Bipolar disorder

affects more than two million adult Americans. Like depression and other serious

illnesses, bipolar disorder can also adversely affect spouses, family members,

friends and people in the work place. It usually begins in late adolescence (often

appearing as depression during teen years) although it can start in early childhood

or as late as the 40s and 50s. An equal number of men and women develop illness

and it is found among all ages, races, ethnic groups and social classes. The illness

tends to run in families and is inherited in many case. The sufferer of bipolar

disorder can kill themself because of pressure their feeling. And also the impact of

their disease on their language usage. One problem that often occurs, they will

have pressure speech. Thus, when their disease relapses, they will speak over

fluent.

In general,

grandiositas

(a phenomenon where a person feels very confident)

influence the language usage by the sufferer of bipolar disorder. It can be said to

be highly exaggerated. In this episode, the sufferer was very sure of herself that

everything can be solved, all the plans will go well, and they felt a great strength

to face all the problems of life. In certain portions, confidence is very good

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sufferer of bipolar disorder will speak with run-on sentence to deliver their

thoughts and it will be the lack of judgment when making decisions.

Normal people have their own abilities to do something or give some ideas

about something and also the sufferer of bipolar disorder. They can do something

like every human being do. Nevertheless, they can comport rather strange only

when their disease relapses. When their disease relapse, all of us as the social

creature that need each other can stay with them and try to help them for

controlling their disease. It is life, every person will have some drawbacks.

Although normal people with no have disease with their psychological, they still

have drawbacks.

This research is

“The L

anguage Usage by the Sufferer of Bipolar Disorder in

“Silver Linings Playbook” Movie”

. It is focused on the analysis of language usage

by the sufferer of bipolar disorder in Silver Linings Playbook’s movie. This movie

from the United States that explains about a person who has problems with their

psychological or it can means to be abnormal. The researcher does this research

because she wants to know more about the language disorder that occurs on the

sufferer of bipolar disorder. In the previous studies, there is no one who has

discussed language usage by the sufferer of bipolar disorder. Therefore, the

researcher wants to find a language disorder that occurs on the language usage by

the sufferer of bipolar disorder.

Silver Linings Playbook is a romantic drama-comedy wrote and directed by

David O. Russel. This movie was adapted from novel by Matthew Quick with

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positive effect from this movie, although this movie is a romantic drama-comedy.

However, David O. Russel gives some suggestion and the way to attention and

help the sufferer of bipolar disorder to control or cure their disease. This movie

also increases our knowledge about how we can help the sufferer of bipolar

disorder to repair their language usages when their disease relapse. Silver linings

playbook not only give an amusement, but also describe how we can receive and

help some people who suffer bipolar disorder when we meet them on the real

world. In addition, it also understands of how people around them are very

important to help their healing.

Thus, to analyze a movie, the researcher used theory of language disorder. It

is because bipolar disorder include on the language disorder and it can make clear

what the researcher means. In language disorder, the use of language refers to the

reasons why individuals speak and the ways they construct conversations

depending upon what they know about the listener and the context (Bloom, 1988).

It means when every person makes a conversations, it will be influenced by

someone who will be invited to speak and what will be discussed. So, it is related

with language usage by the sufferer of bipolar disorder in “S

ilver Linings

Playbook” movie w

hen the sufferer of bipolar disorder make conversations with

people around them.

The researcher is interested in discussing about it, because she wants to

increase more about language usages by the sufferer of bipolar disorder. On the

previous studies that also discuss about the same case, the researcher found fourth

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expressive language disorder of the autistic child in

Mercury Rising

film. She

tried to analyze some kinds of speech and language disorder. In her research, she

found phonological disorder, articulation disorder, voice disorder and also

language disabilities as an autistic child on the character of Simon Lynch in

Mercury Rising

film. The thing that distinguishes the research of Nafiah and this

research is that the researcher tries to find out not only expressive language

disorder, but also receptive language disorder. The second is Sri Lestari (2015)

who studied dyslexia of Ishaan on

Taare Zameen Par

movie. Sri discussed about

language disorder

–

aphasia that focused on the main character Ishaan. She found

some kinds of dyslexia that occur on Ishaan. From the research of Sri, the

researcher can study about language disorder, but her study focused on aphasia

–

dyslexia. In addition, the researcher focused on language disorder

–

receptive and

expressive. The third is Ade K. Kaloeti (2015) who discussed speech act on the

sufferer of bipolar disorder

Michelle

. She found speech act representative,

cohesion and coherence, and also person deixis. The differences between Ade

’s

research and this research is the linguistics field. Based on the research of Ade,

the researcher can discuss something new and increase her knowledge about the

language usage by the sufferer of bipolar disorder as the title of her research. The

fourth is Tiara P. Fracelia (2016) who discussed about the communication of

people that suffer bipolar disorder. The result of her research was when the mood

of the sufferer stabil, the communication can be running well. The obstacles of

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the researcher can know more how the communication of people that suffers

bipolar disorder.

Furthermore, the researcher chooses a literary work

“Silver Linings

Playbook”

directed by David O. Russel to understand how to understand some

people that have disease with their psychological. In this research, the researcher

will analyze the language usage by the sufferer of bipolar disorder that happened

in “Silver Linings Playbook” movie.

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 are the kinds of language disorder that happened on the language

usage by the suffer

er of bipolar disorder in “Silver Linings Playbook”

movie?

2.

How does the differences of the language usage by the sufferer of

bipolar disorder when bipolar and non-bipolar?

1.3

Objectives of The Study

The objectives of the research on the language usage by the sufferer

bipolar disorder in “Silver Linings Playbook” are:

1.

To explain how the language usage by the sufferer of bipolar disorder

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2.

To find out the differences of the language usage by the sufferer of

bipolar disorder when bipolar and non-

bipolar in “Silver Linings

Playbook” movie.

1.4

Significance of The Study

The researcher hopes the result of this study will be useful for all of people

both theoritical and practical. Theoritically, the result of this research can improve

p

eople’s knowledge about the analysis of linguistics study that related with the

analysis of language usage by the sufferer of bipolar disorder in this movie with

title “Silver Linings Playbook” by David O. Russel. The researcher hope this

research will give some new knowledge and comprehension about the language

usage by the sufferer of bipolar disorder, especially in “Silver Linings Playbook”

movie.

Practically, the researcher hopes this research can give some new

information for learning process and the next researcher. And then the result of

this research can give easy to analyze the language usage by the sufferer of

bipolar disorder and can be used as reference for the readers who interested

researching in this area, especially English Department in Arts and Humanities

faculty.

1.5

Scope and Limitation of The Study

The scope of the research is focused on the language usage that applies in

“

Silver Linings Playbook

” o

f Pat Jr as the main character of the movie. The

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discuss and the result will be useful. The limitation of the research is only discuss

about the problem of language usage that happens on the main character as the

sufferer biporal disorder.

1.6

The Definition of The Key Terms

Some items of terminology are defined in order to avoid misinterpretation:

- Language usage:

The manner in which written and spoken language is

used. Language usage can mean the way people actually use language or

prescriptively the way one group feels that people ought to use it.

-

Language Disorder:

When a person has trouble understanding others

(receptive language), or sharing thoughts, ideas and feelings completely

(expressive language).

- Bipolar Disorder:

A mental disorder that attacks a person's psychological

condition characterized by mood swings are very extreme form of maniac

and depression, because it is the medical term previously referred to as

maniac depressive

.

- Silver Linings Playbook:

A film that written and directed by David O.

Russel and premiered at the 2012 Toronto International Film Festival on

September 8, 2012, and was released in the United States on November

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CHAPTER II

LITERATURE REVIEW

This chapter reviews several theories related with the research and can

support the analysis. Psycholinguistics and language impairment in children and

adults. Those are language disorder; Receptive or Expressive. And also review

Silver Linings Playbook movie.

The rather disparate observations in the preceding section illustrate just a

few of the areas of interest in Psycholinguistics. Psycholinguistics is concerned

with the processes by which language is understood and produced. It seeks to

identify the nature of the representations which are processed in going from sound

to meaning and from meaning to sound, and the mechanisms by which those

representations are recognised, stored and retrieved. From a psycholinguistic point

of view, language impairment is viewed as a breakdown at some point in these

processes. Psycholinguistics can be defined as the study of the mental

representations

and

processes

in language use, including the production,

comprehension and storage of spoken and written language (Warren 2013:4).

2.1

Psycholinguistics and Language Impairment in Children and Adults

The impact of psycholinguistic theory and methodology on assessment and

then therapy in acquired aphasia was not matched in the developmental field. In

the case of language-impaired children, language focused work involved linguistic

description of their language output and input, largely for comparison with normal

language development (one exception, perhaps, being early psycholinguistic work

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on phonological disorder in children). This focuses on linguistic description and

comparison pre-empted investigation into the processes which lay behind the

child‟s comprehension and production of language. Language-focused therapy

was then driven by developmental norms rather than by the child‟s processing.

Another major shift giving rise to this book has been the recent surge of

interest in extending psycholinguistic thinking to language-impaired children.

This has in part been driven by psycholinguistically-based therapies with adults

which strike a chord with „child‟ therapists. The original impetus, however, is the

recognition that if psycholinguistic questions are not posed in relation to children,

this is not for want of such questions. If children have specific dilliculties with

language, those difficulties must arise at some point in their processing of the

connections between sound and meaning.

Psycholinguistic questions about the point of breakdown in input/output

processing are as pertinent to developmental as acquired disorders. However, they

have appeared to be impossibly complicated by what we might term the

„developmental dimension‟.

In the case of language-impaired adults, it is assumed that they had full

representations of the words and structures of their language prior to their stroke,

and that these representations have become damaged or inaccessible following the

stroke. Language-impaired children, on the other hand, are in the process of

acquiring the representations of their language. We can still pose questions about

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we cannot automatically attribute any limitation we observe to their processing

impairment, as we can with adults.Why not?

First, a limitation in a child‟s representation may be due to their stage of

development rather than their impairment. Children who are developing normally

do not acquire adult representations instantaneously. Their acquisition of word

and sentence structure is gradual, following patterns which are themselves the

focus of psycholinguistic research. If a language-impaired child lacks certain

information about words or sentences, this could be normal for their stage of

language development or even for their age. If we are investigating their

processing impairment, the aim is to identify constraints over and above those

which occur in the course of normal development.

The second complicating factor with language-impaired children is that

difficulties in processing some aspect of linguistic representations may result in

difficulties further down the processing line. The most obvious illustration of this

possibility is provided by deaf children acquiring spoken language. Here, the

obstacle is known to occur at the earliest stage of input processing, but will affect

all subsequent stages of input/output processing to some degree. This will limit

the child‟s access to all aspects of spoken language representations. A similar

situation may arise for children who have difficulties at later stages of

input/output processing. A child who has difficulties in processing phonology in

input and in establishing the phonological representations of words is likely to

have difficulties with connecting phonological representations to meanings.

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word phonology. Difficulties with semantics may, in turn, give rise to difficulties

in connecting meanings to phonological representations in output. Hence, a

problem in phonological output could arise from a prior problem with semantics.

These examples illustrate how processing difficulties may disrupt the child‟s

development and organisation of full adult representations. But if the child‟s

representations are different or are organised differently from the adult‟s, would

we not expect them to break down differently? For example, if the child has a

difficulty in speech processing, this might be expected to disrupt the development

of phonological representations. In contrast, the adult who has already established

phonological representations may preserve these in the face of speech processing

difficulties.

On the other hand, the adult‟s established phonological General introduction

5 representations - or semantic representations for that matter - might be open to

impairments which could not occur in a child who had not established such

representations in the first place. This may mean that some patterns of impairment

observed in an adult‟s representations may fail to turn up in observations of

children. For example, we may encounter adults who process concrete words

more effectively than abstract words, or vice versa. But we are unlikely to

discover such differences in young children since their exposure to abstract

vocabulary would anyway be limited. A flip side of the developmental dimension,

then, is the possibility that adults may show processing impairments for which

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The impact of one level on another, whether in children or adults, is

increasingly the focus of therapy with both. One level may have negative

repercussions on another, but the converse may also be true. A strength at one

level may be exploited to strengthen another level or provide indirect access to it.

For example, strength in a child‟s semantics might be actively used to consolidate

weak phonological representations associated with semantics. An adult‟s strength

in orthographic representations might be exploited to access or bolster

phonological representations. Thus, the sort of interactions highlighted in the

developmental field play an important role not only in theories about language

processing and its impairment, but in generating and pursuing hypotheses about

intervention. Because the researcher discussed about the language usage by the

sufferer of bipolar disorder, the researcher choose language disorder to help her

analysis.

2.2 Language Disorder (Language impairment)

Language disorder can be developmental (present from early childhood) or

they can be acquired as the result of surgery, a stroke, an accident or old age

(Field, 2003:53). In certain cases, this had a marked effect upon their ability to

communicate in speech or writing. American Speeech and Hearing Association

(1982) states that language disorder is an ability to communicate because having

some problems in communication. Such as in the “Silver Linings Playbook”

movie, the main character as the sufferer of bipolar disorder have some problems

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American Speech – Language – Hearing Association (ASHA) states a

language disorder is impaired comprehension and/or use of spoken, written and/or

other symbol systems. The disorder may involve (1) the form of language

(phonology, morphology, syntax), (2) the content of language (semantics), and/or

(3) the function of language in communication (pragmatics) in any combination.

1.

Form of Language

a.

Phonology

is the sound system of a language and the rules that govern the

sound combinations. When people have a language disorder, they will

speak fluent or maybe stutter.

b.

Morphology

is the system that governs the structure of words and the

construction of word forms. When people have a problem with morphem,

they often speak untidy or deliver their speak with any repetition.

c.

Syntax

is the system governing the order and combination of words to

form sentences, and the relationships among the elements within a

sentence. When people have a language impairment, they can not speak

focused on one topic.

2.

Content of Language

a.

Semantics

is the system that governs the meanings of words and

sentences. When they have a problem with semantics, they can not deliver

their speak well. Because when they tells some stories, they just speak

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3.

Function of Language

a.

Pragmatics

is the system that combines the above language components

in functional and socially appropriate communication. When they make

communication with other people, they did not pay attention with people

around them. So, sometimes their utterances can not understand by other

people.

Language impairment results from the delayed or disordered development

of the content, form, or use of spoken language. The content of language refers to

what individuals talk about or understand. The form of language refers to the

shape and sound of the units of language and their combinations such as word

endings, the words, or sentence structure. The use of language refers to the

reasons why individuals speak and the ways they construct conversations

depending upon what they know about the listener and the context (Bloom, 1988).

So, language disorder can means people who have trouble with their shape of

language, their sound when they talk or make conversation with the others and the

way to deliver their construct to the listener because of diseases.

Language disorder in children may be caused by; autism spectrum

disorder, brain injury, damage to the spinal cord, hearing loss, learning

disabilities. And language disorder in adult may develope due to stroke, traumatic

of something that record in their brain, traumatic brain injury, or brain tumor.

Language disorders that occur in children or adult are categorized as either

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2.2.1

Receptive Language Impairment

A receptive language impairment is the difficulty in listening to and/or

understanding language. The difficulty may be in the word level

(vocabulary/word knowledge) and/or the sentence level (syntax/morphology)

(Harris, 1994). A person with receptive language disorder has difficulty

understanding language. Receptive language disorder affect a person‟s ability to

understand what they hears.

The following characteristics may indicate some people that have difficulty in

understanding language:

1.

An inadequate attention span, particularly during conversation.

It means

when a person have receptive language impairment, she or he does not really

attention what you are saying to them.

2.

Poor listening skills

. It means she or he does not become a good listener when

you are telling them about something.

3.

Difficulty following directions.

When you give some directions to them, they

can not follow your directions well.

4.

Poor memory for information presented verbally.

If you tell them some

information, they cannot save your information and sometimes they only can

receive a half from your information.

5.

Difficulty retaining concepts from one day to the next.

When they have a

planning or some concepts to do in the next day or tomorrow and when

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6.

Limited receptive vocabulary.

She or he when telling you about something or

story about something, they usually use same vocabulary. And when he or she

get a new vocabulary, they need a long time to really understand and use it.

7.

Difficulty understanding words with multiple meanings.

It happens because

someone who have receptive language impairment, he or she only think and

focus of one word one meaning. It related with limited receptive vocabulary.

8.

Difficulty categorizing related words or concepts.

She or he difficult

following directions. Because of that, she or he difficult to categorized the

related words or concepts.

9.

Difficulty understanding figurative language.

Because she or he does not

understand words with multiple meaning. It make them difficult to understand

figurative laguange. So, if make conversation with people that have receptive

language impairment, you should be to the point.

10.

Difficulty with concepts of space, time and quantity.

She or he does not

really know and understand about concepts of space, time and quantity around

them.

Example of Receptive Language Impairment:

Susi: “I like red apple. Don‟t you?”

Putri: “Yeah.. I like red.”

(Putri have receptive language impairment. When susi said “red apple”, she only

pay attention on the word “red”. It means Putri have poor listening and inadequate

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2.2.1.1 Impairment in Language Form

Difficulty comprehending simple sentences. It means that the sufferer of

receptive language impairment, they will difficult to understand a simple

sentence.

e.g.

Can the child point to pictures or perform an action from a spoken t

arget sentence?

e.g.

Do they understand Cat vs. Cats?

Both of examples are the simple sentences that difficult to understand by the

sufferer of receptive language impairment. Because they can not differ singular

word or plural word.

2.2.1.2 Impairment in Language Content

Difficulty understanding vocabulary used in the grade level curriculum.

The sufferer of receptive language impairment have a limited vocabulary.

e.g.

If the theme is The Sea, do they comprehend words in this category?

They can not understand what the purpose of “The Sea”, except they accept some

explanation about it.

Difficulty pointing to a picture or performing an action based on a given

target to display comprehension. Because the sufferer of receptive language

impairment can not focused on one point.

e.g.

Point to the picture that shows “the whale is in the water”.

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2.2.1.3 Impairment in Language Use

The sufferer of receptive language impairment have a difficulty

comprehending social language and react age appropriately,

difficulty using

appropriate eye contact, difficulty using turn taking appropriately and difficulty

displaying comprehension of social greetings.

Based on explanation about receptive language impairment, understanding

spoken language is a complicated process. The child or adult may have problems

with one or more of:

1.

Hearing

– a hearing loss can be the cause of language problems. A hearing

loss is not a receptive language problem itself, but means that the child has less

exposure to language than hearing children.

2.

Vision

– understanding language involves visual cues, such as facial

expression and gestures. A child with vision loss won‟t have these additional

cues, and may experience language problems.

3.

Attention

– the child‟s ability to pay attention and concentrate on what‟s being

said may be impaired.

4.

Speech sounds

– there may be problems distinguishing between similar speech

sounds.

5.

Verbal memory

– the brain has to remember all the words in a sentence in

order to make sense of what has been said. The child may have difficulties with

remembering the string of sounds that make up a sentence.

6.

Word and grammar knowledge

– the child may not understand the meaning

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21

2.2.2

Expressive Language Impairment

An expressive language impairment is difficulty with the production of

language that adequately represents the child‟s / youth‟s intended message and

may include problems with word retrieval, word use, sentence formulation, and/or

conversational skills (Harris, 1994). A person with expressive language disorder

has difficulty using language. Expressive language disorder affect a person‟s

ability to express themself with words.

The following characteristics may indicate some people that difficulty in

producing language:

1.

Speaks in words, phrases, incomplete or inaccurate sentences

. It means

when people have expressive language impairment, when she or he make

conversation their sentences often incomplete.

2.

Relies upon gesture to supplement or substitute for oral language.

When

she or he tell you about something, they often changeable.

3.

Uses pronouns, plurals, and possessives incorrectly.

When he or she do

conversation the placement of uses pronouns or plurals not match.

4.

If they have expressive language impairment, she or he has

difficulty with the

agreement of subjects and verbs, telling a story or describing an event or

procedure in a logical sequence.

So, if they wanna tell some stories, they just

say it without regard to subjects, verbs or logical sequence.

5.

Uses run-on sentences.

When a person who have expressive language make a

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22

people did not really understand with the conditions, they can not follow and

the main point or the topic of the story.

6.

People who have expressive language impairment, she or he

has limited

expressive vocabulary

and also

difficult to find the appropriate word (s) to

express meaning overuses filler words such as “ah” or “um”

.

7.

Avoids speaking in class

. It means they avoid speaking in front of a lot of

people or some grups. Because, they

has difficulty interacting with peers or

adults.

Example of Expressive Language:

Hana: “What do you think about this party?”.

Hanum: “Nice. This party nice. Luxurious. This party luxurious. This

party rousing”.

(Hana only ask what Hanum think about the party, but Hanum have expressive

language. She answer the question with putting some words and sentences

together to express thoughts).

2.2.2.1 Impairment in Language Form

English grammatical morphemes (e.g. Plural

-s

. Past

–ed

) develop in a

more or less predictable sequence. Present progressive usually develops first and

third person irregularis one of the last to develop. The reason for this sequence of

development lies in the linguistic complexity of the morpheme. An impairment in

language form may show a child developing these morphemes in an unusual order

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23

2.2.2.2 Impairment in Language Content

Children who have expressive language disorders / delays in language

content often give grammatically correct responses that do not make sense. They

correctly use all the grammatical morphemes but give inappropriate responses

(Lahey, 1988).

These children are sometimes described as hyperverbal. They have

appropriate articulation, intonation and stress patterns but are weak in content.

(Lahey, 1988). They may be the hardest to identify with the specific problem as

they sound like everyone else except they lack appropriate vocabulary in their

communication.

2.2.2.3 Impairment in Language Use

Children who have expressive language use delays / disorders have

learned how to use language to code ideas but have not learned to use it to

communicate. (Lahey, 1988). Ask whether the child: - Responds appropriately to

social greetings? - Maintains the topic of conversation? - Initiates conversation

with peers. - Uses non-verbal communication appropriately?

Based on the explanation about expressive language impairment, when

you see difficulties with expressive language (using words and language), you

might also see difficulties with:

1.

Behaviour – t

he actions of a person, usually in relation to their environment

(e.g. frustration due not being understood by others).

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24

3.

Participation –

participating in group or class discussions.

4.

Social skills –

determined by the ability to engage in reciprocal interaction

with others (either verbally or non-verbally), to compromise with others, and

be able to recognize and follow social norms.

5.

Literacy

– reading and writing.

6.

Fluency –

the smoothness or flow with which sounds, syllables, words and

phrases are produced when talking.

7.

Planning and sequencing –

the sequential multi-step task/activity

performance to achieve a well-defined result.

8.

Executive functioning -

higher order reasoning and thinking skills.

9.

Sensory processing –

accurate registration, interpretation and response to

sensory stimulation in the environment and one's own body.

For both types of language disorder, the main problem may be with

form

(grammar or word order),

content

(that is words and their meanings) or

use

(the

ability to understand and use language appropriately). And the causes of language

disorders may include hearing loss, cognitive disability, emotional disturbance, a

lack of exposure to language in the environment, or brain injury. Often, the cause

of a language problem in a particular people is unknown.

Although the cause of language disorder is unknown. There are, however,

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25

2.3

Silver Linings Playbook Movie

Silver Linings Playbook is a film with romantic comedy drama written and

directed by David O. Russell. This film was adapted from novel "The Silver

Linings Playbook" by Matthew Quick. This film, released in 2012, starring

Bradley Cooper and Jennifer Lawrence, Robert De Niro, Jacki Weaver, Chris

Tucker, AnupamKher and Julia Stiles.

Patrick Solitano Jr. or familiarly called Pat Jr. (Bradley Cooper) has just

come out of a mental hospital due to bipolar disorder suffered. Bipolar disorder is

a mood disorder that can create the sufferer with emotions up and down. Pat Jr.

himself had experienced an incident in which he was so angry when caught his

wife, Nikki (Brea Bee) was having an affair. Then he beat his wife's infidelities

almost to death. That's what made him sent to a psychiatric hospital. After 8

months of treatment in the mental hospital, Pat Jr. allowed to go home on the

conditio