A PSYCHOLINGUISTIC ANALYSIS OF DYSLEXIA IN BACKWARDS: THE RIDDLE OF DYSLEXIA

Abstrak / Ringkasan

This study is under a psycholinguistic umbrella. The aim of this study is to
analyze linguistic phenomena of dyslexia suffered by Brian, the main character in
Backwards: The Riddle of Dyslexia. This study has three objectives: (1) to
identify and explain the types of linguistic errors experienced by the main
character in Backwards: The Riddle of Dyslexia; (2) to examine the environmental
factors which occur in the movie; and (3) to describe the kinds of teaching
approaches used to recover the main character in the movie from dyslexia.
This study employed a descriptive qualitative method since it emphasized on
describing the phenomena of dyslexia in Backwards: The Riddle of Dyslexia.
Moreover, the findings were presented in narrative or textual description.
However, number was also used to support the analysis of the data. Some steps in
analyzing the data were: identifying the raw data, classifying each datum into the
categorization, analyzing each datum, interpreting each datum based on its
contexts, reporting the findings, and drawing the conclusion. Finally, the data
findings were triangulated by two linguistics students who were keen on
psycholinguistics.
This study reveals three findings. First, of eight types of miscues, only six
types occur in Backwards: The Riddle of Dyslexia. They are substitution,
hesitation, omission, non-response, addition, and self-corrections. Meanwhile, the
absent types are repetition and reversal. Substitution is the most common error
made by a dyslexic who has problems in extracting printed letters into sounds.
Meanwhile, the other types have only small occurrences since they are not
common errors made by a dyslexic. Second, all types of environmental factors
occur in the movie, i.e. social interaction and communication, physical
environment, cognitive modality preference, emotional motivation, and children’s
behavior. Social interaction and communication as well as physical environment
become the highest in rank because Brian works well with another and needs a
suitable condition and situation to read. Finally, each type of environmental
factors supports successful teaching approaches for a dyslexic. Third, types of
teaching approaches which occur in the movie are language experience, teacher
modeling, self-questioning, phonological approach, and engaging parents.
Meanwhile, the absent types are creative writing and critical literacy. Those
present types of teaching approaches have represented successful treatments for
Brian to recover from dyslexia.
Key words: psycholinguistics, dyslexia, Backwards: The Riddle of Dyslexia

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