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DISCOURSE ANALYSIS OF THE INTERACTION BETWEEN
THE THERAPIST AND THE KING IN OVERCOMING THE
KING’S STUTTERING DISORDER IN TOM HOOPER’S THE
KING’S SPEECH
A THESIS
Presented as a Partial Fulfillment of the Requirements
to Obtain the Magister Humaniora (M.Hum.) Degree
in English Language Studies
by
Nurvita Wijayanti
Student Number: 146332019
THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2016
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ACKNOWLEDGEMENTS
It is a delightful opportunity for me to express my deepest gratitude to all
of those who have supported me in accomplishing this thesis. Firstly, my deepest
gratitude goes to Allah SWT for showing me the light to have my courage
finishing this thesis.
I present the best gratitude to my lovely advisor Dr. B.B Dwijatmoko,
M.A. for his guidance and patience. He has been a good advisor who has listened
and shared opinion regarding the ideas contributing in this thesis. Great thanks
also go to Dr. Francis Borgias Alip, M.Pd., M.A. and Dr. E. Sunarto, M.Hum
who give me a fruitful contribution to my thesis as the second readers.
I dedicate this thesis to my lovely parents, Martini Lastianingsih, S.H and
(alm) Pranoto, S.H, and siblings, Fajar Putra Pradika and Yudanti Kurnia Dewi,
who are always be my motivation whenever I am about to give up finishing this
thesis. Their endless love indeed works to keep up my encouragement and spirit.
Many thanks are also presented to all people in English Language Studies
especially batch 2014, batch 2015, all the staff, and lecturers. People who are
helpful in any condition: Mas Adit, Ruly and Indra. Last but not least, I present
this thesis to my life time best friends: Wuri Handayaningsih, Sabina Pristiwati,
Redys Febrianti, Hafsyah, Edwin Sugara, Rudi Irawan, Billy Talusakata,
Josephine Dewi, Theresia Respati, Ch. Eli Indriyani, Dangin, Wasisti Argo T.R,
Sisilia Endah L. for their best support from afar.
Nurvita Wijayanti
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A journey of a thousand miles begins with a
single step
Anonymous
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Page of Dedication
I dedicate this thesis to my beloved FAMILY
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Table of Contents
COVER PAGE .................................................................................................................. i
APPROVAL PAGE ...........................................................Error! Bookmark not defined.
STATEMENT OF WORK’S ORIGINALITY............................................................. iii
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI UNTUK KARYA ILMIAH
UNTUK KEPENTINGAN AKADEMIS ............................Error! Bookmark not defined.
ACKNOWLEDGEMENTS ............................................................................................ v
PAGE OF DEDICATION ............................................................................................. viii
TABLE OF CONTENTS ................................................................................................ix
ABSTRACT ..................................................................................................................... xii
ABSTRAK ....................................................................................................................... xiii
CHAPTER I: INTRODUCTION ................................................................................... 1
1.1
Background of the Study ................................................................................. 1
1.2
Research Question ........................................................................................... 6
1.3
Research Objectives ......................................................................................... 6
1.4
Research Benefits............................................................................................. 8
CHAPTER II: LITERATURE REVIEW .................................................................... 10
2.1
Discourse Analysis......................................................................................... 10
2.1.1
Written Text.................................................................................................... 12
2.1.2
Implicature ..................................................................................................... 12
2.2
Seven Building Tasks of Language Use ........................................................ 13
2.2.1
Significance .................................................................................................... 13
2.2.2
Activities......................................................................................................... 14
2.2.3
Identities......................................................................................................... 14
2.2.4
Relationships .................................................................................................. 15
2.2.5
Politics ........................................................................................................... 15
2.2.6
Connections ................................................................................................... 16
2.2.7
Sign System and Knowledge .......................................................................... 16
2.3
Systemic Functional Grammar ...................................................................... 17
2.3.1
Ideational Function (Transitivity).................................................................. 17
2.3.2
Interpersonal Function .................................................................................. 18
2.3.3
Textual Function ............................................................................................ 20
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2.4
Stuttering as Psychological Disorder ............................................................. 21
2.4.1
The Treatment for Stutterers .......................................................................... 26
2.4.3.1
Valsalva Mechanism ...................................................................................... 26
2.4.3.2
The Van Riperian Method .............................................................................. 28
2.5
Related studies ............................................................................................... 29
2.6
Theoretical framework ................................................................................... 30
CHAPTER III: RESEARCH METHODOLOGY ...................................................... 32
3.1
Research Type................................................................................................ 32
3.2
Research Object ............................................................................................. 32
3.3
Research Data ................................................................................................ 33
3.4
Data analysis .................................................................................................. 34
3.4.1
Seven Building Tasks of Language ................................................................ 35
3.4.2
Systemic Functional Grammar ...................................................................... 37
CHAPTER IV: RESULT AND DISCUSSION............................................................ 39
4.1
Discourse of the Script of the Interaction between the Therapist and the King.
....................................................................................................................... 39
4.1.1
Seven Building Tasks of Language ............................................................... 39
4.1.1.1
Significance .................................................................................................... 41
4.1.1.2
Activities......................................................................................................... 45
4.1.1.3
Identities......................................................................................................... 50
4.1.1.4
Relationships .................................................................................................. 53
4.1.1.5
Politics ........................................................................................................... 54
4.1.1.6
Connections ................................................................................................... 55
4.1.1.7
Sign System and Knowledge .......................................................................... 56
4.1.2
Ideational Function ........................................................................................ 58
4.1.2.1
Material Process ............................................................................................ 60
4.1.2.2
Mental Process .............................................................................................. 63
4.1.2.3
Relational Process ......................................................................................... 65
4.1.3
Interpersonal Function ................................................................................... 66
4.1.4
Textual Function ............................................................................................ 82
4.2
The Power of Language to Overcome the Stuttering Compared with the
Standard Treatment ........................................................................................ 97
CHAPTER V: Conclusion and Suggestion ................................................................ 102
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5.1
Conclusion .................................................................................................. 102
5.2
Suggestion .................................................................................................... 105
BIBLIOGRAPHY .......................................................................................................... 106
APPENDICES ............................................................................................................... 111
Appendix 1 Ideational Process....................................................................................... 111
TABLE 1.1 IDEATIONAL METAFUNCTION : part 1 int. logue‟s consultation room day
..................................................................................................................... 111
TABLE 1.2 IDEATIONAL METAFUNCTION : part 2 int. logue‟s consultation room new day ..................................................................................................................... 117
TABLE 1.3 IDEATIONAL METAFUNCTION : part 4 int. logue‟s consultation room –
continuous ..................................................................................................................... 121
TABLE 1.4 IDEATIONAL METAFUNCTION : part 6 int. logue‟s consultation room,
harley street - new day ................................................................................................... 126
TABLE 1.5 IDEATIONAL METAFUNCTION : part 7 ext. regent‟s park ornamental
garden – day ................................................................................................................... 129
TABLE 1.6 IDEATIONAL METAFUNCTION : part 13. int. westminster abbey - that
night
..................................................................................................................... 131
TABLE 1.7 IDEATIONAL METAFUNCTION : part 14. int. bertie‟s study, buckingham
palace – day ................................................................................................................... 137
TABLE 1.8 IDEATIONAL METAFUNCTION : part 16. int. broadcasting booth – day ..
..................................................................................................................... 140
TABLE 1.9 IDEATIONAL METAFUNCTION : part 17. int. king‟s study/broadcast
room, buckingham palace – day .................................................................................... 141
TABLE 1.10 IDEATIONAL METAFUNCTION: part 18. int./ext. montage of various
locations ..................................................................................................................... 142
TABLE 1.11 IDEATIONAL METAFUNCTION : part 19. int. broadcasting booth,
buckingham palace – continuous ................................................................................... 144
TABLE 1.12 IDEATIONAL METAFUNCTION : part 21. int. broadcasting booth,
buckingham palace – continuous ................................................................................... 144
APPENDIX 2 INTERPERSONAL FUNCTION .......................................................... 145
TABLE 2.1 INTERPERSONAL FUNCTION: part 1 int. logue‟s consultation room - day
………………………............................................................................................................... 145
TABLE 2.2 INTERPERSONAL FUNCTION: part 4 int. logue‟s consultation room –
continuous ..................................................................................................................... 152
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ABSTRACT
Nurvita Wijayanti. 2016. Discourse Analysis of the Interaction between the
Therapist and the King in Overcoming the King‟s Stuttering Disorder in Tom
Hooper‟s The King‟s Speech. Yogyakarta: Graduate Program on English
Language Studies, Sanata Dharma University.
The study of discourse analysis in this research reveals the power of
language use to overcome someone‟s disorder. Through the proper approach, the
discourse analysis can be the means to analyze the significance of the language
use to overcome the stuttering that is part of the psychological disorder. Through
its interaction between the therapist and the king, the discourse analysis has
abundant examples in the power of language use.
The approaches of this research are Halliday‟s Systemic Functional
Grammar (SFG) and Gee‟s Seven Building Tasks of Language (SBTL). Two
research questions are employed to reach the goal of the research. They are (1)
What discourse implies the power of language in the interaction between the
therapist and the king? and (2) How does the power of language overcome the
king‟s stuttering compared with the standard treatment?
The type of the research is discourse analysis. The supported theory is
stuttering as the psychological disorder to examine the activities that are in the
language use implementation. Furthermore, the interaction that is part of the
treatment is the main object to be analyzed through the SFG (Transitivity,
Interpersonal and Textual process) and SBTL (significance, activities, identities,
relationships, connections, politics, and system and knowledge). The data
collection uses the first cycle that is included twelve (12) parts of interaction only
between the therapist and the king.
The language use related to the significances, activities, identities,
relationships, politics, connection and sign system and knowledge reveals that the
therapist‟s intention toward the king. They acquire the equality during the
treatment. The Transitivity, Interpersonal and Textual show the dynamic process
during the interaction by analyzing the clause using the process of doing-andhappening, feeling and the token; the Mood system and Tone; and marked and
unmarked theme selection. By implementing SFG and SBTL, this research has
proven that discourse analysis that is conducted in the significant chunk of clause
reveals the power of language use in overcoming the king‟s stuttering. The actual
standard treatment combined the mental approach and distractive method is
proved to match with the process in the movie.
Keywords: discourse analysis, seven building tasks of language, systemic
functional grammar, stuttering disorder
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ABSTRAK
Nurvita Wijayanti. 2016. Discourse Analysis of the Interaction between the
Therapist and the King in Overcoming the King‟s Stuttering Disorder in Tom
Hooper‟s The King‟s Speech . Yogyakarta: Program Pasca-Sarjana Kajian Bahasa
Inggris. Universitas Sanata Dharma.
Analisa wacana pada studi ini menunjukkan kekuatan dari penggunaan
bahasa untuk menyembuhkan penyakit seseorang. Melalui pendekatan yang tepat,
analisa wacana dapat menjadi alat penghubung untuk menganalisa penggunaan
bahasa yang signifikan untuk menyembuhkan kegagapan yang adalah bagian dari
penyakit psikologi. Melalui interaksi antara si terapis dan sang raja, analisa
wacana sangat kaya dengan sampel-sampel akan kekuatan penggunaan bahasa.
Pendekatan pada penelitian ini antara lain Fungsi Grammar Terpadu milik
Halliday dan Tujuh Tugas Pembentukan Bahasa milik Gee. Dua pertanyaan
digunakan untuk mencapai tujuan penelitian. Mereka adalah (1) Wacana apa
yang mengimplikasikan kekuatan dari bahasa pada interaksi antara si terapis
dan sang raja? dan (2) Bagaimana kekuatan bahasa dapat menyembuhkan
kegagapan raja dibandingkan dengan perawatan standar?
Jenis dari penelitian ini adalah analisa wacana yang adalah penelitian
mengenai penggunaan bahasa. Teori yang mendukung adalah teori mengenai
kegagapan yang merupakan penyakit psikologis untuk membuktikan aktifitasaktifitas di dalam implementasi penggunaan bahasa. Selanjutnya, proses interaksi
yang merupakan bagian dari terapi adalah objek utama untuk dianalisa melalui
Fungsi Grammar Terpadu (Transitivity, Interpersonal dan Textual) dan Tujuh
Tugas Pembentukan Bahasa (Kepentingan, Aktifitas, Identitas, Hubungan,
Koneksi, Politik dan Sistem Tanda dan Pengetahuan). Pengumpulan data
menggunakan siklus pertama termasuk didalamnya dua belas (12) bagian
interaksi hanya antara si terapis dan sang raja.
Penggunaan bahasa yang berhubungan dengan Kepentingan, Aktifitas,
Identitas, Hubungan, Koneksi, Politik dan Sistem Tanda dan Pengetahuan
menunjukan adanya maksud dari si terapis kepada sang raja yaitu mencapai
persamaan derajat selama masa terapi. Proses Transitivity, Interpersonal dan
Textual menunjukkan proses dinamis selama berinteraksi dengan menganalisa
klausa yang menunjukkan proses melakukan-dan-terjadi, perasaan dan token;
sistem Mood dan Tone; marked dan unmarked theme selection.
Mengimplementasikan Fungsi Grammar Terpadu dan Tujuh Tugas Pembentukan
Bahasa, penelitian ini telah membuktikan yang didapatkan dari analisa klausa
menunjukkan bahwa ada kekuatan dalam penggunaan bahasa yang signifikan
dalam menyembuhkan kegagapan sang raja. Terapi standar termutakhir yang
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mengkombinasikan pendekatan batin dan metode distraksi telah membuktikan
bahwa kedua metode ini cocok dengan metode yang ada di dalam film.
Keywords: analisa wacana, fungsi grammar terpadu, tujuh tugas pembentukan
bahasa, gagap
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CHAPTER I
INTRODUCTION
1.1
Background of the Study
Language consists of several disciplines such as phonetics, phonology,
morphology, syntax, semantics and pragmatics. Each discipline studies the
different perspectives therefore it reveals the basic language studies in linguistics.
In order to analyze the implication of language use, those knowledge are not
enough to cover the study, therefore, discourse study is needed in order to
analyze the language use since language is a way of behaving and making others
behave and therefore the linguist must concern himself with the verbal process in
the context of the situation (Nunan, 1992).
From the previous explanation, discourse analysis is a good start to learn
about linguistic knowledge that can cover the whole knowledge. Discourse
focuses on the use of language. It can be in spoken or written texts. Discourse is a
unit of language above and beyond a mere accumulation of sounds, morphemes,
words, clauses and sentences (Fasold & Jeff, 2006).
The analysis of language in use cannot be limited to the description of
linguistics forms independently. It is because the purpose or functions are
designed to serve in human affairs (Yule, Gillian Brown & George, 1983).
Furthermore, the discourse analysis analyzes the text in spoken as in the movie. It
is not only a matter of language based on the conversation but also it shows the
paralanguage that has significance. Discourse-based grammar with support from
Halliday and Hasan (1976) has been formed. It is said that discourse-based
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grammar is worth to analyze rather than traditional explanations of
grammar which is known as sentence-based (Paltridge, 2006).
The King‟s Speech is the object of this research. The movie has been
released in 2010 starring Firth Collin as the King George VI and Geoffrey Rush
as the unorthodox therapist, Lionel Logue. Edward, the favored son of the father
George V has fallen in love with a divorced commoner therefore he gives up his
position as the crowned king. It is Albert, Edward‟s younger brother who will be
the next king. The problem is that Albert has stuttering disorder and it is his duty
to give a speech in front of the people in order to gain the nation fortitude and
trust. In this emergency, stutter is a symbol of national shame. Albert consults
Lionel Logue as a speech therapist. Their process of interaction is the heart of the
movie and the triumph of how their relationship becomes the main focus in the
movie and therefore becomes the object of the analysis of discourse.
Stuttering is the disorder in the fluency of speaking and talk pattern in the
age that is not supposed to (American Psychiatric Association, 2000). Stuttering
is disorders in the rhythm of speech, in which the individual knows precisely that
he wishes to say, but at the same time is unable to say it because of an
involuntary, repetitive prolongation or cessation of a sound (WHO, 1992). The
symptoms show that the sufferer has experienced one or more extending sound or
word, halting to the word, holding voice and being phatic. King George starts
having this stuttering disorder when he was eight years old. In some brief
explanation, he gets the disorder because he has received suppression during his
childhood by his parents and other people surround him and it turns out that he
was left-handed but he has to make it right-handed (Biography Editors,2015).
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Journals discuss the theories on how to overcome with the disorder
especially the appropriate curing done by the therapist. Those theories are used in
applying the activity relating to the curing in the sufferer especially in this study.
What makes this present study different with the other studies is that the way the
researcher analyzes the language use of the interaction between the therapist, who
applies his unorthodox treatment, and the king. At the end of the movie, the
therapist has succeeded applying his treatment to the king. Therefore, the writer
would like to analyze the way the therapist treats the king by using his
unorthodox exercises through the discourse analysis
The other researches relating to the movie The King‟s Speech have
existed. The researchers are mostly talk about the discourse but in different
perspectives and approaches. The writer has found one article, one journal and
one thesis to be used to compare the originality of this study. The studies are from
Bernard Frankel, Saima Karim and Riha Rahma Mufida.
Bernard Frankel writes an article comparing the two movies; The King‟s
Speech and The Fighter in order to review the two academy award selections. He
has been composed the journal on 2011. He analyzes those two movies in finding
the similarity of system theory meeting the object relations during the behavioral
exercises. It compares those two movies as the struggle in disorder and how the
process becomes the crucial part of the overcoming the disorders; Albert with his
stutter and Micky‟s masochism. It also shows the relation between brothers;
Albert with Edward and Micky with Dicky (Frankel, 2011).
Journal written in 2015 titled Style and Language of Inequality in the
Movie, The King‟s Speech that is written by Saima Karim is quite different with
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the previous one. It analyzes the power of language in the movie King‟s Speech.
It turns out that the relationship between language and social inequality is the
idea that some expressions of language are valued more than others in a way that
is associated with some people being more valued than others and some ideas
expressed by people through language being more valued than others (Karim,
2015).
The last study is from Riha Rahma Mufida in her thesis titled The
Discourse of The King‟s Speech Film by Tom Hooper. This research uses
Cultural Studies as the approach to the discourse analysis. It uses the qualitative
data analysis and data analysis techniques descriptively and interpretatively.
Other than using Cultural Studies approach, it uses the hermeneutic approach
(Mufida, 2015).
This present research focuses on the discourse analysis that contributes
the application of English Linguistics as a part of everyday use through language.
It implies that linguistics also has to be aware of the non-linguistic knowledge to
be able to go together as a combination of knowledge. The language that the
therapist uses in the movie is the target of the research. It also includes the
gestures and the exercises through the treatment.
Prince Albert and Princess Elizabeth were able to solidify their
relationship during the first several years of marriage. Recognizing that
his stammer was an ordeal for her husband and his audiences, Elizabeth
sought the help of Lionel Logue, an Australian speech therapist living in
London. At first reluctant, Prince Albert began seeing Logue and
partaking in his unorthodox exercises. His wife often accompanied him
and participated in the sessions. Prince Albert and Logue cultivated a
strong relationship and, gradually, his speech improved. (Editors, 2015).
This movie introduces many language uses through the interaction
between the two main characters; king George VI and therapist Lionel Logue as
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the richness of language use is the significant aspect in communication and social
interaction. Moreover, the unorthodox method that is introduced by the therapist
enriches the analysis with the knowledge of the psychological aspect.
Two main recent approaches of discourse analysis are introduced. They
are Seven Building Tasks of Language and Systemic Functional Grammar. In
Seven Building Tasks of Language, the language and its task are not just about
conveying information, but also it is used to build seven reality in discourse.
They are its significance, activities, identities, relationships, connections, politics,
and sign system and knowledge (Gee, 2011). Systemic Functional Grammar is
the recent theory to analyze the discourse analysis as one of many approaches. It
deals with language study using clause as the main object of the analysis. Each
clause represents the purpose namely clause as message, clause as exchange and
clause as representation (Halliday, 2004).
The approach of the discourse analysis is the use of the structure of
language, thus Gee‟s Seven Building Tasks of Language and Halliday‟s Systemic
Functional Grammar are supported the analysis. Using the Seven Building Tasks
of Language, the researcher is going to find the seven areas of „reality‟ that the
language wants to reveal. It is revealed through its significance, activities,
identities, relationships, politics, connection and sign system and knowledge.
Moreover, Systemic Functional Grammar is used to get the detail analysis in
using the ideational, interpersonal and textual function. The process of doing,
being, feeling and having is going to be discussed along with the Theme and
Mood system and marked and unmarked theme selection. Therefore, the study of
language is achieved through the approaches.
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Using The King‟s Speech movie to analyze the language use is essential in
contributing to the field of overcoming stuttering with particular approach that is
introduced by the therapist. Moreover, this movie is based on the true story that
can be confirmed through its originality of the treatment. The linguistic
contribution also strengthens the analysis in discourse analysis using Seven
Building Tasks of Language and Systemic Functional Grammar. The supported
theory of stuttering as a psychological disorder confirms the background of the
king‟s stuttering.
1.2
Research Question
There are two research questions relating to the study of discourse
analysis in the movie titled The King‟s Speech by Tom Hooper in 2010.
1.
What discourse implies the power of language in the interaction
between the therapist and the king?
2.
How does the power of language overcome the king‟s stuttering
compared with the standard treatment?
1.3
Research Objectives
The power of language has significant role in order to overcome the
stuttering. It is used by the therapist to treat the king. The chunk of language is
the product of the power of language. Based on the questions, there are two
objectives in this research.
The first objective is to explain the chunk of language that is used both by
the therapist and the king. The discursive practice is in the interaction between
the therapist and the king. The part of it is revealed through the chunk of
language that is spoken by the therapist and the king. The tasks of language in
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order to analyze the language use are accentuated in this research. The use of
clause is also analyzed based on the representation, message and exchange.
Therefore, the discourse practice is analyzed through the element of language use
and the representation of the clauses.
The second objective is to figure out how the chunk of the language really
works in order to overcome the king‟s stuttering. The chunk of language, in this
case, has been analyzed through the discourse. By having the analyzed data, this
objective wants to accentuate the part of the language that has the powerful
significance to overcome the stuttering.
The third objective is that the Seven Building Tasks of Language is used
to assess the language use. It represents the way the language has contribution by
revealing the use of it. The Systemic Functional Grammar also contributes the
discussion by having the clause as representative, message and exchange. Those
two theories are used to be the empirical data and therefore they are used to relate
how the
Analyzing the discourse analysis gives an advantage on how to reveal the
language use. The language use is revealed to accentuate the power. The power
means how the language has a control to overcome somebody‟s disorder. The
disorder is the speech disorder or stuttering. By using Seven Building Tasks of
Language and Systemic Functional Grammar, the research achieves the empirical
study to be able to figure out the structure of language that is significant in
overcoming the king‟s stuttering through the interaction between the therapist and
the king. Standard treatment is useful to validate the work of language in order to
overcome the stuttering.
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1.4
Research Benefits
Relating to the research question that the writer presents, there is one
research benefit. It relates to the effective result of the therapist healing the king‟s
stuttering problem. The writer gains the knowledge how to deal with the same
case since the movie is based on the true story relating to psychological approach
and discourse analysis.
Theoretically, discourse analysis gives the knowledge of what goes
beyond the text. It means that language especially the spoken language that is
spoken casually in the movie is the language that contains a lot of meaning. The
meaning can be explicit. It is when the meaning can easily be caught. It is
implicit meaning when catching the meaning; it has to be analyzed through the
context. Discourse analysis offers the help with particular approach. The
approaches that are used in this research help to reveal the implicit meaning.
Seven Building Tasks of Language uses social language which is informal
language to emphasize the casualty. It uses conversation in order to focus on the
form of the text. It uses discourses to focus on the social context which is
between the therapist as the ordinary person and the king as the member of royal
family. Lastly, it also uses the intertextuality to find out other references outside
the text.
The benefit using Systemic Functional Grammar is that the researcher can
gain the knowledge linguistically through the process of ideational, interpersonal
and textual. Through ideational process, it shows the significance that is revealed
through the process of doing-and-happening, process of sensing and process of
being and having. They represent the process of the therapist‟s approaching
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method and the king‟s process of accepting the treatment. Interpersonal function
is analyzed through the combination of Mood system and tone. They represent
the mood of the therapist and especially the king through the process of the
interaction using the declarative, imperative and interrogative mood. The textual
function emphasizes the use of marked and unmarked theme selection. The
characters use those theme selections to emphasize the intention whether to
object or to agree with each other.
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CHAPTER II
LITERATURE REVIEW
This chapter presents theories related to the research. The theories are
taken from books, journals and websites about discourse analysis including seven
building tasks of language and systemic functional grammar. Other supported
theories are stuttering theory as psychological disorder and neurology to find the
comparison in the standard treatment.
2.1
Discourse Analysis
The theory of discourse that is used in this research is the discourse
analysis as a part of language use.
Language is not mere matter of means of communication, but it also
shows the identity of the speakers. It is described through the way the
social group talks (the street gang talks or the way the doctor talks),
cultures (Native American talks or African – American talks), or
institution (universities talk or government talks) differ to each other.
They have different style of language. Therefore, in this case, language
shows the speaker‟s identity (Gee, 2011).
Gee emphasizes that language cannot only be used as only for communicating
and knowing each other‟s intention, but also the identity of the speaker. When
using certain type of language, the speaker actually shows his/her identity. In
addition, the speaker also can change the way of speaking in a certain style of
language. The examples of the style of language are given by Gee in the way the
social group talks, cultural talks and institutional talks.
Furthermore, the speaker can change the way he/she speaks to adjust with
the environment he/she is engaged with.
A discourse is a characteristic way of saying, doing, and being. When you
speak or write anything, you use the resources of English to project
yourself as a certain kind of person, a different kind in different
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circumstances. You also project yourself as engaged in a certain practice
or activity (Gee, 2011).
That is the way the discourse works. One person can share different styles of
language depending on the circumstances that the person has. Indeed, it is
important to adjust the style for being in one style of language; one person can be
so outrageous when delivering his/her language to another style of language.
Gee also states that “Language not only defines the information. Through
the words or chunk of language, it can be used as the rule to practice what is
written or spoken through language” (Gee, 2011). Therefore, the language that is
used can be in written and spoken form.
The other theories support the previous theory above. Discourse that is in
the form of written and spoken is structured as different patterns.
In many cases, underlying the word „discourse‟ is the general idea that
language is structured according to different patterns that people‟s
utterances follow when they take part in different domains of social life
(Jorgensen and Phillips, 2002).
The term “pattern” means the style of language. The domains of social life
represent the different context when the style of language is used. It depends on
the circumstances that the language is used in different context.
In a linguistic perspective, “discourse examines how humans use language
to communicate and, in particular, how addressers construct linguistic messages
for addresses and how addressees work on linguistic messages in order to
interpret them” (Brown & Yule, 1983).
Based on the previous explanation, language is used in many perspectives.
It is called discourse analysis. It is about studying and analyzing the uses of
language. In discourse analysis, language can be analyzed through the transcripts
from interview, lyric, or movie, focus group, samples of conversation, published
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literature, media and web based material. In other words, “discourse analysis
studies how large chunks of language beyond the sentence level are organized,
how the social transaction imposes a framework on discourse” (Cutting, 2002). It
has traditionally covered the topics of exchange structure. Or, it is how certain
situations have fixed sequences in the overall framework of the exchange. The
last is that conversation structure on how what one speaker says can influence the
next speaker‟s response.
2.1.1
Written Text
The object to analyze the discourse analysis is definitely the text. The text,
in general, is “to refer to the verbal record of a communication act” (Brown &
Yule, 1983). The text used is the text that is spoken or written. The written text is
“the printed record that is familiar in the study of literature” (Brown & Yule,
1983).
In the written text, the speaking part should be clear in order to understand
the tone and intonation. “It is necessary to replicate punctuation conventions, as
well as the lineation, in which indicates the change of speaker” (Brown & Yule,
1983). Therefore, the written text should also show the technic in speaking so that
the readers are able to know the dynamic in speaking.
2.1.2
Implicature
Discourse analysis relates the study with the pragmatic study. Brown and
Yule state that “such an approach brings into consideration a number of issues
which do not generally receive much attention in the formal linguist‟s description
of sentential syntax and semantics” (Brown and Yule, 1983). Implicature, then,
becomes the means to interpret the meaning of the utterances in the written form.
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Implicature becomes the proper choice for the discourse analyst to start
with the text to be analyzed.
As a brief account of how the term „implicature‟ is used in discourse
analysis, we have summarized the important points in Grice‟s proposal.
We would like to emphasis the fact that the implicatures are pragmatic
aspects of meaning and have certain identifiable characteristics. They are
partially derived from the conventional or literal meaning of an utterance,
produced in a specific context which is shared by the speaker and the
hearer of the Cooperative Principle and its maxims (Brown and Yule,
1983).
An analyst should consider two things in analyzing the implicature in the text.
They are the conventional and literal meaning of an utterance and the specific
context which is shared by the speaker and the hearer of the Cooperative
Principle and its maxim. The language use is accentuated in considering the
specific context. Moreover the maxims are used to fence the analysis.
2.2
Seven Building Tasks of Language Use
The seven building tasks of language use are introduced by James Paul
Gee in 2011. Those Seven Building Tasks of Language are used to answer the
questions relating to the discourse analysis. The „task‟ shows the action to build
the language to be used to reveal the seven areas that are important in conveying
the hidden meaning. The explanation of each thing is on below ones.
2.2.1
Significance
There are things in life that are, “by nearly everyone‟s standards,
significant (for example the birth or death of a child). But for many things, we
need to use language to give them significant or to lessen their significance, to
signal to others how we view their significance” (Gee, 2011). This significance
gives the impression to be brought into a detailed analysis.
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The significant of such a sentence that might be the focus of the analysis
can be used. Then, it becomes the standard of the rest of the analysis using this
significance. However, the significance is not only in the form of a sentence but
also in situation.
2.2.2
Activities
Once the significance has been confirmed, the next is finding the activities
that show the significance. The focus is only the activities that acquire the
significance. The explanation is like to explain the „chicken or egg‟ question that
is near to the explanation of significance and activities.
When people think about practices, people confront a significant “chicken
and egg” sort of question. “What people say, do, and are in using language enacts
practices. At the same time, what people say, do, and are would have no meaning
unless these practices already existed. The answer to this chicken and egg
question is this: Language and practices “boot strap” each other into existence in
a reciprocal process through time.” (Gee, 2011).
2.2.3
Identities
People use language to get recognized as taking on a certain identity or
role, that is, to build an identity here and now. “People often enact their identities
by speaking or writing in such a way as to attribute a certain identity to others, an
identity that people explicitly or implicitly compare or contrast to our own.
People build identities for others as a way to build ones for themselves” (Gee,
2011).
Identities have a significant role in finding the activities. Who and how
show the significance on finding the identities. Characters and characteristics are
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the most valid way to find the identities. Through identities, the ones can show
the power or even the opposite.
2.2.4
Relationships
“People use language to signal what sort of relationship they have, want to
have, or are trying to have with their listener(s), reader(s), or other people,
groups, or institutions about whom they are communicating. People use language
to build social relationships” (Gee, 2011). It mostly shows the way people use the
formal or informality in using language.
The formality is shown in the way people with certain identities address
each other. They can use polite address for the people of higher level of degree or
status. Otherwise, the people who have the close relationship might address the
others with less formal circumstances.
2.2.5
Politics
People use language to convey a perspective on the nature of the
distribution of social goods, that is, to build a perspective on social goods. “Social
goods are potentially at stake any time we speak or write so as to state or imply
that something or someone is “adequate,” “normal,” “good,” or “acceptable” (or
the opposite) in some fashion important to some group in society or society as a
whole” (Gee, 2011). In other words, through this politic aspect, people can see
the hidden values that the language wants to reveal.
The distribution of social goods emphasizes the aspect of sharing the
information. It shows what kind of information people want to share. It is
negative or positive one. Then, if it is negative, people with certain purpose might
share it with positive tone. It can be vice versa.
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2.2.6
Connections
People use language to give certain things connected or relevant (or not)
to other things, that is, to build connections or relevance. Things are not always
inherently connected or relevant to each other. Often, “people have to make such
connections. Even when things seem inherently connected or relevant to each
other, people can use language to break or mitigate such connections” (Gee,
2011).
Connection shows the importance of language being used in certain
purpose. The purpose can be different to each person but the person to whom
someone wants to connect has to be the same and has the significance purpose.
The communication connects successfully when the people share the same
connection in what they communicate about.
2.2.7
Sign System and Knowledge
“People can use language to make certain sign systems and certain forms
of knowledge and belief relevant or privileged, or not, in given situations. It is to
build privilege or prestige for one sign system or way of knowing over another”
(Gee, 2011). It is the same to reveal identity but in more detail to show sign and
system in it. Moreover, Gee suggests preceding the analysis with the help of
Halliday‟s theory in Systemic Functional Grammar.
In The King‟s Speech, all of the seven building tasks of language can be
used in order to reveal the hidden message of language use. That language use is
what the therapist implicitly uses to heal the king‟s stuttering. The power of
language can cure such a great disorder.
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2.3
Systemic Functional Grammar
“The systemic functional grammar aims to describe and explain the
meaning-making resources of modern English. It includes on deciding what parts
of the grammar to cover” (Halliday, 2004). Therefore it can be analyzed and
interpreted through text.
The interpersonal, the ideational and the textual function are known as the
metafunctions (semantic functions). It is said “how each metafunction is realized
through choices from major systems at the lexicogrammatical stratum. The
indication is shown in the experiential metafunction that is described in
Transitivity choices, the Interpersonal metafunction in mood choices and the
Textual metafunction through Theme choices” (Eggins, 2004).
2.3.1
Ideational Function (Transitivity)
This function has several advantages in unraveling the meaning of
language that is being used. By using ideational function, the language can be
analyzed through the symbolic code, cultural experience and even the individual
experience based on the consciousness.
Ideational function is the same as the transitivity process because
ideational is the clause as representation, thus transitivity structures express
representational meaning; what the clause is about, which is typically some
process, with associated participants and circumstances (Halliday, 2004).
A transitivity analysis is used to analyze the ideational function of
Systemic Functional Grammar. The advantage using this process is that it enables
the clause to be analyzed through its constituent of metafunction. Verbal group is
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used to unravel the meaning in the clause since English has six types of process
namely material, mental, verbal, relational, behavioral, and existential.
Material clauses are clauses of doing and happening, therefore a material
process tries to understand the unit of change in the flow of events as taking place
through some input of energy. Mental clauses are concerned with the experience
of the world based on the consciousness. This process wants to sense the flowing
from a person‟s consciousness but not to sense the material act. Relational
clauses are meant to characterize and to identify the use of clauses. It is the
process of being and having. Behavioural clauses are the process of
physiological and psychological behavior like breathing, coughing, smiling,
dreaming and staring. They are partly like the material and partly like mental.
Verbal clauses contribute to the creation of narrative by making it possible to set
up dialogue. It is often used to develop accounts of dialogue on the model
passage. The last process is existential clauses which represent that something
exists or happens. (Halliday, 2004).
2.3.2
Interpersonal Function
Interpersonal function analyzes the relationship with the addressee.
Therefore, it uses the language to express social and personal relation. It also
analyzes the interaction between the speaker and the addressee. The tools that can
be used to analyze the interpersonal analysis are Mood as system, Mood and
Tone and Modality.
Mood is composed by Subject and Finite that are linked together. Then,
the remainder of the clause is called Residue that has been labeled as
„Proposition‟. Mood as a system shows the form in declarative that is the
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characteristic expression of a statement, interrogative that is a question,
exclamative and imperative (Halliday, 2004).
Mood and Tone have significant role in finding the relational process in
discourse analysis. The consideration is on the choice of the tone, the melodic
contour of the tone group: whether the pitch is falling or rising, or neither, or
some combination of the two. Falling and rising become the fundamental
opposition in which falling tone means certainty, rising tone means the opposite.
Table 1.2.3.1 Tone and Pitch Movement
Tone
Symbol
Simple
Pitch Movement
Tone 1
Falling
Tone 2
Rising
Tone 3
Level
(actually
showing a low rise
in pitch
Tone 4
Falling-rising
Tone 5
Rising-falling
(Halliday, 2004)
The indication uses the speech function of proposition. Declarative
clauses combine with tone 1 that represents the feature of certainty, and
sometimes in tone 4 showing some kind of reservation. The interrogative yes/no
is shown in tone 2, the uncertain rising tone, while wh- question shows the tone 1
that is certain way asking for a missing element. Imperative clause that functions
as commands is in tone 1, but negative command often comes with tone 3. This is
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the same like offering that is in tone 3. Last is exclamative that is in tone 5
something that is contrary to expectation (Halliday, 2004).
2.3.3
Textual Function
The textual and interpersonal functions are in the part of clause as message
that is promoted by systemic functional grammar. The clause tries to understand
an expression of human experience: processes, participants, and circumstances.
Themes contain one and only one of these elements which is called Topical
Theme.
The rest is the example of multiple themes with several elements in a
sentence such “Well but then surely Jean wouldn‟t the best idea be to join in”
(Halliday, 2004). The analysis of the sentence can be interpreted through Topical
Theme. “Well” is textual and continuative that signals a move in discourse or a
transition in the same speaker‟s turn. “But” is textual, conjunction Links or
subordinates two clauses. “Then” is textual and conjunctive Adjunct that is part
of Adverbial or Prepositional groups that relate the clause to previous text.
“Surely” is interpersonal, modal comment Adjunct. It is the expressions of the
speaker‟s judgment on the content of the message. “Jean” is interpersonal,
vocative. It is typically personal names used to address. “Wouldn‟t” is
interpersonal, Finite verbal operator. It is part of auxiliary verbs that tries to
understand tense and modality; also typical unmarked Themes of yes/no
interrogatives.
If the speakers want to establish the clause in a setting (textual function)
or explain his attitude to it (interpersonal), such expressions are the natural way to
set up the expression: “Let me tell you how this fits in” or “Let me tell you what I
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think about this”. The variations in word order inside clauses can be accounted
for some reasons. It is known that initial position in the English clause is
meaningful since it has a Thematic function. Certain textual element orients the
clause logically that means they are inherently thematic. Other textual and
interpersonal elements are used to relate semantically the clause with preceding
text or to express the speaker‟s angle. It also means they are characteristically
thematic. The last characteristic of thematic category is, of course, wh-elements.
2.4
Stuttering as Psychological Disorder
“Stuttering is disorder of the flow of speaking with the high frequency of
repetition or longing for voice, syllables or words that happens to the people who
have difficulty to start even a word” (Bogue, 2009).
When the stuttering happens, it can be followed by a feeling of
suffocating, heavy breath (Shell, 2005), fast blinking, vibration on the lips and
jaw, or struggling on face or upper body as an effort to speak. In a particular
situation, like talking to a group of people or superior people, the stutterers tend
to worsen the stuttering (Mahr & Torosian, 1991). However, in a certain situation
like singing or speaking by themselves, it is able to improve the fluency in
speaking (Parker & Parker, 2002).
If people with stuttering can easily sing and speak alone fluently, it means
that they do not have organic malfunction or organic inherent. If the activity of
fluent singing and speaking alone can be proved, the disorder is part of mental
not physical disorder (Bogue, 2009).
Guitar (2006) states that age of 3 is the stage of speech development for
children with the addition of the language. Another development can give stress
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for children as the earlier symptom of stuttering. On the age of 6 to 8, children
who receive many critics from their environment create the worse stuttering
(Guitar, 2006). According to Bogue, critics from the environment are for example
high frequency of critics from own parents (Bogue, 2009). On the teenager stage,
the feeling of frustration or embarrassing moment that has relation with stuttering
can create the negative feeling and behavior (Guitar, 2006).
The comparison of people with stuttering is 4:1 for male and female
(Broen & Coleman, 1973) that has the relation with the childhood trauma (Bogue,
2009). This is caused by three main things. First, during the childhood, they have
different congenital born in the ability in language and speaking. Second, parents,
family members and others react differently toward the male children than female
ones. Last, male has possibility to have stuttering than the female as basically
male has different reaction to others (Conture & Guitar, 2007).
The research says that the arising of the stutterer disorder is from a deepseated dysphemia, from emotional conflict in which the hesitant speech reflects
an underlying anxiety, and from environmental factors which tend to interfere
with the child‟s mastery of the fluency aspect of speech learning (Riper, 1963).
Based on the explanation, the stuttering that is being discussed in this study is the
stuttering that is part of the psychological disorder. The psychological disorder
shows the trauma of the previous stage of life.
The focus on this study shows that the king suffers from the stuttering
because of the traumatic during his childhood. He has got suppression during the
childhood that he is forced to be right-handed though originally he is left-handed.
Furthermore, he is also forced to straight his legs while he has disorder in
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walking straightly. Therefore, Riper says that besides shock, fright and illness, the
stuttering may be depicted by many kinds of symbolic and cumulative factors
(Riper, 1963). Symbol shows the emotional causes that the stuttering focuses in
situations that symbolize the conflict.
The other reason why someone can have stuttering is because of
depression. Depression has also been considered a possible process that may
occur with stuttering (Gayle & Back, 2013). Depression is characterized by five
or more symptoms that are not similar to one‟s previous functioning during a two
week period. The examples are like depressed mood, loss of interest or pleasure,
insomnia and loss of energy.
Anxiety has been the common characteristic for speakers who stutter. It
has been analyzed by the researchers for many years (Gayle & Back, 2013). The
stutterers usually feel worry about the thing that is not supposed to be worried.
They tend to be angry easily over the simple thing.
Two journals have research about the relation among communication,
anxiety, and depression between the people who stutter and the people who does
not stutter. The research finds that people who stutter have anxiety that tend to be
negative (Miller & Watson, 1992). Moreover, another research says that through
the stuttering in the social anxiety, it is found that people who stutter have over
anxiety and negative judgment to the social interactive (Menzies, Onslowa, &
Messenger, 2004).
In the study of psycholinguistics, the stuttering is a part of language
disorder (Field, 2003). Words may be stressed erratically of left incomplete as a
result of the general hesitancy of speech that leads to irregularities of rhythm and
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intonation. Since the sufferers are aware of this condition, they may paraphrase or
use general terms to avoid words that they anticipate will be difficult. The
stutterers feel anxiety in the way they overestimate the severity of their
symptoms. They also feel as bad listeners because they feel that they have to
focus on their own production (Field, 2003).
The journal published by British Medical Journal states that the stuttering
happens as the psychological condition. It usually happens because of the fear of
one or other parent who is usually the father. The other cases are the feeling of
inferiority (British Medical Journal: 1965). The childhood trauma happens in this
psychological aspect. An adult must have stuttering when he or she has tendency
to have oppression in his or her childhood.
In order to overcome the stuttering disorder, the clinicians try the best
method. Unfortunately, there are many debates in determining the best method
overcoming the stuttering. There are many disagreements among the clinicians
and the researchers in finding the best method to be able to get the outcomes of
the treatment. Examples include the appropriate means for collecting treatment
outcomes data, the nature of the data that are collected, the value of existing data
in the published literature, the role of the clinician and client in providing
treatment outcomes data, and, ultimately, the interpretation of those data (Howell,
2005). Therefore, this study offers the combination of method in possibility
effective to overcome the stuttering.
In fact, the stutterers have the right to choose the effective treatment to be
able to overcome their disorder. They have to feel comfortable with the methods
offered by the therapists or in other word, clinicians. The feeling of comfortable
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has significant role in achieving the progress of the medication. Moreover, the
motivation to overcome their stuttering is also varied. Whatever the reasons for
their overcoming from the disorder, there are research studies designed to
systematically survey people who stutter regarding the goals they have for speech
therapy, their desired outcomes from treatment, and which approaches to
treatment they prefer (Howell, 2005).
People who stutter have negative thought that their surrounding will mock
them. That thought makes them afraid to their surroundings where people who
stutter associate the talking experience as a bad experience which is anxiety. As a
consequence, people who stutter will be stiff, afraid to go outside and afraid to
read (Blood, Susman, Simpson, & Blood, 1994).
To sum up with, stuttering happens because of talking to a group of
people or superior ones because the stutterer feels afraid that he might be
disappointed. It is also known that male stutterer has dominant number than
female mostly because childhood trauma pointing that male has to be more
superior to female. This kind of stuttering is part of psychological disorder that
has the symptom such as depression, anxiety and feeling inferiority. These
symptoms are as the result from the parent oppression especially the father.
Fortunately, there is a kind of stuttering that can be cured as long as the stutterer
still sings and speaks alone fluently.
Stuttering does not only happen psychologically which means that the
stutterer feels oppressed based on the childhood trauma. The stuttering disorder
can also be explained through the neurology aspect. Since this study deals with
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the linguistic aspect, therefore neurolinguistics is needed to be able to analyze
what happens to the human brain in people with stuttering.
2.4.1
The Treatment for Stutterers
The stutterers are not easy to deal with particular method or even the
background of the reason may be varied. There are several approaches in
overcoming the stuttering based on the need of the patient. This study offers three
different treatments in order to overcome the stuttering.
2.4.3.1 Valsalva Mechanism
The first treatment is the result of the personal experience of a licensed
Speech-Language Pathologist, William D. Parry, who had experienced stuttering
when he was 4 years old. He conducts the treatment by himself using the method
called Valsalva mechanism. “Valsalva mechanism is a neurologically coordinated
term of muscles throughout the body which act together in the performance of a
valsalva maneuver” (Parry, 2011). The purpose of Valsalva maneuver is to
increase air pressure in the lungs, in order to help a person exert physical effort or
force things out of the body.
The work of the valsalva maneuver is explained through the several
mechanism.
The abdominal muscles are expected to be tightening up, squeezing the
intestines and organs in the abdominal cavity. It is done so that they press
upward against the diaphragm which is the dome-shaped muscles
separating the abdominal cavity from the chest cavity. It causes the
diaphragm to enlarge upward, compressing the chest cavity. Moreover,
certain chest muscles also tighten to bring the rib cage down, which
compresses the chest cavity even more (Parry, 2011).
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Diagram 1.2.4.3.1 A Valsalva Maneuver (Parry, 2011)
Until a particular moment, the larynx is neurologically programmed to
close tightly around the upper airway to keep the air in the lungs from escaping.
When the abdominal muscles squeeze more, the air pressure becomes great in the
lungs from escaping. This activity makes the larynx close tighter. This is called
“effort closure” (Parry, 2011).
It is globally known that the function of larynx is to form the phonation.
However when it is conducted valsava maneuver, the mechanism is different with
what happen to the phonation process. “The entire inside of the larynx closes
tightly, like a fist, to block the air completely. If for some reason your lips or
tongue are blocking the airway when you start a Valsalva maneuver, they will be
recruited to continue the closure. They will automatically press harder and harder
to keep the air from escaping” (Parry, 2011).
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Relating to the stuttering, valsalva mechanism tries to trick the neuron
about the focus activity that the person might have repeatedly.
It is like the game of „pointing to the finger‟ and „making a fist‟. When a
person is trained to point to the finger repeatedly and then the trainer
suddenly commands to make a fist, then the result is that the person might
have possibility to point the finger. It is because the brain receives the
same command in a row and it cannot be ready to receive another sudden
command. The trick is part of the neurology case (Parry, 2011).
It also happens when overcoming the stuttering. The person who stutters need a
distraction neurologically therefore they will not focus too much on what will
they say.
2.4.3.2 The Van Riperian Method
Most of the speech therapists do the same following mechanism such as
timing mechanism, both manual and automatic devices, and breathing and
relaxation techniques are once again being introduced to the stutterers who seek
for help. However, in the implication, it always depends on the therapist own
method to approach the patient. Therefore, the author of this method believes that
“the following factors such as speech pathologists, those gadgets, tricks, or other
distractions devices are not the most advantageous methods that is available to
stutterers” (Helliesen, 2008).
The Van Riperian method is a “take control and self-responsibility”
method that is for controlling one‟s own speech and destiny. To control
the stuttering, certain techniques are taught to the stutterers. In this way, it
allows them to be the effective communicator, therefore, decreasing the
negative emotions and symptomatology that are associated with stutterers.
Being an effective communicator, someone must provide the verbal
communication with little distraction that is caused by the stutterer‟s
speech (Helliesen, 2008).
Being knowledgeable and one whom the stutterers can trust and respect as
partner in the therapy are the goals that therapist should do to guide the stutterers
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out of the “swamp of despair” (Helliesen, 2008). Providing motivation is also part
of therapist role to the stutterer by reinforcing those moments of triumph and
helping the stutterers analyze speech therapy failures and turn them into success.
The therapists must know the basic symptom from the stutterers. They
have to identify the stutterers‟ characteristics that are mostly negative emotion
such as penalty, frustration, anxiety, guilt and hostility. This step is believed to
help to maintain the stuttering because those symptoms should be reduced during
the therapy. “Desencitization therapy occurs continually as therapy proceeds, and
it allows the stutterers to look more objectively at this speech as they progresses
through the various step” (Helliesen, 2008).
2.5
Related studies
Related studies are needed to compare the research with the other existed
research that have the same topic and/or object. While functioning as the
comparison, the studies also function to prove that the research has the own
interest that differs from the previous researches. Therefore, there are two related
studies; a journal and a thesis that are used as the related studies in this research.
The other researches relating to the movie The King‟s Speech have
existed. Journal titled Style and Language of Inequality in the Movie, The King‟s
Speech that is written by Saima Karim is quite different with the previous one. It
analyzes the power of language in the movie King‟s Speech. It turns out that the
relationship between language and social inequality is the idea that some
expressions of language are valued more than others in a way that is associated
with some people being more valued than others and some ideas expressed by
people through language being more valued than others (Karim, 2015).
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The second study is from Riha Rahma Mufida in her thesis titled The
Discourse of The King‟s Speech Film by Tom Hooper. This research uses
Cultural Studies as the approach to the discourse analysis. It uses the qualitative
data analysis and data analysis techniques descriptively and interpretatively.
Other than using Cultural Studies approach, it uses the hermeneutic approach
(Mufida, 2015).
2.6
Theoretical framework
Theoretical framework reveals the significant of the theories. The theories
are presented in chapter II. They are useful to be the basic knowledge to support
the analysis.
The first research question is the discourse presented through the
interaction between the therapist and the king. The script is the main object of the
analysis. Theory of discourse analysis is used to explain the foundation of the
research. Therefore, the type of discourse is presented. This research has written
textual discourse meaning that the object is in the product of written text. The
written text is used because the object is in the form of movie script though inside
the script there is a spoken form. The pragmatic theory is adopted to get the basic
knowledge about implicature.
The structure of language is analyzed through the Seven Building Tasks
of Language (SBTL) and Systemic Functional Grammar (SFG). SBTL explains
the tasks of the language use by the significance, activities, identities,
relationships, politics, connections and sign system and knowledge. Meanwhile,
the structure of language is seen through its clause. Thus SFG offers the analysis
through its ideational, interpersonal and textual function.
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31
The second research question shows the process on how the power of
language works in order to overcome the stuttering. This part combines the
theory of SBTL and SFG. The supported theories are the theory of stuttering as a
psychological disorder and theory of the standard treatment. The latter is used to
validate the treatment executed by the therapist.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III
RESEARCH METHODOLOGY
3.1
Research Type
This research is Discourse Analysis since it deals with several
considerations. The consideration concerns in analyzing the language use applied
by the therapist and the king. It shows the language use and how it is significant
in the treatment activity.
The first consideration is to reveal the significant language that is used.
Therefore, it can gain significant result such as overcoming the stuttering.
Language is not only a matter of speaking but also the other elements that support
the communication goals such as gesture in body language. Thus, language is
considered to be able to reveal the significant in healing treatment activity.
The second consideration is to be able to acquire the other supported
element in the study of Discourse Analysis. Systemic functional grammar and
seven building tasks of language are part of the elements that support the
analysis. They are indeed useful in analyzing the Discourse Analysis in the
movie.
3.2
Research Object
Since the focus of the research is the use of language, the movie titled The
King‟s Speech is used to gather the data. The use of language in this movie is
significant to the healing process of stuttering used by the therapist. The movie
titled The King Speech filmed on 2010 is directed by Tom Hooper staring Colin
Firth as King George VI and Geoffrey Rush as Lionel Logue, the therapist.
32
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The year was 1939 in England when peoples require a king who was
firmness, clarity and resolve. They did not need a king who stammered
punctuated with tortured silences (Ebert, 2010). The truth is Albert as the king
George VI is not supposed to be a king since he has older brother named Edward.
However, Edward wants to marry a commoner widow that it is crossed the
constitution rule. It is decided that Albert will be the next king, King George VI.
Considering his new task, Albert as the king tries his best to be proper in
speaking in front of his people.
His struggle finds a good therapist coming to an end when he meets
Lionel Logue. Through this movie, there is a lot of conversation as a part of
therapy that is significant to the overcoming of stuttering. During the therapy
session, the language that is used by Lionel Logue is very significant to the
healing process of the king‟s stuttering.
This movie has many good reviews and recognition. The multiple
nominations that this film receives take forever to read so here are the awards the
film won. The King‟s Speech received 12 Oscar nominations, more than any other
film in that year. At the 83rd Academy Awards, The King‟s Speech has won 4
Academy awards for Best Picture, Best Director (Tom Hooper), Best Actor
(Colin Firth), and Best Original Screenplay (Seidler). Besides the four categories
it has won, the film has received a total of 12 nominations at the 2011 Oscars
(Filmmakers, 2015).
3.3
Research Data
The printed script of this movie consists of 90 pages. Thorough it, the
conversation between the king and the therapist happens in the most frequency
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34
and in the random scenes. Moreover, not the entire scene contributes the
significant thing to be analyzed in this study.
The collection of the data is limited to the selection of conversation
conducted by the king and the therapist. It has significant role in the development
of the study and its connection to the related theories. How the language that is
used by the therapist help overcoming the king‟s stuttering is becoming the object
of this study.
The first cycle is chosen to collect the data. The data are the conversation
and interaction between the king and the therapist. Therefore, the entire
conversation and interaction are used and analyzed. It is because the conversation
and interaction as the data are significant to the entire study in order to prove the
significance of language use used by the therapist to overcome the king‟s
stuttering.
3.4
Data analysis
The process of collecting data started with the interest in analyzing the
method overcoming the stuttering as it related to the use of language.
Furthermore, it was about the disorder in language practice, in this case speaking.
To be able to discuss the study thoroughly, the study took an interest of movie
titled The King‟s Speech directed by Tom Hooper. This movie told about the king
who had stuttering and the therapist who had succeeded in overcoming the king‟s
stuttering especially with the power of language use.
This study was going to be a discourse analysis study. It focused on the
language use and how the language use gave contribution to the particular field
like in politics or identity background. Since the study started with discourse
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35
analysis, the writer had to find supported theory to be used to analyze the
language use in the movie. Theory of seven building blocks of language by James
Paul Gee and systemic functional grammar by M.K Halliday were used as the
main theories.
3.4.1 Seven Building Tasks of Language
Seven Building Tasks of Language consisted of seven elements that were
important to reveal the message. Significance revealed the struggle to build the
equality between the therapist and the king. It also showed the sentences that
were effective to encourage the king to be confident. Activities showed the
sharing and listening activity in order to be comfortable with the treatment. The
mechanical treatments such as reading, singing, and swearing were part of the
activities that were significant to overcome the king‟s stuttering. Identities
revealed the characteristics of the therapist and the king during the interaction. It
turned out that the therapist, in order to win the king‟s interest, had brave and
patient characteristics. Meanwhile, the king had prideful and bad temper
characteristics that were quite challenging for the therapist to conquer those
characteristics. Relationships accentuated on two links. The first was the
nicknames that were used during the interaction related to the equality that the
therapist wants to build. The second is the relation of the text “to be or not to
be..” that is read by the king with the purpose of the treatment using the sentence.
It was found out that the therapist used the text to check the symptom of the
king‟s stuttering. By checking it, the therapist could conduct the proper treatment.
Politics that were expected to reveal the judgment of bad and good turn out to be
good intention that the therapist wanted to bring. He offered friendship in the
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36
interaction to the king so that the king could be comfortable to share his bad
experience relating to his stuttering. Connections dealt with mental and relational
process as part of Systemic Functional Grammar. They revealed the sensing and
thought of the main characters during the process of interaction. It stressed that
the king who at first was a difficult character could compromise at the end of the
treatment. The sign system and knowledge used material process to reveal the
process of treatment. It showed how the therapist used the action verb to
approach the king and how the king used action verb to respond the therapist
intention.
The tools of inquiry is the means to verify the analysis in Seven Building
Tasks of language including the significance, activities, identities, relationships,
connection, politics and sign system and knowledge. They are social language,
conversation, discourses and intertextuality. They can be inferred through several
questions (i) what social language(s) are involved? What sorts of grammatical
patterns indicate this? Are different social languages mixed? How so? (ii) what
socially situated identities and activities do these social languages enact? (iii)
what discourse(s) are involved? How is “stuff” other language (“mind stuff” and
emotional stuff” and “ world stuff” and “interactional stuff” and non-language
symbol systems, etc) relevant in indicating socially situated identities and
activities? (iv) in considering this language, what sorts of relationships among
different Discourses are involved? How are different Discourses aligned or in
contention here? (v) what Conversations (public debates over issues or themes)
are relevant to understanding this language and to what Conversations does it
contribute (institutionally, in society, or historically), if any? (vi) how does
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37
intertextuality work in the text, that is, in what ways the text quote, allude to, or
otherwise borrow words from other oral or written sources? What function does
this serve in the text?
3.4.2
Systemic Functional Grammar
Systemic Functional Grammar used Ideational, Interpersonal and Textual
process to analyze the interaction between the therapist and the king. Ideational
function consisted of several processes such as material, mental, relational,
existential, verbal and behavioural process. However, the dominant processes
acquired from the data were material, mental and relational process. They showed
the significance that was revealed through the process of doing-and-happening,
process of sensing and process of being and having. They represented the process
of the therapist‟s approaching method and the king‟s process of accepting the
treatment. Interpersonal function was analyzed through the combination of Mood
system and tone. They represented the mood of the therapist and especially the
king through the process of the interaction using the declarative, imperative and
interrogative mood. The textual function emphasized the use of marked and
unmarked theme selection. The characters used those theme selections to
emphasize the intention whether to object or to agree with each other.
In the transitivity function, the material process is verified through the
question what did/do/does the actor(s) do? that represents the „doing-andhappening‟. It can also be asked using what happened to the actor(s)?. The
mental process is proved in the use of tenses compared with material process. In
mental process, the progressive tense cannot be conducted since mental process
includes the perception of the senser. Relational, then, explains the less effort of
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38
„being‟ than the use of material and mental process. It means that relational
process concerns about „being‟ rather than „doing‟ (material) and „sensing‟
(mental).
Ideational and textual show the concept of Theme system, Mood system
and Marked Theme selections. Theme is not always a nominal group, but it can
be some other class of group or phrase that after all has some function in the
experiential structure of the clause. Theme is simply asking what happened,
meaning that I want to tell you that something happened. Theme also offers the
declarative, exclamative, imperative and interrogative that is proved based on the
use of punctuation such as full stop, question mark and exclamation. Marked thee
selection is proved by (i) nominal group functioning as Subject, (ii) the finite
operator of verbal group plus nominal group functioning as Subject, (iii) nominal
group, adverbial group or prepositional phrase functioning as interrogative (wh-)
element, (iv) verbal group functioning as predicator, plus preceding don‟t if
negative, (v) let‟s plus preceding don‟t if negative, and (vi) nominal group or
adverbial group functioning as exclamative (wh-) element.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER IV
RESULT AND DISCUSSION
This chapter shows the result of the data analysis that has been preceded.
The data are the twelve parts of interaction in the form of clause and chunk of
language. This chapter is divided into two sections; Seven Building Tasks of
Language analysis and Systemic Functional Grammar analysis and the standard
treatment which is used as the comparison of the recent treatment. The bold parts
inside the analysis represent the emphasizing of each element. In addition, the
tables which are tables of Textual function help to organize the data analysis into
easy reading. Lines are also used in showing the Interpersonal function in order to
get the systemic reading as well.
4.1
Discourse of the Script of the Interaction between the Therapist and
the King
4.1.1
Seven Building Tasks of Language
This part shows the result of the data analysis. The tables and lines show
the outcomes of the analysis. The first being discussed is the theory of Seven
Building Tasks of Language. The table shows the category of the seven building
tasks. They are the significances, activities, identities, relationships, politics,
connections and sign and system. The situation is put in order to get the general
view of the building tasks. Therefore, using the table, the researcher wants to
compose easy access to view the building tasks in general.
39
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40
Table 4.1 Table of Seven Building Tasks of Language
No.
1
Seven Building
Tasks of Language
Significances
2
Activities
3
Identities
4
5
Relationships
Politics
6
Connection
7
Sign system and
knowledge
Situation
1. The significance of this text is the struggle
to build an equal relationship through the
interaction.
2. The other significance is the chunk of
conversation that has contribution to make
the king confident in speaking.
1. Lionel listening patiently to every single
story that Bertie tells
2. doing practical mechanism
The identities show the characteristics of Lionel
who are brave and patient and Bertie who are
prideful and bad temper.
The use of nickname
The political side in this part is that Lionel has a
good intention toward Bertie.
The connection the use of nicknames rather than
the formal names relates to the demand of
equality.
The sign system and knowledge that happens in
the interaction is supposed to be formal language
that is seen from the social language between the
commoner (the therapist) and the royal family (the
king).
The table shows the result of the theory of Seven Building Tasks of
Language. The significances of the text are the struggle to build the equality and
the contribution of language to make the king confident. The remaining is the
elaboration of their significances. Because of the struggle of equality is part of the
significance, thus the activities, identities and relationships are also achieving
these two. Politics, connections and sign system and knowledge are in line with
these two main significances.
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41
The conversation that is conducted in the script mostly is an informal
form regarding to the social language that uses the informal language. Bertie,
who is the member of the royal family, is considered to be respected by
addressing him the proper name and serving him properly. However, following
the treatment rules, he is treated as the others even less formal. Lionel‟s intention
as the therapist is to show the sign of a friendship. Therefore, the implementation
shows that the conversation between the two using informal language. It is shown
through the scene when Bertie unexpectedly swearing in front of Lionel.
Fortunately, Lionel sees it as the method to make Bertie‟s speech fluent. The
interaction between the therapist and the king is the main object of the research.
The script is the product of the discourse that is analyzed through Seven Building
Tasks of Language. Thus, the significance of the language use is unraveled
through its significance, activities, identities, relationships, politics, connections
and sign system.
4.1.1.1 Significance
The significance happens in the analysis through several ways. Social
language has the important rule showing the use of the language. There are two
ways showing the significance in the language use that is applied through the
text.
First, it is the significance of talking as a friend that is the main idea of the
process of the treatment. Implementing the social language that is the different
style of languages used for different purposes (Gee, 2011), it sees that the style of
language that is supposed to be used by Lionel is formal considering that he talks
with the member of the royal family. However, Lionel wants to make his therapy
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42
session is less formal by bridging the line to be friend with Bertie. Lionel as the
therapist tries to build the equal relationship with the king so that the king feels
comfortable with his treatment. However it is not easy for Lionel to make the
king close to him. Thus, the significance of this text is the struggle to build an
equal relationship through the interaction.
LIONEL: Perfect. In here, it’s better if we’re equals.
(PART 1, LOGUE‟S CONSULTATION ROOM – DAY)
[1]
Lionel Logue is an unorthodox speaking therapist. In the time of 1920s,
he was well-known for his success treatment for people with stuttering. He is not
certified as a doctor, however because of his experiences, he is permitted to cure
the king‟s stuttering. The most important thing about his therapy is that the
patient must feel comfortable by enjoying his rules. One of his rules is that he has
to be equal with his patient even if the patient has the potential to be a king in the
future – at the first meeting, Bertie is not yet a king but he is still the Duke of
York.
Applying his rules to be followed by the king is one of his ways to be
professional in his field. By asking the king to follow his rules and agree with his
mechanical treatment, Lionel tries to use his authority to rule the king but not the
opposite. The equality is shown in the way Lionel tries to be professional doing
his job.
Lionel Logue wants Bertie to call him as Lionel and in return, Lionel calls
Bertie as „Bertie‟. Bertie feels insulted with the call as he has the higher position
than Lionel.
[2]
LIONEL
BERTIE
LIONEL
: How about Bertie?
: (flushes) Only my family uses that.
: Perfect. In here, it‟s better if we‟re equals.
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43
BERTIE
: If we were equal I wouldn‟t be here. I‟d be at home with my
wife and no-one would give a damn.
(PART 1, INT. LOGUE‟S CONSULTATION ROOM –
DAY)
However, Lionel Logue keeps insisting that he will call Albert as Bertie no matter
what. Albert at first also insists that he will not follow Lionel‟s rule. In the
process of the treatment, Bertie has finally followed Lionel‟s rule. He seems okay
to be called as Bertie by Lionel though he barely calls his therapist a name.
The social language that is used in this script is supposed to be formal
language between the ordinary citizen and the royal family member. However,
this movie wants to show the equality as a friend, even close friend between
people without considering the title. As a result, the social language that is used is
an informal language. It is used to show the equality in the field of
professionalism.
Second, the significance can also be seen in the mechanism in overcoming
the king‟s stuttering. Conversation as part of tools of inquiry in the form of
debates and motifs in the social group (Gee, 2011) that happens between Lionel
and Bertie provokes Bertie to speak his own voice. He is triggered to debate with
Lionel but at the end he does what Lionel asks him to do. Thus, the other
significance is the chunk of conversation that has contribution to make the
king confident in speaking. The conversation like
[3]
BERTIE
LIONEL
: I‟m not crooning “Swanee River!”
: Try “Camptown Races” then. (sings) “My brother D, he said
to me, doodah doo-dah...” Continuous sound will give you
flow. Does it feel strange, now that David‟s on the throne?
(PART 4, LOGUE‟S CONSULTATION ROOM –
CONTINUOUS)
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is the conversation of encouraging Bertie to sing to avoid his stammering. Lionel
asks Bertie to sing when he wants to share something. Lionel thinks that it will
give the flow in his throat so that he can speak more clearly. It happens. Bertie
can share fluently what he wants to talk about in his singing.
Though it seems provoking Bertie in an emotional way, Lionel has an
effective way to build Bertie‟s confidence. Later on Bertie has been in progress.
[4]
LIONEL
BERTIE
LIONEL
BERTIE
LIONEL
want it.
BERTIE
LIONEL
BERTIE
LIONEL
: I don‟t care. I don‟t care how many Royal arses have sat
in this chair- (Overlapping-)
: Listen to me... !
: Listen to you?! By what right?
: Divine right, if you must! I‟m your King!!!
: Noooo you‟re not! Told me so yourself. Said you didn‟t
So why should I waste my time listening to you?
: Because I have a right to be heard!
: Heard as what?!
: A man! I HAVE A VOICE!!!
: (quietly) Yes you do. You have such perseverance,
Bertie,
you‟re the bravest man I know. And you‟ll make a
bloody good king.
(part 13, INT. WESTMINSTER ABBEY - THAT
NIGHT)
The situation above is when Bertie has a rehearsal to do the inauguration of him
as a king at Webminster Abbey. They practice the text for Bertie‟s inauguration
to be a king. Lionel purposely sits on the chair that is supposed to be sat by the
king. Bertie is angry and asks Lionel to get off of the chair while Lionel
challenges Bertie on what right. Furiously, Bertie says that he has the voice as a
king and somebody has to listen to him. From the way Bertie is angry and is
triggered to finally say that he has a voice, Lionel has succeeded to make Bertie
realize his power.
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Thus, showing the equality and building Bertie‟s confidence are the two
things that are the significance of language use to overcome the king‟s stuttering.
The application of the significance is synergized into the other six building tasks
of language.
4.1.1.2 Activities
Activities show the implication of the significance of the language use.
Since the significance of language through the text is about the equality and
building confidence in order to overcome the king‟s stuttering, therefore there are
two activities that reflect the significance of language use.
The first activities that describe the significance of the text are that Lionel
asks Bertie a chance to share his stories including his background about his
stuttering. By using Discourses that is part of the ways of thinking, acting,
interacting, valuing, feeling, and believing (Gee, 2011), Lionel listens patiently
to every single story that Bertie tells.
At first, Bertie does not share his
problem. He wants the mechanic way to overcome his stuttering.
[5]
LIONEL
BERTIE
: Thus proving your impediment isn‟t a permanent part of
you. What do you think was the cause?
: I don‟t know! I don‟t care! I stammer. And no one can fix
it.
(part 1, INT. LOGUE‟S CONSULTATION ROOM – DAY)
This situation is when Lionel asks Bertie about the background why he becomes
stuttering. He asks Bertie whether he stutters when he thinks. Bertie‟s anger
shows that he has a very bad temper. He can get easily angry when being asked to
tell his experience. His concern is only the practical therapy. He does not want to
be involved in the personal story, especially his own experience that might be
unpleasant memory.
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However, Lionel never gives up inquisitively asking Bertie to tell about
his family background. The main purpose is to dig the information about Bertie‟s
stuttering background. Therefore the activity of sharing is conducted as a part of
Bertie‟s therapy.
[6]
BERTIE
LIONEL
BERTIE
: Nannies. Not my first nanny, though..she loved
David...hated me. When I was presented to my parents
for the daily viewing, she‟d... (The stammering produced
by the memory halts him.)
: Sing it.
: (tunelessly) “She pinch me so I‟d cry, and be sent away at
once, then she wouldn‟t feed me, far far away.” (speaks)
Took three
years for my parents to notice. As you can imagine, it
caused some stomach problems. Still.
(part 4, INT. LOGUE‟S CONSULTATION ROOM –
CONTINUOUS)
Lionel continues to ask Bertie about the person that Bertie is close with.
However, Bertie tells Lionel the meaning of being close with his nanny is not the
close mental relationship, rather the nanny monitors Bertie the whole day and
gives Bertie significant trauma by always pinching him when being presented to
his parents. So that the parents think that Bertie does not do any good deeds.
Though Bertie tells his bad experience in a stutter, Lionel keeps listening and
encourages him to sing so that he can be fluent in telling his uncomfortable
memory.
The second activities that show the significance of building the
relationship to make the treatment effective is by doing practical mechanism.
During the treatment, Lionel does not only encourage Bertie to talk about his
experience. He also conducts the practical treatment like asking Bertie to read
some sentences while he is betting on him one shilling, to sing a favorite song to
avoid the stuttering which is working, to practice the respiration activity, to say
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47
tongue twister repeatedly and to swear when feeling repressed. Those activities
are effective in reducing the stuttering frequency.
Challenging Bertie to do something is not quite effective but at least
Bertie wants to try what Lionel asks him to do. Lionel bets on one shilling if
Bertie wants to do Lionel‟s offering. Bertie will give Lionel one shilling instead if
he does not want to do Lionel‟s offering.
[7]
BERTIE
LIONEL
BERTIE
BERTIE
LIONEL
LIONEL
: I can‟t possibly read this.
: Then you owe me a shilling for not trying.
(Furious, Bertie opens the book and reads, stammers
badly and gets worse.)
: “To be or not to be, That is the question. Whether it is
wiser...” There! (He hands the book back to Lionel.)
: I can‟t read!
: I haven‟t finished yet. (Lionel returns the book to Bertie
and turns to some recording apparatus on a nearby table.)
: I‟m going to record your voice and then play it back to
you on the same machine. This is brilliant. It‟s the latest
thing from America: a Silvertone.
(He hands Bertie a pair of heavily padded earphones.
Bertie doesn‟t want to take them.)
(part 1, INT. LOGUE‟S CONSULTATION ROOM –
DAY)
After failing in fulfilling Lionel‟s challenge to read some sentences while
listening to the music, Bertie does not want to precede the therapy with Lionel
anymore. He thinks that Lionel is just wasting his time to do such a trivial thing.
He needs something mechanic, though.
[8]
LIONEL
BERTIE
LIONEL
: Alright. You want mechanics? We need to relax your
throat muscles and strengthen your tongue. By repeating
tongue twisters for example. “I am a thistle-sifter. I have
a sieve of sifted thistles and a sieve of unsifted thistles.
Because I am a thistle sifter.”
: Fine.
:You have a flabby tummy, we must build up the strength
in your diaphragm. Simple mechanics.
(PART 2 INT. LOGUE‟S CONSULTATION ROOM
NEW DAY)
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48
This mechanic is in purpose exercising the movement of the lips and the air flow
that comes from the lungs. Therefore, Bertie has to exercise the tongue twister as
a part of the treatment. Since tongue twister activates the brain‟s speech-planning
processes, it helps Bertie to do the exercise warming up the fluency in speaking
(Bergland, 2013).
[9]
MONTAGE
(Many different sessions, many different days, all in the consultation
room.)
(CU of Bertie‟s mouth. Humming.)
LIONEL
: Hum for as long as you like. Hmmmmmmmmmm. And
when you‟re ready, “Mother”.
BERTIE
: Hmmmmmmmmmmmmmother.
LIONEL
: Beaut.
CUT TO:
LIONEL
: A simple outward breath. “FFFFF” Wait for the “aa”.
“FFFFFather”. Just slide into it.
BERTIE
: FFFFFFFFFFFFather.
CUT TO:
LIONEL
: Feel the loosening of the jaw
(PART2
INT. LOGUE‟S CONSULTATION ROOM
– NEW DAY)
The activity is to show the continuant of treatment in triggering the fluency in
speaking. After having tongue twisters‟ exercise, Bertie continues to have the
humming treatment when he has to hum the syllable into the longer syllable.
Another activity to minimize the stuttering is by singing and changing the
lyric into the utterances that is to be said. This activity is effective to make the air
flow from the vocal cord fluent. At first, Bertie refuses to do so but when it does
work, Bertie continues singing when he feels that he faces the stuttering.
[10]
(Silence.)
BERTIE
LIONEL
BERTIE
LIONEL
: (blurts) My brother. That‟s why I‟m here.
: What‟s he done?
: Can‟t say. I can‟t puh-puh-puh...
(His jaw and throat muscles constrict.)
: Try singing it.
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49
BERTIE
LIONEL
BERTIE
LIONEL
BERTIE
LIONEL
BERTIE
LIONEL
BERTIE
LIONEL
LIONEL
BERTIE
LIONEL
BERTIE
LIONEL
BERTIE
LIONEL
BERTIE
LIONEL
your
BERTIE
LIONEL
BERTIE
: Pardon?
: Know any songs?
: Songs?
: Yes songs.
: “Swanee River”.
: I love that song.
: Happens to be my favorite.
: Sing it then. Give me the chorus.
: No. Certainly not. (fascinated by the plane) Always
wanted to build models. Father wouldn‟t allow it. He
collected stamps. I had to collect stamps.
: You can finish that off.
(Bertie eagerly reaches for some balsa.)
: If you sing. (to “Swanee River”) “When I was a boy with
David...upon the Swanee River.”
: I can‟t sit here singing!
: You can with me.
: Because you‟re peculiar.
: I take that as a compliment.
: I‟m not crooning “Swanee River!”
: Try “Camptown Races” then. (sings) “My brother D, he
said to me, doodah doo-dah...” Continuous sound will
give you flow. Does it feel strange, now that David‟s on
the throne?
: It was a relief... Knowing I wouldn‟t be King.
(Reaches into his jacket for his cigarette case. Then
remembers, puts it away.)
: But unless he produces an heir, you‟re next in line. And
daughter, Elizabeth, would then succeed you.
: “You‟re barking up the wrong tree now, Doctor, Doctor.”
: “Lionel, Lionel.” You didn‟t stammer.
: Of course I didn‟t stammer, I was singing! (realises) Oh...
(part 3, INT. WAITING ROOM TO LOGUE‟S
CHAMBERS – CONTINUOUS)
The unique way to minimize stuttering is by swearing. It is proved that as
the royal family, it does not mean that the person is not an ordinary people who
have a right even to swear. But of course it is not in the public appearance. Bertie
as the royal member has a habit to swear when he feels angry or depressed and it
works when he tries to avoid his stuttering.
[11]
LIONEL
BERTIE
: Vulgar but fluent. You don‟t stammer when you swear.
: Bugger off!
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50
LIONEL
BERTIE
LIONEL
BERTIE
LIONEL
: Is that the best you can do?
: Well bloody bugger to you, you beastly bastard.
: A public school prig can do better than that.
: Shit then. Shit, shit, shit!
: See how defecation flows trippingly from the tongue?
(PART 6 INT. LOGUE‟S CONSULTATION ROOM,
HARLEY STREET - NEW DAY)
4.1.1.3 Identities
The identities are showed in the way the characters reveal their
characteristics. The strong characters are promoted between these two main
characters. Bertie has tough personality while Lionel has even tougher
personality. Discourse which shows identities through ways of thinking, acting,
interacting, valuing, feeling, and believing and Conversation that shows the
contribution of action in language (Gee, 2011) emphasize the finding.
The
identities show the characteristics of Lionel who are brave and patient and
Bertie who are prideful and bad temper.
Bertie as the main center of the character has the strong personality. He
has two main characteristics that are significance in revealing the language use.
The first characteristic is that he is proud person. The second is that he is
temperament person.
Bertie‟s characteristics are prideful. He is prideful as he is the son of the
King George V and he demands to be respected. He does not want to be called as
Bertie since only his family calls him Bertie. It hurts his pride when Lionel as a
commoner calls him Bertie instead of The Royal Highness or Sir. He expresses
his hurtful pride with anger.
[12]
LIONEL
BERTIE
LIONEL
: How about Bertie?
: (flushes) Only my family uses that.
: Perfect. In here, it‟s better if we‟re equals.
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51
BERTIE
: If we were equal I wouldn‟t be here. I‟d be at home with
my wife and no-one would give a damn.
(Part 1, INT. LOGUE‟S CONSULTATION ROOM DAY)
Bertie‟s identity is revealed through his bad temper. He is always angry
every time Lionel asks him about the family matter. Bertie thinks that his family
background does not have relation with the treatment that Lionel is going to do.
Actually, it is important since Lionel as the speech therapist has to find out the
psychological side of Bertie‟s family background so that he can make diagnosis.
[13]
LIONEL
BERTIE
: What is it about David that stops you speaking?
: What the bloody hell is it that makes you bloody well
want to go on about David?
(part 6, INT. LOGUE‟S CONSULTATION ROOM,
HARLEY STREET - NEW DAY)
Lionel, on the other hands, has the tough characteristic since he has to
deal with extraordinary person like Bertie. Fortunately, he has the characteristics
that are easy to defend Bertie‟s characteristics. Lionel has brave and patient
characteristics.
His bravery is shown when he is not afraid or even nervous to deal with
Bertie as the Duke of York, one of the sons of the King George V. He applies his
own rule that the patient should go to his room to do the treatment. He also wants
the equal relation between the therapist and the patient. Treating the member of
royal family, Lionel is advised to follow some rules; however he keeps on doing
his own rule.
[14]
LIONEL (CONT‟D) : I was told not not to sit too close.
(Bertie remains silent.)
LIONEL (CONT‟D) : I was also told, speaking with a Royal, one waits
for the Royal to choose the topic.
BERTIE
: Waiting for me to commence a conversation one
can wait a rather long wait.
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52
(part 1, INT. LOGUE‟S CONSULTATION
ROOM – DAY)
This situation shows that Lionel does not really follow the rule that is given to
him when treating Bertie. It is just a trigger from him to start a conversation with
Bertie. He wants to know the characteristic of his patient.
Lionel is a patient man. He has calm appearance and seems not easily
influenced when the mood is getting high. It means that when Bertie shows his
anger toward him, he barely shows his own emotion. He stays calm and
understanding Bertie situation. He should keep himself calm to be able to control
Bertie‟s anger. He seems okay though Bertie keeps mocking at him.
[15]
BERTIE
LIONEL
BERTIE
LIONEL
: I can‟t sit here singing!
: You can with me.
: Because you‟re peculiar.
: I take that as a compliment.
(part 4, INT. LOGUE‟S CONSULTATION ROOM –
CONTINUOUS)
--[16]
LIONEL
: Why do you stammer more with David than you do with
me?
BERTIE
: Because you‟re bloody well paid to listen!
(The latter, angry, sentence is flawless.)
LIONEL
: I‟m not a geisha girl.
BERTIE
: Stop trying to be so bloody clever!
(part 6, INT. LOGUE‟S
CONSULTATION ROOM,
HARLEY STREET - NEW DAY)
Lionel digs the information about Bertie‟s personal life by asking about David
who is Bertie‟s older brother. Bertie is angry to be compared with David and he
tries to mock Lionel by stating that he pays Lionel properly. Instead of getting
angry, Lionel says that he is not a geisha girl associating himself as the girl in the
prostitution which makes Bertie more resent.
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53
In conclusion, Lionel‟s characteristics that are brave and patient lead him
to treat Bertie successfully. With his characteristics he can win over Bertie‟s
heart. He applies them in a consistent way so that Bertie can understand the
method of his treatment thoroughly.
4.1.1.4 Relationships
The use of nickname between Lionel and Bertie gives the treatment an
atmosphere of friendship rather than therapist and patient relationship. It is
proved that the language is used to show the relation between the speakers. The
use of nickname becomes the mark of the friendship between Lionel and Bertie.
[17]
BERTIE
LIONEL
: I‟m willing to work hard, Doctor Logue...
: Lionel.
(part 2, INT. LOGUE‟S CONSULTATION ROOM NEW DAY)
[18]
LOGUE
BERTIE
LIONEL
: I‟ll put on some hot milk.
: Logue, I‟d kill for something stronger.
: I wasn‟t there for my father‟s death. Still makes me sad.
(part 4, INT. LOGUE‟S CONSULTATION ROOM –
CONTINUOUS)
Intertextuality also happens in the text. It refers to the situation both oral
and written that has an association with another text though in a small portion,
but still it is important (Gee, 2011). Bertie is asked to read one sentence “To be
or not to be, That is the question. Whether it is wiser...”. The choice of the text is
not incidental but it is in purpose. The neurological science mentions that the
choice of the sentence is in purpose being forwarded to the Broca aphasic
sufferers who mostly have difficulty in delivering the word No ifs, ands, or buts
(Gardner & Zurif: 1975). The hypothesis says that Broca aphasic patients cannot
read the sentence “To be or not to be, That is the question. Whether it is wiser...”
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
54
fluently. Instead, they can read fluently the sentence “two bee oar knot two bee”.
Through this case, the result shows that the patients‟ problem is on the meaning
of the sentences not on the pronunciation. Using this kind of intertextuality,
Lionel wants to check the symptoms of stuttering that is happened to Bertie.
4.1.1.5 Politics
One of the uses of the language is to distribute social goods that become
the aspect of politic purpose. Lionel‟s intention is to cure the stuttering. He has
the commitment to cure the stuttering with his own way. One of his ways is that
he wants an equal relation with the patient and the therapist. In order to make his
patient feels comfortable with his treatment and his demand for equality, he
wants to be friend with the patient. The political side in this part is that Lionel
has a good intention toward Bertie.
[19]
LIONEL
BERTIE
LIONEL
BERTIE
[20]
BERTIE
LIONEL
BERTIE
LIONEL
BERTIE
: How about Bertie?
: (flushes) Only my family uses that.
: Perfect. In here, it‟s better if we‟re equals.
: If we were equal I wouldn‟t be here. I‟d be at home with
my wife and no-one would give a damn.
(part 1, INT. LOGUE‟S CONSULTATION ROOM
DAY)
: You know, Lionel, you‟re the first ordinary Englishman...
: Australian.
: I‟ve ever really spoken to. Sometimes, when I ride
through the streets and see, you know, the Common Man
staring at me, I‟m
struck by how little I know of his life, and how little he
knows of mine.
: What‟re friends for.
: I wouldn‟t know.
(part 4, INT. LOGUE‟S CONSULTATION ROOM –
CONTINUOUS)
The above situation is in their fourth meeting on the scene. Despite the fact that
Lionel and Bertie have some scenes of resentful moment, Bertie can finally show
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
55
his comfort sharing his personal matter to Lionel. That is Lionel‟s goal as one of
his service as the therapist. This is part of Lionel‟s good intention to treat Bertie
as his patient and friend.
4.1.1.6 Connections
To show the use of the language relating with connections, Gee suggests
using Halliday‟s Systemic Functional Grammar. One of the methods is by
unraveling the relational and mental process. They are part of the Transitivity
process.
[21]
BERTIE
: If we were equal I wouldn‟t be here. I‟d be at home with
my wife and no-one would give a damn.
(part 1, INT. LOGUE‟S CONSULTATION ROOM – DAY)
The above quotation shows the relational process. This process conducts the
identifying and classifying. The connection is the equality and its representation
by calling each other a nickname. Therefore, the connection the use of
nicknames rather than the formal names relates to the demand of equality.
Lionel‟s method to be able to successfully conduct the treatment is by
making friend with his patient. His patient is one of the members of the royal
family. He is the Duke of York, Prince Albert Frederick Arthur George.
Despite the fact, Lionel wants to keep his own rule. He ignores the rule
that a royal should be treated a royal. He believes that when his patient is treated
as a friend, this patient will receive better treatment both mentally and
psychically.
[22]
LIONEL
BERTIE
Logue.
BERTIE
: Your first war time speech. Congratulations.
: Expect I shall have to do a great deal more. Thank you,
Bertie stands and takes Lionel‟s hand
: Thank you. My friend.
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56
LIONEL
: Thank you... Your Majesty.
(part
21,
INT.
BROADCASTING
BOOTH,
BUCKINGHAM PALACE – CONTINUOUS)
At the end of the movie, after finishing the war speech, for the very first time
Bertie calls Lionel as his friend. Though Bertie does not show it through the
word, but he feels the friendship during the process of the treatment. Therefore,
the effort of Lionel to make the equality between him and Bertie finally works by
using the nickname to call each other‟s names.
4.1.1.7 Sign System and Knowledge
The sign system and knowledge that happens in the interaction is
supposed to be formal language that is seen from the social language
between the commoner (the therapist) and the royal family (the king).
Although it is not relevant, considering the relationship between the two, the
context of equality is still acceptable.
The situation is not relevant to the sign system and knowledge because the
therapist violates the politeness that should be shown to the king.
[23]
Bertie : What the bloody hell is it that makes you bloddy well want to go
on about David?
Lionel : Vulgar but fluent. You don‟t stammer when you swear.
Bertie : Bugger off!
Lionel : Is that the best you can do? (Part 6 Int. Logue‟s
Consultation Room, Harley Street - New Day)
The trigger on swearing proves that informal language, that is irrelevant to the
relationship between the therapist and the king, is the most natural way to achieve
the comfort during the treatment.
The relevance to the sign system and knowledge is the effort to make the
treatment comfortable. The Discourse that shows the way people interacting in
the different discourses emphasizes the knowledge about the language that is
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
57
supposed to be used between the therapist and the king that is formal language.
However, the discourse in this context is the effort to find the equality, therefore
the relevance of the sign system and knowledge is about equality that is
acceptable in the way the therapist and the king interacting.
By having Seven Building Tasks of Language to analyze the interaction
between Lionel and Bertie, it concludes that they give general overview that
starts with the significance. The significance of being equal and the practical
treatment leads to the activities that are the sharing and doing mechanical practice
such as singing, swearing, reading and humming. Identities, then, reveals
Lionel‟s struggle to approach Bertie to win over Bertie‟s interest. Relationships
are the result of using nicknames that introduce the equality between the therapist
and the patient. The other relationships are the use of text „to be or not to be…‟
that refers to the intertextuality in which Lionel wants to check the symptom
therefore he can adjust with the proper treatment. Politics show the good
intention of the treatment conducted by Lionel. Connection and sign system and
knowledge give the relevant information about using informal language to
achieve the equality. Those seven elements link to each other to build the
construction to help the king build his confident and comfort so that he can speak
fluently. Therefore, the method can be proved to success because it finally helps
the king overcoming his stuttering.
The systemic functional grammar has the purpose to extend the message
of the Seven Building Tasks of Language. It shows the detail information by
revealing the clauses hidden message systemically. The analysis of the Systemic
Functional Grammar is divided into three parts. They are ideational function,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
58
interpersonal function and textual function. Each of the function gives significant
role to reveal the significant language use through the interaction between the
therapist and the king. In this analysis, there is an agreement that the therapist is
called Lionel and the king is Bertie.
4.1.2 Ideational Function
Ideational function is the function that shows the clause as representation
(Halliday, 2004). It means that the clause shows the representation of the process
of doing, sensing and reflection. It is seen through the composition of the clause.
Therefore, transitivity process is needed to show the relation of the clause and its
representation outside the words as it shows the process type of the clause mostly
in material, mental and relational process. They are analyzed because they have
the most dominant result as seen in the below table.
Table 4.2 Result of Ideational Process
4.1 NSituation
o
1
2
3
4
PART 1 INT.
LOGUE‟S
CONSULTAT
ION ROOM –
DAY
PART 2 INT.
LOGUE‟S
CONSULTAT
ION ROOM NEW DAY
PART 4 INT.
LOGUE‟S
CONSULTAT
ION ROOM –
CONTINUOU
S
PART 6 INT.
Participant
Process
Behavio Verb
ural
al
3
15
6
2
LIONEL
BERTIE
OTHERS
Mater
ial
46
30
4
Men
tal
18
11
1
Relatio
nal
39
Exista
ntial
3
LIONEL
BERTIE
OTHERS
39
6
2
12
4
2
7
4
1
8
8
3
32
-
LIONEL
BERTIE
OTHERS
24
36
5
5
20
-
2
4
-
3
12
-
53
-
LIONEL
12
3
2
4
20
-
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59
5
6
7
8
9
10
11
LOGUE‟S
CONSULTAT
ION ROOM,
HARLEY
STREET NEW DAY
PART 7 EXT.
REGENT‟S
PARK
ORNAMENT
AL GARDEN
– DAY
PART 13.
INT.
WESTMINST
ER ABBEY THAT NIGHT
PART 14.
INT.
BERTIE‟S
STUDY,
BUCKINGHA
M PALACE –
DAY
PART 16.
INT.
BROADCAST
ING BOOTH
– DAY
BERTIE
OTHERS
8
1
2
-
2
-
13
-
LIONEL
BERTIE
OTHERS
22
20
1
3
4
1
1
-
2
1
1
30
-
LIONEL
BERTIE
OTHERS
44
30
9
15
7
3
5
5
-
11
3
-
74
2
LIONEL
BERTIE
OTHERS
10
16
-
3
2
-
2
5
1
1
12
-
32
3
LIONEL
BERTIE
OTHERS
6
10
9
4
3
2
1
6
1
3
3
-
14
-
PART 17.
INT. KING‟S
STUDY/BRO
ADCAST
ROOM,
BUCKINGHA
M PALACE –
DAY
PART 18.
INT./EXT.
MONTAGE
OF VARIOUS
LOCATIONS
PART 19.
INT.
BROADCAST
ING BOOTH,
BUCKINGHA
LIONEL
BERTIE
OTHERS
1
8
-
2
-
1
3
-
1
-
10
-
LIONEL
BERTIE
OTHERS
13
6
-
-
1
-
13
-
LIONEL
BERTIE
OTHERS
2
-
1
-
-
-
3
-
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
60
12
M PALACE –
CONTINUOU
S
PART 21.
INT.
BROADCAST
ING BOOTH,
BUCKINGHA
M PALACE –
CONTINUOU
S
LIONEL
BERTIE
OTHERS
3
7
2
1
2
2
1
2
3
1
3
The table shows the summary of the process of Transitivity. The twelve
parts are divided into clauses that are analyzed through the Transitivity. The
dynamic process is presented emphasizing the process of treatment from rejection
into acceptance. The first part stresses the passiveness of Bertie when receiving
the treatment in this case process of befriending. Lionel as the dominant actor in
the first part shows his intention to make friend with Bertie in order to be equal.
The second part is still the dominant of Lionel side to be the actor. In the middle
part, Bertie shows his comfort joining Lionel‟s treatment. The last part shows his
grateful to Lionel for helping him by stressing the use of relational process.
4.1.2.1 Material Process
Material process is the process of doing-and-happening that represents the
change in the flow of the events as giving the emphasizing on input of energy.
The semantic role shows the actor as the subject and the goal as the object. Goal
is not the only form of material process, but it also consists of range and
beneficiary.
The result shows that the first interaction is full of material process that is
spoken by Lionel as the actor, while Bertie is the goal of the process. Lionel uses
the sentences (you)…..make yourself comfortable, You…. don‟t have to answer in
-
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61
order to start the conversation with Bertie. He also represents his other patients as
the actor to impress Bertie about the success of him being a therapist. He shows
Bertie that one of his patients make a toy that is put in Lionel workplace. Lionel
also uses the material process make to show his authority applying his rule during
the treatment.
Bertie, on the other hand, mostly becomes the goal of the material
process. It is generally spoken by Lionel and Bertie in the way they use the
sentences Only if you‟re…..interested in being treated, Sucking smoke into your
lungs…..will kill you, and Stop calling me that!. Lionel asks Bertie whether he is
interested in being treated or not, tells Bertie that sucking smoke will kill him,
and stops him to call Lionel as „doctor‟. However, Bertie also appears as an actor
in the material process though it is described in the narration. The sentences
I…..assure you, no infant…….starts to speak with a stammer, and noone…….would give a damn, and (stammer growing in intensity) represent
Bertie‟s doing in showing his message to Lionel. Starting to smoke, Bertie is
asked not to do it therefore he gives Lionel an astonished look. At the end, Bertie
has heavy stammering when he is asked about personal matter.
Part 1 introduces the method giving distraction to Bertie so that he can
speak fluently. Lionel gives instruction using material process to Bertie to read
the whole sentence. The sentences And if I…..win, I….get to ask questions, One
usually…..wagers money, I…..don‟t carry cash show the betting activity. Lionel
offers a bet to Bertie if he can read he is paid one shilling. The next activity is
using the sentences He…..sets a blank disc onto the turntable, and…..positions a
microphone, then…..hands Bertie an open book conducting the process of giving
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62
Bertie the distraction by listening to the loud music so that he does not keep on
thinking about his stuttering. Those words represent Lionel‟s activity in
activating the recording tool.
The second part reveals the changing role of Bertie that has dominant part
in material process both as actor and goal. It is because this part conducts the
mechanical treatment as Bertie requires. Therefore, the sentences and strengthen
your tongue, I…..have a sieve of sifted thistles, (you) Just….slide into it, Anyone
… can learn to give a speech, Bertie…..lies on the floor, dominate the action that
has been done by Bertie during the mechanical therapy such as doing tongue
twister, humming the first letter of a word and lying on the floor to control the
respiration through the diaphragm.
Part 3 introduces the singing activity offered by Lionel in order to make
the speech become fluent. The material process (you)……Try singing it represents
Lionel‟s command to Bertie to sing and change the lyric into the sentence that he
wants to talk about. Lionel triggers Bertie by using the verbs (you) Sing it then,
Give me the chorus in an imperative mood.
This part also shows the progress on activity between Lionel and Bertie.
Bertie tells Lionel about his childhood experience being oppressed by his own
father. Bertie uses his father and himself as the actors of the material process.
Father……wouldn‟t allow it, I…..had to collect stamps are the lines that are used
to represent the activity that Bertie‟s father has done in the past. It is described
that his father collects the stamps so does Bertie. He cannot have his own hobby.
Another method is introduced in part 4. The method reveals that by
swearing, Bertie can speak fluently. The clause Because you‟re….bloody well
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
63
paid is the material process conducting Lionel as the object of the swearing. In
here, Bertie inserts the swearing in the middle of the sentence. Lionel realizes that
and he even encourages Bertie to do the swearing. The rest is represented through
the verbal process saying the sentences Bloody, bloody, bloody! Shit, shit, shit!
Bugger, bugger, bugger! Fuck, fuck, fuck!
Part 10, 11 and 12 are the part when Bertie gives the war speech for the
first time after being the king and also after being treated by Lionel. They are the
result of the treatment process and the interaction process between Lionel and
Bertie. Of course, the material process is done by Bertie in giving his speech.
Overall, material process is the process of doing-and-happening. This
process shows the physical action that is done by Lionel in order to approach
Bertie and Bertie in order to give objection and acceptance toward Lionel‟s
treatment method.
4.1.2.2 Mental Process
Mental clauses are concerned with the experiences of Bertie and Lionel
about the world of their own consciousness. It means that the feeling, thinking,
wanting and perceiving are conducted during the interaction between the two.
The analysis conducts the two main characters as the Senser.
The sentence I…..prefer Doctor accentuates the perception of Lionel that
he wants to be equal with his patient. He does not care about the title of his
patient as long as this patient can adapt with his rule. At the same time, Bertie
also uses prefer to emphasize that he does not want to be equal with Lionel. He
shows his depression finding the best treatment without having his personal
matter been revealed. Therefore, when Lionel asks Bertie about his first
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
64
recollection, Bertie demands the confirmation by asking what do you….mean?.
Mean here represents the mental process of wanting the confirmation.
Lionel is not afraid of the rejection by Bertie. He never gives up asking
Bertie in order to gain the first collection. He uses the sentence Do you…..hesitate
when you think? to ask Bertie about the way he stutters. Other than that, Lionel
keeps asking Bertie‟s thought about the reason why he becomes stuttering. Bertie
uses the mental verb I….don‟t know to emphasize his anger toward Lionel. In
addition, mental verb is conducted when Bertie saying that he does not care. The
sentence I….don‟t care! care represents the other angers.
Bertie declares his willing to overcome his stuttering in the second
meeting with Lionel. It means that Bertie accepts Lionel as his personal therapist.
Mental process shows Bertie‟s will and commitment to do the treatment. The
sentence Logue considers…. becomes the part when Lionel thinking about doing
mechanic treatment as Bertie asking for. You….want mechanics? and We….need
to relax your throat
muscles emphasize Lionel‟s decision since Bertie has
already committed to his treatment. Bertie needs to relax his throat muscles and
strengthen his tongue by saying tongue twister; therefore the activity is preceded
by verbal process. This process also happens in the next mechanical treatment
like humming the first letter of a word. Lionel asks Bertie to feel the loosening
jaw as he is humming.
Part 3 has rich examples of how mental process conducts in this research.
This part shows Bertie comfortably shares his childhood experience with Lionel.
Lionel takes this as a precious telling since he can find the proper treatment based
on Bertie‟s first recollection the reason why he becomes stuttering. Therefore,
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65
Bertie as the senser delivers the sentences (It)…..Happens to be my favorite, (I)
……Always wanted to build models, Knowing I…..wouldn‟t be King and Then
(he)…..remembers, (he)….puts it away. He tells Lionel his favorite song by
saying happens to be my favorite, shares his feeling about the unfairness of father
to force Bertie to always follow his father‟s hobby. Bertie‟s perception on doing
smoking that is not good for his lung is conducted when he rmembers what
Lionel has told him about. Bertie‟s father also becomes a senser when it comes to
the word encourage to tell Bertie that he should not stutter.
In conclusion, mental process helps the researcher to know Bertie‟s
feeling in the beginning of the treatment until the end of the treatment. The
dynamic process happens during the mental process. It is a good progress that
means Bertie‟s feeling, perception, and thought become the significant part in
overcoming his stuttering.
4.1.2.3 Relational Process
The significant part in this process is the process of being and having.
Usually the process conducts the adjective as the value of the process. Relational
process that is conducted in this analysis reveals the relation of the method and its
necessity being applied.
Bertie has difficulty in pronouncing the letter p in the initial position
particularly when saying people. It is stated in his line The letter„P‟ is always
difficult. It is part of value relation showing the difficulty saying the letter p.
Lionel encourages him to add the sound a before that letter. It becomes a people.
Bertie uses the method and it does work because it can cover his stuttering that
people who listen to it think that it is natural to lengthen the sound a. Bertie uses
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relational process saying that it is difficult to reveal Lionel‟s method having
sound a before the letter p.
The relational process in the form of token is stated in the line „a-peoples
both at home and…‟ as the result of Lionel‟s suggestion to Bertie saying the
words people using the article a. Token is part of real implication rather than
value. After Lionel suggesting the method, Bertie does it directly as a token
(product) of the value (suggestion).
4.1.3
Interpersonal Function
Mood function is part of interpersonal function that is to confide the
message. The message is the implicit intention that Lionel brings to approach
Bertie to make the treatment more comfortable. Moreover, interpersonal function
analyzes the relationship with the addressee in this case Lionel as the addressee
and Bertie as the addresser. The tone system also works in the analysis showing
falling and rising. They become the fundamental opposition in which falling tone
means certainty, rising tone means the opposite.
Part 4 indicates the first meeting between Lionel and Bertie. The
dominant of the mood system is declarative mood in particular the positive ones.
The other moods are imperative, exclamative and interrogative are distributed
through the interaction between Lionel and Bertie. The tone mood is in tone 1
since all of the lines spoken by Lionel represent certainty. The rest is the detail
analysis showing the lines.
Line 1 Interpersonal Function
He
Subject
„s
Finite
a good lad, Willy
Complement
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Mood
Residue
Declarative positive
(part 1, Intl. Logue‟s Consultation Room – Day)
Line 2 Interpersonal Function
He
Could
hardly
make
a sound,
Subject Finite
Adjunct
Predicator
Complement
Mood
Residue
Declarative: positive
(part 1, Intl. Logue‟s Consultation Room – Day)
Line 3 Interpersonal Function
You
know
Subject
Finite
Mood
Declarative: positive
(part 1, Intl. Logue‟s Consultation Room – Day)
Line 4 Interpersonal Function
when he
first
Subject
Adjunct
Mood
Declarative: positive
came
Finite
to me.
Adjunct
Residue
(part 1, Intl. Logue‟s Consultation Room – Day)
Line 5 Interpersonal Function
My boys
made
those.
Subject
Finite
Complement
Mood
Residue
Declarative: positive
(part 1, Intl. Logue‟s Consultation Room – Day)
The above script shows the first meeting. Declarative mood are dominant
in Lionel‟s side when greeting Bertie for the very first time. He declares
something positive to be able to impress Bertie. The five first lines show Lionel‟s
effort that is mostly positive. The use of declarative mood shows the intention of
Lionel in order to approach Bertie.
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Line 6 Interpersonal Function
LIONEL: Know
any jokes?
Predicator
Complement
Residue
Interrogative yes/no
(part 1, Intl. Logue‟s Consultation Room – Day)
Line 7 Interpersonal Function
BERTIE: Timing
isn‟t
my strong suit.
Subject
Finite
Complement
Mood
Residue
Declarative: negative
(part 1, Intl. Logue‟s Consultation Room – Day)
Line 8 Interpersonal Function
LIONEL: Cuppa tea?
Residue
Interrogative: yes/no
(part 1, Intl. Logue‟s Consultation Room – Day)
Line 9 Interpersonal Function
BERTIE
: No
thank you.
Residue
Declarative: negative
(part 1, Intl. Logue‟s Consultation Room – Day)
During the six first lines of Lionel‟s talking, there is not yet a respond from
Bertie. He remains silent. Finally, after the interrogative mood about knowing a
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joke that is offered by Lionel, Bertie responds it with the declarative mood saying
that he is not interested in jokes. In concludes that Bertie responds it using
declarative that is negative type. The next offering is also responded with the
negative declaration that Bertie refuses Lionel‟s offering of cup of tea. Tone 1 is
used by Bertie in responding Lionel‟s interrogation. It means that he clearly says
rejection toward Lionel‟s offering.
Line 10 Interpersonal Function
BERTIE:My physicians
say
it
relaxes
the throat.
Subject
Finite
Subject
Finite
Complement
Mood
Mood
Residue
Residue
Declarative: positive
(part 1, Intl. Logue‟s Consultation Room – Day)
Line 11 Interpersonal Function
LIONEL: They
‟re
idiots.
Subject
Finite
Complement
Mood
Residue
Declarative: positive
(part 1, Intl. Logue‟s Consultation Room – Day)
Line 12 Interpersonal Function
BERTIE
Subject
Mood
: They
‟ve
all
Finite
been knighted.
Predicator
Residue
Declarative: positive
(part 1, Intl. Logue‟s Consultation Room – Day)
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Line 13 Interpersonal Function
LIONEL: Makes
it
official
then.
Finite
Subject
Complement
Adjunct
Mood
Residue
Imperative:positive
(part 1, Intl. Logue‟s Consultation Room – Day)
Lionel is described as a brave personality that he does not considerate the
person‟s title as long as that person agrees to be his patient. Lionel treats Bertie as
if his other ordinary patients. He asks Bertie not to smoke. Bertie responds it with
positive declaration that the physician before Lionel tells him to do so. Using the
positive declaration, Lionel using tone 1 says that the previous one is idiot.
Again, Bertie responds it with positive declaration that all physicians before
Lionel have already been knighted. Imperative that is used by Lionel shows that
he uses irony to comment to the physicians that have been knighted. His
imperative is still in a positive way.
Line 14 Interpersonal Function
LIONEL: What
was
your earliest memory?
Subject
Finite
Complement
Mood
Interrogative: wh- question
(part 1, Intl. Logue‟s Consultation Room – Day)
Residue
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Line 15 Interpersonal Function
BERTIE: an earth
do
you
mean?
Finite
Subject
Predicator
What
Subject
Complement
Mood
Residue
Interrogative: wh- question
(part 1, Intl. Logue‟s Consultation Room – Day)
Line 16 Interpersonal Function
LIONEL: First recollection.
Complement
Residue
Declarative: positive
(part 1, Intl. Logue‟s Consultation Room – Day)
Line 17 Interpersonal Function
BERTIE: I
‟m not
here
to discuss
personal matters.
Subject
Finite
Adjunct
Adjunct
Complement
Mood
Residue
Declarative: negative
(part 1, Intl. Logue‟s Consultation Room – Day)
Question is reacted with question. However, it is different in the tone
element. Lionel uses tone 1 whereas Bertie uses tone 4 though it is in the form of
question. That is what happens in Bertie‟s reaction when he is asked about his
previous experience that implicitly asking about his reason why he stammers.
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When Lionel uses positive declaration to confirm his question about digging
Bertie‟s trauma, Bertie responds it with negative declaration showing his mind
about sharing his personal matters to Lionel, though at this step, Bertie still shows
his declarative rather than exclamative or imperative mood.
Line 18 Interpersonal Function
LIONEL: Everyone
natters
occasionally,
Subject
Finite
Adjunct
Mood
Bertie.
Residue
Declarative: positive
(part 1, Intl. Logue‟s Consultation Room – Day)
Line 19 Interpersonal Function
BERTIE: Stop
calling
Finite
me
that!
Subject
Complement
Mood
Residue
Exclamation
(part 1, Intl. Logue‟s Consultation Room – Day)
Line 20 Interpersonal Function
LIONEL: I
‟m not
Going
to call you
anything else.
Subject
Finite
Predicator
Adjunct
Complement
Mood
Residue
Declarative: negative
(part 1, Intl. Logue‟s Consultation Room – Day)
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Line 21 Interpersonal Function
BERTIE: Then
we
shan‟t
speak!
Subject
Finite
Predicator
Mood
Residue
Exclamative
(part 1, Intl. Logue‟s Consultation Room – Day)
Exclamative happens for the first time on Bertie‟s side when he is called
Bertie as his only royal family uses that. He does not want to be called as Bertie
by a commoner like Lionel. Lionel responds it with the same calmness but in a
negative declaration that he insists on calling Bertie his nickname. Another
exclamative exists in the way Bertie warns Lionel that they should not speak.
This is part of struggle that Lionel should face patiently to win Bertie‟s heart so
that at the end the treatment will be more enjoyable. Tone 5 is used as a result of
Bertie‟s surprise of Lionel‟s question.
Line 22 Interpersonal Function
LIONEL:when you
Subject
talk
to yourself,
Finite
Adjunct
Mood
Residue
Declarative
(part 1, Intl. Logue‟s Consultation Room – Day)
Line 23 Interpersonal Function
do
you
stammer?
Finite
Subject
Predicator
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Mood
Residue
Interrogative: yes/no (part 1, Intl. Logue‟s Consultation Room – Day)
Line 24 Interpersonal Function
BERTIE
: Of course not!
Residue
Exclamative
(part 1, Intl. Logue‟s Consultation Room – Day)
Line 25 Interpersonal Function
LIONEL: What
do
you
think
was
the cause?
Subject
Finite
Subject
Predicator
Finite
Complement
Mood
Residue
Mood
Residue
Interrogative: wh- question
(part 1, Intl. Logue‟s Consultation Room – Day)
Line 26 Interpersonal Function
BERTIE: I
don‟t
know!
Subject
Finite
Predicator
Mood
Residue
Exclamation
(part 1, Intl. Logue‟s Consultation Room – Day)
Line 27 Interpersonal Function
BERTIE: I
don‟t
care!
Subject
Finite
Predicator
Mood
Residue
Exclamation
(part 1, Intl. Logue‟s Consultation Room – Day)
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Line 28 Interpersonal Function
BERTIE: “To be or not to be,
That
is
the question.
Subject
Finite
Complement
Mood
Declarative: positive
(part 1, Intl. Logue‟s Consultation Room – Day)
Line 29 Interpersonal Function
Whether it
Subject
is
wiser...”
Finite
Complement
Mood
Residue
Declarative: positive
(part 1, Intl. Logue‟s Consultation Room – Day)
Line 30 Interpersonal Function
BERTIE : I
can‟t
read!
Subject
Finite
Predicator
Mood
Residue
Declarative: negative
(part 1, Intl. Logue‟s Consultation Room – Day)
Line 31 Interpersonal Function
BERTIE : Hopeless.
Hopeless!
Residue
Exclamation
(part 1, Intl. Logue‟s Consultation Room – Day)
Residue
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Line 32 Interpersonal Function
LIONEL: You
were
sublime.
Subject
Finite
Complement
Mood
Residue
Declarative: positive
(part 1, Intl. Logue‟s Consultation Room – Day)
Line 33 Interpersonal Function
Would
I
lie
to a prince of the to win
twelvepence?
realm
Modal
Subject
Finite
Adjunct
Adjunct Complement
adjunct
Mood
Residue
Interrogative: yes/no
(part 1, Intl. Logue‟s Consultation Room – Day)
The first meeting is full of exclamative done by Bertie showing that he cannot
accept Lionel‟s method. Lionel, having brave and patient characteristics, shows
his effort to commit on his rule to apply his method. Exclamative is generally in
tone 5 stressing on amazement, however they are responded with tone 1 meaning
certainty without rising tone. It explains that Lionel does not start to get
emotional. Moreover, the last line describes Lionel‟s respond in interrogative
mood yes/no question to confirm about the certainty that he tells the truth. The
tone is tone number 2 with the falling tone asking for agreement.
Since this part is the first interaction between Lionel and Bertie, the use of
mood is very significant showing the first impression that Lionel has to struggle
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77
with. The mood consists of declarative mood that mostly in positive way that is
conducted by Lionel. It is also in negative polarity in the way Bertie rejecting
Lionel‟s offer. Exclamative emphasizes Bertie‟s disagreement and the tone gives
the touch of certainty of being angry.
The next meeting shows the reducing tension between Lionel and Bertie.
The use of declarative is mostly positive and the use of exclamative is reduced.
The tone is mostly in tone 1 meaning that though it contains of disagreement, the
atmosphere is still positive. There is no significant tension. The rest of the table
analyses the progress in the mood and tone system.
Line 34 Interpersonal Function
LOGUE: I
‟ll
put on
some hot milk.
Subject
Finite
Predicator
Complement
Mood
Residue
Declarative: positive
(Part 4, Intl. Logue‟s Consultation Room – Continuous)
Line 35 Interpersonal Function
BERTIE:
I
‟d
kill
Subject
Finite
Predicator Adjunct
for something stronger.
Logue,
Mood
Residue
Declarative: positive
(Part 4, Intl. Logue‟s Consultation Room – Continuous)
Line 36 Interpersonal Function
LIONEL: I
wasn‟t
there
for my father‟s death.
Subject
Finite
Complement
Adjunct
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Mood
Residue
Declarative: negative (Part 4, Intl. Logue‟s Consultation Room – Continuous)
Line 37 Interpersonal Function
Still
makes
me
sad.
Finite
Subject
Complement
Mood
Residue
Declarative: positive
(Part 4, Intl. Logue‟s Consultation Room – Continuous)
Line 38 Interpersonal Function
BERTIE: I
can
imagine
so.
Subject
Finite
Predicator
Complement
Mood
Residue
Declarative: positive
(Part 4, Intl. Logue‟s Consultation Room – Continuous)
Line 39 Interpersonal Function
BERTIE: I
was
informed,
Subject
Finite
Predcator
Mood
Residue
Declarative: positive
(Part 4, Intl. Logue‟s Consultation Room – Continuous)
Line 40 Interpersonal Function
after the fact,
my father‟s last words
were:
Adjunct
Subject
Finite
Mood
Declarative: positive
(Part 4, Intl. Logue‟s Consultation Room – Continuous)
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Line 41 Interpersonal Function
“Bertie
has
more guts
than the rest of put
his brothers
together.
Subject
Finite
Complement
Adjunct
Adjunct
Mood
Predicator
Residue
Declarative: positive
(Part 4, Intl. Logue‟s Consultation Room – Continuous)
Line 42 Interpersonal Function
”He
couldn‟t
say
that
to my face.
Subject Finite
Predicator
Complement Adjunct
Mood
Residue
Declarative: positive
(Part 4, Intl. Logue‟s Consultation Room – Continuous)
It can be seen from the tables that positive declaration mostly happens in
the interaction. Bertie is in a state of calm when he talks with Lionel even when
talking about feeling of sorry after the death of the father. The interaction is not
only in the side of Lionel but also Bertie asks question about Lionel‟s father.
Negative declaration is only spoken by Lionel telling that he is sorry not to attend
his father‟s funeral. Bertie even comfortably shares what his father‟s last words to
Lionel.
Line 43 Interpersonal Function
LIONEL: Try
singing
it.
Predicator
Adjunct
Complement
Residue
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Imperative
(Part 4, Intl. Logue‟s Consultation Room – Continuous)
Line 44 Interpersonal Function
LIONEL: Know
any songs?
Finite
Complement
Residue
Interrogative: yes/no
(Part 4, Intl. Logue‟s Consultation Room – Continuous)
Line 45 Interpersonal Function
BERTIE: Songs?
Residue
Interrogative: wh- question
(Part 4, Intl. Logue‟s Consultation Room – Continuous)
Line 46 Interpersonal Function
LIONEL: Yes
songs.
Subject
Residue
Declarative: positive
(Part 4, Intl. Logue‟s Consultation Room – Continuous)
Line 47 Interpersonal Function
BERTIE: “Swanee River”.
Residue
Declarative: positive
(Part 4, Intl. Logue‟s Consultation Room – Continuous)
Line 48 Interpersonal Function
You
‟re
Subject Finite
next
in line.
Adjunct
Adjunct
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Mood
Residue
Declarative: positive (Part 4, Intl. Logue‟s Consultation Room – Continuous)
Line 49 Interpersonal Function
And your
daughter, would
then
succeed
you.
Adjunct
Predicator
Complement
Elizabeth,
Subject
Finite
Mood
Residue
Declarative: positive
(Part 4, Intl. Logue‟s Consultation Room – Continuous)
Line 50 Interpersonal Function
BERTIE:
“You
Subject
Mood
‟re
barking
the wrong tree
now,
up
Finite Predicator Complement
Doctor,
Doctor.”
Adjunct Vocative
Residue
Declarative: positive
(Part 4, Intl. Logue‟s Consultation Room – Continuous)
The imperative shows Lionel‟s method when Bertie dealing with his stuttering.
Lionel commands Bertie to sing with changing lyric so that Bertie can speak
fluently. Responding to Lionel‟s command, Bertie gives interrogative yes/no
question to indicate that he asks for confirmation. Compared to the previous
meeting, this is expectedly that Bertie will respond it with negative declaration.
However, this part does not indicate negative declaration in Bertie‟s side.
Lionel tries to provoke Bertie talking about the possibility that Bertie
might be the next king since David, the older brother is about to give in the
crown. In this situation, Bertie should be angry because Lionel does not have any
right to advice who to be the next king. In his singing, Bertie says you‟re barking
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82
up the wrong trees, Doctor, Doctor even in positive declaration though it implies
disagreement about Lionel‟s statement.
The reduction of exclamative and negative declaration that is shown in
Bertie‟s language use indicates that he starts to enjoy the treatment and
interaction with Lionel. The falling and rising tone also represent the reduced
tension between the two. One of the methods to overcome stuttering which is by
singing is also introduced during the interaction. This is part of the implicit
intention that Lionel wants to conduct.
Interpersonal function is analyzed through the combination of Mood
system and tone. They represent the mood of the therapist and especially the king
through the process of the interaction using the declarative, imperative and
interrogative mood. By using this process, the dynamic change of the king from
rejecting to accepting Lionel‟s method can be analyzed.
4.1.4
Textual Function
It is said that the clause comprehend a quantum of human experience that
includes some process or some change in the human environment. Three types
are conducted in the process namely the process itself, the participants in that
process and any circumstantial factors such as time. Manner or cause (Halliday,
2004). This function, therefore shows the process of change of Bertie‟s attitude
and respond toward Lionel after several emotional meetings.
Lionel uses unmarked theme selection in his very first sentence to talk
with Bertie. He does not use special conjunction or conjunctive adjunct because
he thinks that the conversation conducts smoothly. He expects Bertie to respond
to what he says. However it does not work since Bertie only remains silent.
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Table 3.4.2.3 Textual Function
Sentences
Theme
Textual
LIONEL (CONT‟D) : My boys made
those.
Good, aren‟t they.
Please, make yourself comfortable
-
Theme
Selection
Interpersonal
Unmarked
-
Marked
Marked
Knowing that Lionel cannot easily talk to Bertie, he uses the marked
theme selection by saying Good and Please in the initial position. However, he
still does not use the conjunction, conjunctive adjuct or even continuative. In this
continuative, Lionel still has no idea what to call Bertie as the Duke of York.
Table 4.4.2.3 Textual Function
Sentences
LIONEL (CONT’D) : I was also told,
speaking with a Royal, one waits for the
Royal to choose the topic.
BERTIE
: Waiting for me to
commence a conversation one can wait a
rather long wait.
Textual
-
Theme
Interpersonal
-
Theme
Selection
Unmarked
Marked
Marked
Table 5.4.2.3 Textual Function
Sentences
LIONEL
:
Know any jokes?
BERTIE
:
Timing isn‟t my strong suit.
Textual
-
Theme
Interpersonal
-
Theme Selection
Unmarked
Marked
The conversation above shows Bertie‟s very first respond to what Lionel
says about him. His respond uses the marked theme selection in order to highlight
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84
his discomfort toward Lionel. Bertie states that he does not want to be too
attached in a conversation especially to the one that is supposed to cure him. He
also states clearly that he hates jokes and he will not do that to his therapist. The
use of marked selected themes is significant to represent Bertie‟s thought and
discomfort.
Table 6.4.2.3 Textual Function
Sentences
LIONEL
: Perfect.
In here, it‟s better if we‟re equals.
BERTIE
: If we were equal I
wouldn‟t be here.
Textual
+
+
+
Theme
Interpersonal
-
Theme
Selection
Unmarked
Marked
Marked
The quotation represents Bertie‟s disagreement to the offering of equality.
The textual themes are shown in the use of conjunction in the sense of semantic
meaning like in here and if. Bertie highlight the use of the conjunction in the
initial clause because he wants to say that he disagrees with Lionel‟s idea being
equal, therefore marked theme selection is existed in the script. Lionel also shows
his intention toward Bertie that he wants the treatment should as comfortable as
possible; therefore he uses the marked theme selection in the word in here to
emphasize that he really is serious about equality in his authority.
Table 7.4.2.3 Textual Function
Sentences
(Bertie starts to light a cigarette from
a silver case.)
LIONEL
: Don‟t do that.
(Bertie gives him an astonished look.)
Textual
-
Theme
Interpersonal
-
Theme
Selection
Unmarked
Marked
Unmarked
Showing care to his patient is one of Lionel‟s intentions toward Bertie. He
asks Bertie casually not to smoke when he sees that Bertie is about to take out his
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85
cigarette. Marked theme selection on putting the negative verbal group don‟t has
the purpose to show the informal situation. Lionel wants the treatment being
informal, therefore he applies that situation into his treatment through saying
don‟t casually to Bertie.
Table 8.4.2.3 Textual Function
Sentences
LIONEL
: Why‟re you here then?
BERTIE
: (exploding - stammer
free) Because I bloody well stammer!
LIONEL
: Temper.
Theme
Textual
Interpersonal
+
-
Theme
Selection
Unmarked
Unmarked
-
Unmarked
-
The textual theme shown in the use of conjunction because indicates
anger on Bertie‟s side. Insisting that he does not want to tell his stuttering
experience, Bertie is resentful when being asked the reason being with Lionel.
The sudden saying of because with certain intonation reflects his anger toward
Lionel.
Table 9.4.2.3 Textual Function
Sentences
LIONEL (CONT’D) : Everyone
natters occasionally, Bertie.
BERTIE
: Stop
calling me that!
LIONEL
: I‟m not
going to call you anything else.
Textual
-
Theme
Interpersonal
+
Theme
Selection
Unmarked
-
-
Unmarked
-
-
Unmarked
It seems that Lionel challenges Bertie‟s emotion to be revealed
completely. The quotation above indicates that Lionel really tries hard to make
himself being attacked with Bertie. The vocative shows the action that Lionel has
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86
done in order still to call Bertie his nickname. The other unmarked theme
selections show that Lionel responds Bertie‟s anger with such kind of calmness.
Table 10.4.2.3 Textual Function
Sentences
LIONEL
: Bet you, Bertie,
you can read flawlessly, right here,
right now.
(Bertie snorts dismissively.)
LIONEL (CONT’D) : And if I win,
I get to ask questions.
BERTIE
: And if I win?
Theme
Textual
Interpersonal
+
-
Theme
Selection
Unmarked
Unmarked
+
+
Unmarked
Marked
Unmarked
Unmarked
-
The clause And if I win shows the marked theme selection that represents
Lionel‟s bet on Bertie to do a trial. He emphasizes the clause since he wants to
make sure that he does not play unserious bet. He really wants to win over Bertie.
Meanwhile, Bertie‟s use of the same clause And if I win? Shows his eagerness to
accept Lionel‟s bet because he is kind of sure that he cannot do the trial.
Table 11.4.2.3 Textual Function
Sentences
Textual
: You‟re playing music. : I know.
: How can I hear what
-
BERTIE
LIONEL
BERTIE
I‟m saying?!
LIONEL
: Surely a Prince‟s
brain knows what its mouth is doing?
-
Theme
Interpersonal
+
Theme
Selection
Unmarked
Unmarked
Unmarked
Marked
To impress Bertie, Lionel asks him to read while listening to the loud
music. Bertie follows the instruction while wondering how he can listen to what
he reads about. Lionel, using the marked theme selection, emphasizes on the
word prince who is supposed to be clever enough to understand the situation.
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Table 12.4.2.3 Textual Function
Sentences
BERTIE: I‟ve no idea
what an Australian might do for that sort
of money.
LIONEL: Shall I play it?
Theme
Theme
Textual Interpersonal Selection
Unmarked
Marked
-
-
Unmarked
Bertie, again, shows his anger toward Lionel when he is hopeless. He
thinks that Lionel‟s method is not appropriate for him. It is known that Lionel is
not even an English man. He is not even a doctor but only a speech therapist
without any title. Therefore, he highlights the clause what an Australian to point
to Lionel‟s method. As a result, the clause is part of the marked theme selection.
The second part of the interaction shows the progress. Bertie is able to
accept Lionel as a friend rather than a therapist. He shares his story comfortably
to Lionel. The vocative and marked theme selection dominate the process of
progression. The interaction is based on part 4 meaning that it is the fourth
significant interaction between Lionel and Bertie. The purpose is to compare
Bertie‟s respond toward Lionel‟s method in their very first meeting and the fourth
meeting.
Table 13.4.2.3 Textual Function
Sentences
LOGUE: I‟ll put on some hot milk.
BERTIE: Logue, I‟d kill for
something stronger.
Textual
-
Theme
Interpersonal
+
Theme
Selection
Unmarked
Marked
The conversation above shows that Bertie can easily visit Lionel when he
feels weary. The situation is when Bertie‟s father, King George V, has passed
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away. Bertie visits Lionel in order to calm down his feeling by sharing it with
Lionel. The progress is significant because Bertie willingly comes to Lionel even
when there is no session of treatment. The use of vocative Logue shows that
Bertie even agrees to follow Lionel‟s rule about being equal. Moreover, the
vocative is in the initial position that indicates the marked theme selection. It
means that Bertie throws away his pride and temper to be equal with his people.
Table 14.4.2.3 Textual Function
Sentences
LIONEL: I wasn‟t there for my father‟s
death.
Still makes me sad.
BERTIE: I can imagine so.
(Lionel passes Bertie a brandy.)
Textual
-
Theme
Interpersonal
-
Theme
Selection
Unmarked
Unmarked
Unmarked
Unmarked
Table 15.4.2.3 Textual Function
Sentences
LIONEL: Try singing it.
BERTIE: Pardon?
LIONEL: Know any songs?
BERTIE: Songs?
Textual
+
-
Theme
Interpersonal
-
Theme
Selection
Unmarked
Unmarked
Unmarked
Unmarked
The unmarked theme selection represents the dynamic atmosphere
between Lionel and Bertie. There is no emphasizing on the line whether anger or
convincement. The interaction runs smoothly as Lionel tells Bertie about his
father and Bertie responds it with sense of condolence. It is far much better
compared with the first meeting when Bertie always responds to Lionel‟s words
with anger. Another quotation is when Bertie gets a heavy stuttering. He can‟t
barely speak therefore Lionel asks him to sing a song. It can be seen from the
respond that Bertie seems considerate the singing activity to make his speaking
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fluent. The unmarked theme selection, once again, reveals that the conversation
runs smoothly.
Table 16.4.2.3 Textual Function
Sentences
BERTIE: I can‟t sit here singing!
LIONEL: You can with me.
BERTIE: Because you‟re peculiar.
Theme
Textual Interpersonal
+
-
Theme
Selection
Unmarked
Unmarked
Unmarked
The tension is a bit high in the situation when Lionel keeps insisting that
Bertie should sing a song to finish his sentence. Unmarked selection theme is
conducted when Bertie states that he does not want to sing. However, when
another unmarked selection that comes from Lionel is conducted, Bertie
emphasizes the conjunction because to refer to his disagreement.
Table 17.4.2.3 Textual Function
Sentences
BERTIE: It was a relief...
Knowing I wouldn‟t be King.
(Reaches into his jacket for his cigarette
case.
Then remembers, puts it away.
Textual
+
Theme
Interpersonal
-
Theme
Selection
Unmarked
Marked
Unmarked
Marked
Bertie shares his feeling about how relief of him knowing that his brother
will be the next king rather than himself. There is a pause between relief and
knowing that shows that Bertie actually wants to accentuate his relief by knowing
that he will not be a king. It is shown in the use of marked selection theme. The
progress is also stressed in the use of marked selection theme when the narrator
emphasizes the clause then remembers in order to refer to the first meeting that
Lionel asks Bertie not to smoke. Moreover, the textual theme then refers to
temporal type of conjunctive adjunct that shows the previous scene or memory.
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Table 18.4.2.3 Textual Function
Sentences
LIONEL: But unless he produces an
heir,
you‟re next in line.
And your daughter, Elizabeth, would
then succeed you.
Textual
+
+
Theme
Interpersonal
+
Theme
Selection
Marked
Unmarked
Unmarked
Lionel‟s approach to cure Bertie‟s stuttering is making the treatment as
comfortable as possible. He approaches Bertie by making friend with him. One of
the ways is by encouraging Bertie to be confident. In the lines, it is pictured that
Lionel encourages Bertie that actually he has possibility to be the future king.
Lionel‟s intention is accentuated in the way he uses the textual theme but
(adversative) and the marked selection theme but unless he produces an heir to
emphasize the possibility therefore it is used to encourage Bertie‟s confident. The
use of textual theme and shows the additive information to support the previous
clause. The use of vocative Elizabeth defends the additive information to directly
point to the object.
Table 19.4.2.3 Textual Function
Sentences
BERTIE: “You‟re barking up the wrong
tree now, Doctor, Doctor.”
LIONEL: “Lionel, Lionel.”
You didn‟t stammer.
BERTIE: Of course I didn‟t stammer,
I was singing!
(realises)
Oh...
LIONEL: Well, as a little reward, you get
to put some glue on these struts.
Theme
Theme
Textual Interpersonal Selection
+
Unmarked
+
+
+
+
-
Unmarked
Unmarked
Unmarked
Unmarked
Unmarked
Unmarked
Marked
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This part is very rich in textual and interpersonal theme and marked theme
selection. The vocative Doctor, Doctor and Lionel, Lionel are used to remain
Bertie that he should call Lionel his surname. On Bertie‟s side, he calls Lionel as
Doctor because he wants to remind Lionel about the limit of his words. Lionel
does not have right to advice Bertie what should he does. To be or not to be a
king is Bertie‟s matter. He thinks that Lionel has nothing to do with that matter.
The use of textual theme is stressed out in the obviousness meaning of course.
Bertie says it in the initial position that means he is sure about how obvious he is
when he does not stammer. Then he realizes that it is because he is singing. The
last is the use of well that signs a new move when the dialogue happens. Lionel
probably agrees with Bertie that he has no right about encouraging Bertie to be a
king. Therefore, he changes the topic by using well in order to give Bertie a
reward for he is willing to sing. Thus, the marked theme selection is conducted in
the first clause to emphasize the changing topic.
Table 20.4.2.3 Textual Function
Sentences
BERTIE (CONT’D) : You know,
Lionel, you‟re the first ordinary
Englishman...
LIONEL
: Australian.
BERTIE
: ...I‟ve ever really
spoken to.
Sometimes, when I ride through the streets
and see,
you know, the Common Man staring at me,
I‟m struck by how little I know of his life,
and how little he
knows of mine.
LIONEL
: What‟re friends
for.
Textual
-
Theme
Interpersonal
+
Theme
Selection
Marked
-
-
Unmarked
Unmarked
+
-
Marked
+
+
-
Unmarked
Unmarked
Unmarked
-
-
Marked
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The session of this part finally reveals the confession of Bertie who
admits implicitly that he is grateful to have Lionel as his therapist. The use of you
know means admission. Bertie admits that Lionel is the first Australian to whom
to talk such a personal matter. To the matter of fact, it is being marked to make
sure that Lionel really listens to what Bertie says. The confession continues when
Bertie uses textual theme sometimes as a type of usuality that means how often it
happens to Bertie. He happens to witness how often he is starred by people who
seem to judge his life. Another admission you know is used when he wants to
emphasize the Common Man such Lionel knows little about Bertie‟s life.
Additive type supports the other statements that Bertie also feels the same way
that he does not know other people‟s lives. Lionel responds with marked theme
selection using nominal group functioning as interrogative (wh-) element, which
is what‟re friend for.
The third session is the last session that is used to reveal the language use
that is analyzed through textual function. This part describes Bertie‟s rehearsal
for his coronation in the next day. Lionel helps him to memorize his line and, of
course, to encourage him to speak fluently. During the rehearsal, the tension
between Lionel and Bertie arises but at the end can be resolved successfully. It is
proved that Bertie really changes from time to time in accepting the treatment.
Table 21.4.2.3 Textual Function
Sentences
BERTIE
: I‟m not here to rehearse,
Doctor Logue.
(Pause-)
BERTIE (CONT’D)
: True, you never
called yourself „Doctor‟.
I did that for you.
(MORE) No diploma, no training, no qualifications.
Just a great deal of nerve.
Textual
-
Theme
Interpersonal
+
Theme
Selection
Unmarked
Left unanalyzed
-
Marked
-
Unmarked
Unmarked
Unmarked
-
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Bertie knows for the very first time that Lionel is not even a doctor. To
make him worse, Lionel is not the credential therapist that is knighted by the
royal family. In conclusion, he is totally an outsider, an Australian and only a
speech defect without title. However, Bertie admits that Lionel has such a great
ability to cure his patient and during the process of befriending, Bertie finally
trusts him though he never shows it to Lionel explicitly.
This part of the conversation shows the confirmation that is said by
Bertie. Vocative Doctor Logue is to trig Lionel‟s reaction as he is called doctor.
However, there is no respond From Lionel. Bertie continues using marked theme
selection true to emphasize his confirmation toward Logue‟s tittle. At the end he
uses unmarked theme selection I did that for you to say that he does not mind at
all but in an explicit way. Therefore, he uses unmarked theme in order to hide his
true admission toward Lionel‟s ability. Once again, Bertie uses unmarked theme
selection when saying just a great deal of nerves to show another admission that
Lionel has such a brave characteristic but Bertie does not want to make it
obvious.
Table 22.4.2.3 Textual Function
Sentences
Textual
LIONEL
: It‟s true,
I‟m not a doctor,
and yes I acted a bit,
+
recited in pubs and taught elocution in schools.
When the Great War came, our boys were +
pouring back from the front,
shell-shocked and unable to speak
and somebody said,
+
“Lionel, you‟re very good at all this speech stuff. Do you think you could
possibly help these poor buggers”.
Theme
Interpersonal
-
Theme
Selection
Unmarked
Unmarked
Unmarked
Unmarked
-
Marked
+
Unmarked
Unmarked
Unmarked
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I did muscle therapy, exercise, relaxation,
but I knew I had to go deeper.
Those poor young blokes had cried out in
fear,
and no-one was listening to them.
My job was to give them faith in their
voice
and let them know
that a friend was listening.
That must ring a few bells with you,
Bertie.
+
-
-
Unmarked
Unmarked
Unmarked
+
-
-
Unmarked
Unmarked
+
+
-
+
Unmarked
Unmarked
Unmarked
In order to respond to Bertie‟s confirmation, Bertie uses some stresses in
his achievement curing many stutterers in his previous years before meeting
Bertie. There are four textual themes that are used in Lionel‟s line. The type of
the textual theme is additive means that Lionel accentuates the word and to
highlight past experience that is important for Bertie to be known. Things that
Bertie should know is that Lionel is also an actor rather than a doctor, that he is
asked to help the soldier who stutters, that he helps ignored soldiers because of
their disability to speak and that he lets those soldiers know that he is their friends
rather than their therapist that also happens with Bertie.
Table 23.4.2.3 Textual Function
Sentences
BERTIE
: Inquiries have
been made!
You have no idea
who I have breathing down my neck.
I vouched for you
and you have no credentials.
Textual
+
+
Theme
Interpersonal
-
Theme
Selection
Unmarked
Unmarked
Unmarked
Unmarked
Unmarked
Bertie‟s temper somehow is unbelievable. It is not enough for him to
admit Lionel‟s credibility but he has to make it like a worthy argument. Still, he
uses unmarked theme selection to hide his true intention, but he uses textual
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theme but to show adversative. It means that he does not want to agree with
Lionel, not with his pride. At the end, he stresses the status of Lionel using
additive and in an unmarked theme selection.
Table 24.4.2.3 Textual Function
Sentences
Textual
BERTIE: Divine right, if you must!
I‟m your King!!!
LIONEL: Noooo you‟re not!
Told me so yourself.
Said
you didn‟t want it.
So why should I waste my time listening +
to you?
BERTIE: Because I have a right to be
+
heard!
LIONEL: Heard as what?!
BERTIE: A man!
I HAVE A VOICE!!!
LIONEL: (quietly) Yes you do.
You have such perseverance,
Bertie, you‟re the bravest man I know.
And you‟ll make a bloody good king.
+
Theme
Interpersonal
-
Theme
Selection
Marked
Unmarked
Marked
Unmarked
Unmarked
Unmarked
Unmarked
-
Unmarked
+
-
Marked
Unmarked
Unmarked
Marked
Unmarked
Unmarked
Unmarked
Knowing that Bertie is in a state of melancholy level, Lionel tries to
provoke him by using marked theme selection and textual theme. The
markedness is shown in the way Lionel says no in a longer tone that stresses his
disagreement with Bertie. Moreover, he uses causal type of conjunctive adjunct
so to confirm his disagreement. Being triggered with Lionel‟s provocation, Bertie
responds it with the same use of causal because in the initial position to directly
react to Lionel‟s disagreement. In here, Bertie says confidently that he is a king
who must be heard by his people. Again, Lionel uses marked theme selection
using wh- question as the object of the clause to hear the answer that is expected
from Bertie. When Bertie says that he has a right to be heard a king, Lionel‟s
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response is in marked theme selection to emphasize his changing thought,
agreement toward Bertie. To close his confirmation, Lionel uses additive and to
say that Bertie has such perseverance and the use of vocative Bertie to focus on
Lionel‟s intention provoking Bertie.
Table 25.4.2.3 Textual Function
Sentences
Theme
Textual Interpersonal
You didn‟t consult, but you‟ve just been advised.
BERTIE
: Now I advise you:
+
in this personal matter I will make my own decision.
COSMO LANG: My concern is for the
head upon
which I must place the crown.
+
BERTIE
: I appreciate that
Archbishop,
but it‟s my head!
+
-
Theme
Selection
Unmarked
Unmarked
Marked
Unmarked
Unmarked
Unmarked
Unmarked
The dominant of textual theme happens in this part when Bertie is on
Lionel‟s side. He defends Lionel who is about to be fired from his position as the
therapist by the archbishop. Bertie uses textual theme now as temporal type to
show his authority that now he can make a decision. He emphasizes the clause in
this personal matter in marked selection them to stress the authority. When the
archbishop still confronts Bertie‟s statement, Bertie uses adversative but to say
the opposite idea of the archbishop.
Table 26.4.2.3 Textual Function
Sentences
LIONEL (CONT’D)
:As soon as you and
Elizabeth enter the West door, you‟ll be greeted with
the hymn “I Was Glad When They Said Unto Me.”
You won‟t actually be that glad,
because they sing it for a great long time.
Then your friend the Archbishop will ponce up and
say,
Textual
-
+
+
Theme
Interpersonal
-
-
Theme
Selection
Marked
Unmarked
Unmarked
Unmarked
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Here, Lionel tries to make the rehearsal is as fun as possible. The use of
marked theme selection in As soon as you and Elizabeth enter the West door
indicates the procedure that Bertie should follow and highlight. In addition,
Lionel use type of causal in the initial position to introduce his joke that the choir
will sing in a great long time that literally will not make Bertie be glad at all since
the title of the welcoming song is “I Was Glad When They Said Unto Me.” The
emphasizing of other jokes is in the use of then as the temporal type of
conjunctive adjunct. It is placed in the initial position since it accentuates the next
joking that is archbishop as the king‟s friend. The diction friend is not appropriate
therefore it is part of Lionel making joke to give fun in the rehearsal. The result is
good since Bertie does not even object Lionel‟s jokes.
The textual function emphasized the use of marked and unmarked theme
selection. The characters used those theme selections to emphasize the intention
whether to object or to agree with each other. The marked theme selection is to
accentuate the statement both of the characters showing their concerns.
4.2
The Power of Language to Overcome the Stuttering Compared with
the Standard Treatment
The psychological approach shows the indication that Bertie has a
childhood trauma. He has oppression since childhood from his beloved father, the
King George V. He naturally is left-handed but his father forces him to use right
hand. Bertie‟s leg is also not straight, and the father urges him to wear metal
splints that hurt him a lot. Little Bertie has trauma in being oppressed to do
something the he does not want to do. One of the occasions in the script shows
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his confession that his hobby is being controlled by his father. He is also
punished when he uses left hand to write.
Several methods have been proved with two main standard theories. The
valsalva mechanism and the Van Riperian method are the main standard theories
that are used to compare with Lionel‟s unorthodox method. It is since these
theories summarize the success of the treatment and these methods are adjusted
with the kind of stuttering that Bertie has experienced.
In the movie, it is explained that the king feels difficulty to say p in his
first speech. The valsalva mechanism explains that the letter p has little effort
from of lips to say so. If the speaker is fluent then saying p is not a difficult effort
to do. In the king‟s case, he feels that it must be difficult to say that letter and he
tries so hard to say it. Unconsciously, the king makes a valsalva mechanism that
in his brain, he should say p and as a result he tries hard to achieve it. Instead of
achieving it, the king stutters in that letter. Lionel asks the king to say a before p.
It is explained that the purpose of Lionel is to trick the king‟s brain to a little bit
forget about the letter p.
The activity is explained in the transitivity process through the relational
process. The word difficult represents the relational activity about pronouncing
the letter p in the initial position. Lionel suggests Bertie to use sound a as the
distraction so that Bertie can execute the letter p successfully.
Another occasion is when Lionel asks Bertie to read some sentences while
listening to the music trough headphone. The researcher realizes that it is part of
Lionel‟s intention as a therapist to give Bertie distraction to forget his stuttering.
The result is good. When Bertie plays the recorder, he finds that his reading is
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conducted fluently. It is because Lionel uses the distraction method that is
described in valsalva mechanism. It says that the less the stutterers think about
the sentence that they want to say; the more fluent they will be because the
system on valsalva mechanism will work the opposite.
The occasion on recording the reading scene is one of Lionel‟s methods to
impress Bertie for their first meeting.
It is described in the process of
interpersonal using the mood system and tone. Bertie has no patient to do
Lionel‟s method listening to the loud music while reading the sentence at the
same time. Therefore, Bertie uses more exclamative mood in rising tone in order
to show his temper. On the other hands, Lionel faces Bertie patiently and bravely.
They are also described as Lionel‟s characteristics. Through the use of positive
declarative mood and falling tone, Lionel can win Bertie‟s interest in the therapy
session using his unorthodox approach.
In the comparison of the next interaction between Lionel and Bertie, the
frequency of exclamative and negative declarative mood is reduced. Bertie rarely
uses the exclamative to respond to Lionel‟s offering or question. He keeps his
tone falling even when he does not agree with Lionel. He shares his disagreement
through singing. In that singing, the tone is falling though the lyric showing
disagreement.
Scientific studies have found that, before the larynx makes a voiced
sound, a process called prephonatory tuning must occur. However, if the body is
tuned for a Valsalva maneuver, the larynx will be prepared to perform effort
closure instead. It will not be ready to phonate. Therefore, even if the larynx does
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not actually close, phonation may be delayed as the stutterers struggle to re-tune
the larynx to make the proper sound.
This may also help us understand why the stutterers are usually fluent
when they sing. When Bertie sings, his mind concentrates on the melody, rather
than trying to force the words out. Therefore, his larynx is constantly tuned for
phonation, and is always ready to phonate at the proper time.
Swearing, unfortunately is not the part of the standard treatment since
probably in this modern era, people tend to be formal and structured. As a result,
the use of swearing is mentioned as an inappropriate standard treatment.
However, the movie emphasizes the significant of the swearing part to be the
material process that conducts the action of swearing.
The Van Riperian method is the approach using interpersonal
communication. Since the very first meeting between Lionel and Bertie, Lionel
declares himself clearly that he want to be in an equal relation between him and
even Bertie as the royal family member. Lionel calls Bertie his nickname to show
the intention to be close with him. He signs Bertie that he wants to know more
about Bertie. This is also the significant approach because Lionel gets the
information about the first recollection. Lionel‟s expectation from being close
with Bertie is that he wants Bertie to be comfortable when he tells about his
traumatic.
To get Bertie‟s interest is not easy for Lionel since he has to face Bertie‟s
difficult personality such as prideful and bad temper. Fortunately, Lionel has
brave and patient characteristics as he is able to deal with Bertie‟s difficult
characteristics. To be a patient and able to listen to the patient are what the
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therapist needs in the session of interpersonal communication. It is stated in the
Van Riperian method that the therapist will not continue his treatment when the
patient has not yet got rid of the interpersonal communication. It means that
Lionel has to make Bertie feel comfortable with his approach.
Such characteristics are analyzed through the Seven Building Tasks of
Language. It is stated in the element of identities. The identities show the relation
with the significant of the interaction which is to gain the personal closeness
between the therapist and the patient.
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CHAPTER V
Conclusion and Suggestion
5.1 Conclusion
This chapter consists of the comparison of the standard treatment with the
treatment that is conducted in the movie. The conclusion during the analysis is
stated during the standard treatment session. The twelve parts of data are the
empirical evidence that the language use that is used during the interaction is
indeed significant to help the king become confident and he can speak fluently at
the end of the treatment. The significance is proved through the analysis of Seven
Building Tasks of Language and Systemic Functional Grammar with the
knowledge from stuttering theory stating that it is part of psychological disorder.
Standard treatment confirms that the treatment done by the therapist who follows
unorthodox method is the valid treatment that still can be applied nowadays.
Struggling for equality is conducted in the way Lionel adjusts with
Bertie‟s personality. Lionel has to be patient and brave to win Bertie‟s interest
with the treatment since it is not easy to do so. Bertie, who has received
oppression since childhood, has prideful and bad temper. The identities in Seven
Building Tasks of Language prove those characteristics. Moreover, the
transitivity process supports the struggling through the transitivity. It shows the
action that has been done by the two characters that is asking for sharing and
rejecting. Mental process shows the feeling of both characters that is feeling of
certainty and feeling of anger. The certainty is shown through Lionel assuring
Bertie to call each other with the nicknames, meanwhile the feeling of anger is
shown through Bertie getting angry being called as Bertie. Relational process,
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furthermore, shows the value of being that is being certain and being angry.
Mood and Tone system also contribute the earlier mood from Lionel that is full of
declarative and imperative and Bertie who at first full of exclamative showing his
anger and rejection. The use of conjunction as a marked theme selection
emphasizes the feeling of uncomfortable. Those processes are united to reveal the
struggle of Lionel in order to make Bertie feel comfortable with his treatment by
asking him to be Lionel‟s friend rather than Lionel‟s patient. One of the methods
is by showing equality between the two.
Comfort during the treatment is important. Lionel has an effort to make
Bertie feel comfortable with his treatment. It is supported by the Van Riperian
method that states in order to overcome the stuttering, a patient should overcome
his discomfort, anxiety and depression. It means that the patient should feel relax
and he can maximize the treatment into the best result without any worries.
Lionel keeps asking Bertie to share his problem especially about the background
of the family so that Lionel can also get the information about the first
recollection.
The practical method overcoming the stuttering is stated through the
analysis of Seven Building Tasks of Language and Systemic Functional
Grammar. The activities are stressed in the way Lionel asks Bertie to tell about
the first recollection, practicing the mechanical treatment such as humming the
first letter of a word a little bit longer, doing tongue twister, reading, singing and
swearing. The material process shows the verb (you)….sing it! and (you)…Give
me the chorus that reveal the doing and happening in the material process. The
use of exclamative shows the command to do the activity.
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The mechanical process is supported by the Valsalva mechanism that
shows the power of distracting own thought to do other things. It means that
Bertie has to get the distraction to forget his stuttering. It is proved in material
process of reading when Bertie reads a sentence To be or not to be…while he
listening to the music. Bertie can read fluently as Lionel recording his voice.
Lionel uses the method of being distracted and at the same time using particular
text to read since he wants to know Bertie‟s symptom of stuttering. It is known
that Bertie‟s stuttering is part of psychological disorder that relates to the
childhood‟s trauma of oppression. The intertextuality happens in the analysis
when Lionel purposely asks Bertie to read the text To be or not to be… a line in
the Shakespearean drama. The psychological field explains that this sentence tries
to reveal whether the stutterer has brain damage or it is only psychological
disorder.
In conclusion, Lionel has cured Bertie‟s stuttering with unorthodox
method that nowadays can be proved to be effective method to cure the stuttering.
Today‟s methods are applied such as The Van Riperian method and The Valsalva
Mechanism. The struggle of equality, the effort to create comfortable treatment
and the practical mechanism to get over stuttering are analyzed through Seven
Building Tasks of Language and Systemic Functional Grammar to show the
progress into the overcoming stuttering from the inequality becoming equality,
rejecting becoming accepting and anger becoming relief. At the end of the movie,
Bertie gives the war speech flawlessly for the very first time.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
105
5.2
Suggestion
Discourse analysis is the analysis of language use that precedes the theory
of Seven Building Tasks of Language and Systemic Functional Grammar.
However, they are limited in the analysis. It means that they analyze the
significant interaction between the therapist and the king. Those theories help to
reveal the significant language use that is used to overcome the king‟s stuttering.
The study conducts the stuttering theory to track the king‟s childhood
trauma. The trauma is happened during the king‟s interaction with his father. It
explains how the repression really gives the impact to the development of the
king‟s characteristics. Even worse, he becomes stuttering.
The brain and its development does not have portion to be analyzed
through this analysis. Therefore, it is worth to the next study to discuss more the
development of the king‟s brain. Neurolinguistics is the study of how the brain
works with language especially with the input of the syntax. Based on that
knowledge, neurolinguistics studies more on the mostly speaking disorder to
analyze what happens inside the brain relating to the reading of syntax knowledge
(Ingram:2007)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
BIBLIOGRAPHY
American Psychiatric Association . (2000). Diagnostic and Statistical Manual of
Mental
Disorder
TR
Ed
4.
Washington
DC.
https://www.psychiatry.org/psychiatrists/practice/dsm
Back, J Gayle and Maning Beck (2013). “The Role of Psychological Process in
Estimates of Stuttering Severity. Journal of Fluency Disorder 38, 358-367
Bergland, C., (2013). Psychology Today. Retrieved May 19, 2016, from The
Athlete‟s Way: https://www.psychologytoday.com/blog/the-athletesway/201312/tongue-twisters-reveal-quirky-brain-functions
Blood, W.E., Blood, I.M., Bennett, S., Simpson, K.C., & Susman, E.J. (1994).
Subjective Anxiety Measurements and Cortisol Responses in Adults who
Stuttter. Journal of Speech and Hearing Research, 37, 760-768.
Bogue, B.N. (2009). Stammering its Cause and Cure. The Floating Press:
http://en.bookfi.org/book/1204886
Broen, W.E. & Coleman, J.C., (1973). Abnormal Psychology and Modern Life
(4th ed). New York: Scott, Foresman and Company.
Brown, G. and George Yule. (1983). Discourse Analysis. Cambridge: Cambridge
University Press.
Burton, Dierde. (1980). Dialogue and Discourse. London: Routledge.
Conture, E.G., & Guitar, B. (2007). The Child who Stutters: To the Pediatrician
(4th ed.). Memphis. Tennessee: Stuttering Foundation of America.
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Cutting, J. (2002). Pragmatics and Discourse: A Resource Book for Students.
London: Routledge.
Downing, Angela and Phillip Locke. (2006). English Grammar: A University
Course 2nd Ed. New York: Routledge.
Editors, Biography.com. (2015). George VI. Retrieved September 28, 2015, from
The Biography.com website: http://www.biography.com/people/george-vi9308937
Field, John. (2003). Psycholinguistics: A Resource Book for Students. Routledge
English Language Introductions. New York: Routledge.
Frankel, Bernard. (2011). Film Review. The King‟s Speech and the Fighter: A
Review of Two Academy Award Selections. Eastern Group Psychotherapy
Society, p.353-355.
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Gee, J. P. (2011). An Introduction of Discourse Analysis: Theory and Method.
New York: Routledge
Guitar, B. (2006). Stuttering: An Integrated Approach to Its Natural Treatment
(third ed.). New York: Lippincot Williams & Walkins
Halliday, M.K. (2004). An Introduction to Functional Grammar. London: Arnold.
Halliday, M.A.K., Hasan, R. 1976: Cohesion in English. London: Longman
Howell, Peter. (2005). Stammering Research. The British Stammering
Association. Vol-1.
Ingram, John, C.L. (2007). Neurolinguistics: An Introduction to Spoken Language
Processing and its Disoreder. New York:Cambridge University Press.
Karim, S. (2015). Style and Language of Inequality in the Movie “The King‟s
Speech”. ENH Community Journal, 1-7.
Mahr, G. C., & Torosian, T. (1991). Anxiety and Social Phobia in Stuttering.
Journal of Fluency Disorder, 24, 119-126
Menzies, R., Messenger , M., & Onslowa, M., (2004). Social Anxiety in
Stuttering: Measuring Negative. Journal of Fluency Disorder, 29, 201212.
Miller, S., & Watson, B.C., (1992). The Relationship between Communication
Attitude, Anxiety and Depression in Stutters and Nonstuters. Journal of
Speech and Hearing Research, 35, 789-798
Noth, W. (1990). Handbook of Semiotics. Indianapolis: Indianapolis University
Press.
Nunan, David. (1992). Research Methods in Language Learning. Cambridge:
Cambridge University Press.
Parker, J.N., & Parker, P.M. (2002). The 2002 Official Patient‟s Sourcebook on
Stuttering. ICON Group International, Inc.
Paltridge, B. (2006). Discourse Analysis: An Introduction. London: Continuum.
Parry, W.D. (2011, Dec 8). The Valsalva Stuttering Network. Retrieved May 17,
2016, from The Valsalva Stuttering Network: http://www.org/valsalva.htm
Riper, C. (1963). Speech correction; principles and methods (4th ed.). Englewood
Cliffs, N.J.: Prentice-Hall.
Riha Rahma Mufida.(2015). The Discourse of The King‟s Speech Film by Tom
Hooper. Thesis. Cultural Studies Magister Program Postgraduate Sebelas
Maret University of Surakarta.
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Shell, M. (2005). Stutter. London: Library of Congress Cataloging.
The British Medical Journal. (1965). Stammering. BMJ. Vol 2, No. 5460. Pp 491492.
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Diseases and Related Health Problems, Tenth Revision (ICD-10). Geneva:
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APPENDICES
Appendix 1 Ideational Process
TABLE 1.1 IDEATIONAL METAFUNCTION : part 1 int. logue‟s consultation
room - day
Clause
Semantic
Transitivity
Function
Process
LIONEL
Token
Relational
He‟s a good lad, Willy.
He could hardly make a sound,
Actor
Material
when he first come in.
Actor
Material
My boys made those.
Actor
Material
Good, aren‟t they?
Value
Relational
Please make yourself comfortable.
Range
Material
I was told not not to sit to close
Receiver
Verbal
I was also told,
Receiver
Verbal
speaking with a Royal,
Sayer
Verbal
one waits for the Royal to choose the topic
Actor
Material
BERTIE
Actor
Material
Waiting for me to commence a conversation one
can wait a rather long wait
LIONEL
Senser
Mental
Know any jokes?
BERTIE
Token
Relational
Timing isn‟t my strong suit.
LIONEL
Token
Relational
Cuppa tea?
process
BERTIE
Sayer
Verbal
No thank you
LIONEL
I think
I‟ll have one.
BERTIE
Aren‟t you going to start treating me Dr Logue?
LIONEL
Only if you‟re interested in being treated.
Please, call me Lionel.
BERTIE
I prefer Doctor.
LIONEL
I prefer Lionel.
What‟ll I call you?
BERTIE
Your Royal Highness, then Sir after that.
Senser
Mental
Actor
Actor
Material
Material
Goal
Material
Actor
Actor
Material
Mental
Actor
Mental
Actor
Token
Material
Relational
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
112
LIONEL
A bit formal for here.
What about your name?
BERTIE
Prince Albert Frederick Arthur George?
LIONEL
How about Bertie?
BERTIE
(flushes) Only my family uses that.
LIONEL
Perfect. In here, it‟s better if we‟re equals
BERTIE
If we were equal
I wouldn‟t be here.
I‟d be at home with my wife
and no-one would give a damn.
(Bertie starts to light a cigarette from a silver
case.)
LIONEL
Don‟t do that.
(Bertie gives him an astonished look.)
BERTIE
I‟m sorry?
LIONEL
Sucking smoke into your lungs will kill you.
BERTIE
My physicians say
it relaxes the throat.
LIONEL
They‟re idiots.
BERTIE
They‟ve all been knighted.
LIONEL
Makes it official then.
My „castle‟, my rules.
What was your earliest memory?
BERTIE
What an earth do you mean?
LIONEL
First recollection.
BERTIE
(stammer growing in intensity)
I‟m not here to discuss personal matters.
LIONEL
Why‟re you here then?
BERTIE
(exploding - stammer free)
Senser
Mental
Phenomenon Mental
Token
Relational
Token
Relational
Goal
Material
Value
Relational
Value
Relational
Token
Value
Beneficiary
Actor
Relational
Relational
Material
Material
Actor
Material
Actor
Sayer
Material
Verbal
Actor
Material
Sayer
Verbal
Senser
Token
Mental
Relational
Token
Relational
Goal
Material
Value
Token
Senser
Relational
Mental
Mental
Token
Relational
Actor
Material
Carrier
Value
Relational
Relational
Actor
Material
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
113
Because I bloody well stammer!
LIONEL
Temper.
BERTIE
One of my many faults.
LIONEL
When did the defect start?
BERTIE
I‟ve always been this way!
LIONEL
(quietly) I doubt that.
BERTIE
Don‟t tell me!
It‟s my defect!
LIONEL
(calmly) It‟s my field.
I assure you,
no infant starts to speak with a stammer.
When did it start?
BERTIE
(annoyed) Four or five.
LIONEL
That‟s typical.
BERTIE
So I‟ve been told.
(quickly adds)
I can‟t remember not doing it.
LIONEL
That I believe.
Do you hesitate
when you think?
BERTIE
Don‟t be ridiculous.
LIONEL
One of my many faults.
How about when you talk to yourself?
(Bertie is silent.)
LIONEL
Everyone natters occasionally, Bertie.
BERTIE
Stop calling me that!
LIONEL
I‟m not going to call you anything else.
BERTIE
Then we shan‟t speak!
(Silence.
The kettle whistles.
Actor
Value
Material
Relational
Carrier
Relational
Actor
Material
Value
Relational
Senser
Mental
Sayer
Verbal
Token
Token
Relational
Relational
Senser
Actor
Actor
Token
Mental
Material
Material
Relational
Value
Relational
Receiver
Verbal
Actor
Senser
Senser
Material
Mental
Mental
Senser
Senser
Value
Mental
Mental
Relational
Token
Relational
Sayer
Value
Actor
Verbal
Relational
Material
Goal
Material
Actor
Material
Sayer
Verbal
Senser
Circumstance
Behavioural
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
114
Lionel makes himself a cup of
tea.)
Actor
Material
BERTIE
Are you charging for this, Doctor?
LIONEL
A fortune.
So, Bertie...when you talk to yourself,
do you stammer?
BERTIE
Of course not!
LIONEL
Thus proving your impediment isn‟t a permanent
part of you.
What do you think was the cause?
BERTIE
I don‟t know!
I don‟t care!
I stammer.
And no one can fix it.
LIONEL
Bet you, Bertie, you can read flawlessly,
right here, right now.
(Bertie snorts dismissively.)
LIONEL
And if I win,
I get to ask questions.
BERTIE
And if I win?
LIONEL
You don‟t have to answer.
BERTIE
One usually wagers money.
LIONEL
A bob each to sweeten it?
See your shilling.
BERTIE
I don‟t carry cash.
LIONEL
I had a funny feeling you mightn‟t.
Logue fishes two coins from his pocket
and puts them on the table.
Stake you.
Pay me back next time.
BERTIE
If there is a next time.
LIONEL
Senser
Mental
Token
Relational
Sayer
Behaver
Sayer
Verbal
Behavioural
Verbal
Value
Relational
Senser
Senser
Mental
Mental
Senser
Behaver
Goal
Actor
Mental
Behavioural
Material
Material
Behaver
Actor
Circumstance
Behavioural
Material
Sayer
Actor
Verbal
Material
Actor
Material
Actor
Material
Token
Relational
Senser
Actor
Mental
Material
Senser
Mental
Actor
Actor
Actor
Actor
Existent
Material
Material
Material
Material
Existential
Behaver
Behavioural
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
115
(nods)
I haven‟t agreed to take you on.
Senser
(Logue has uncovered a piece of apparatus, a Actor
recording device with earphones.
He sets a blank disc onto the turntable
Actor
and positions a microphone,
Actor
then hands Bertie an open book.)
Actor
(Bertie glares at it defiantly.)
Behaver
BERTIE
Actor
I can‟t possibly read this.
LIONEL
Actor
Then you owe me a shilling for not trying.
(Furious, Bertie opens the book
Actor
and reads,
stammers badly
And gets worse.)
BERTIE
“To be or not to be,
That is the question.
Whether it is wiser...”
There!
(He hands the book back to Lionel.)
BERTIE
I can‟t read!
LIONEL
I haven‟t finished yet.
(Lionel returns the book to Bertie
and turns to some recording
apparatus on a nearby table.)
LIONEL
I‟m going to record your voice
and then play it back to you on the same
machine.
This is brilliant.
It‟s the latest thing from America: a Silvertone.
(He hands Bertie a pair of heavily padded
earphones.
Bertie doesn‟t want to take them.)
LIONEL
There‟s a bob in this, mate.
You can go home rich!
(Bertie reluctantly puts them on.
Logue turns a dial.
LOUD MUSIC is heard.
Bertie takes off the earphones.
The music stops.)
Mental
Material
Material
Material
Material
Behavioural
Material
Material
Material
Actor
Behaver
Actor
Value
Material
Behavioural
Material
Relational
Token
Token
Existent
Actor
Actor
Relational
Relational
Existential
Material
Material
Actor
Material
Actor
Actor
Material
Material
Actor
Material
Actor
Material
Value
Token
Actor
Relational
Relational
Material
Senser
Existent
Mental
Existential
Actor
Actor
Actor
Token
Actor
Phenomenon
Material
Material
Material
Relational
Material
Mental
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
116
BERTIE
Actor
You‟re playing music.
LIONEL
Senser
I know.
BERTIE
Behaver
How can I hear
what I‟m saying?!
Sayer
LIONEL
Senser
Surely a Prince‟s brain knows
what its mouth is doing?
Actor
BERTIE
Senser
You‟re not well acquainted with Royal Princes,
are you?
(Bertie replaces the earphones.
Actor
Again, the LOUD MUSIC.
Token
His mouth moves
Actor
Material
as he reads,
but all that can be heard is the music.)
(Finished, Bertie takes off the earphones and the
music ceases.
Bertie reaches for the coins, but Logue snatches
them.)
BERTIE
Hopeless. Hopeless!
LIONEL
You were sublime.
Would I lie to a prince of the realm to win
twelvepence?
BERTIE
I‟ve no idea
what an Australian might do for that sort of
money.
LIONEL
Shall I play it?
BERTIE
No.
LIONEL
If you prefer,
we‟ll just get on to the questions.
BERTIE
Thank you Doctor,
I don‟t feel this is for me.
(He heads for the door.
Actor
Senser
Actor
Material
Behavioural
Material
Actor
Material
Value
Relational
Value
Relational
Senser
Mental
Actor
Material
Actor
Material
Actor
Material
Sayer
Verbal
Actor
Material
Actor
Sayer
Material
Verbal
Senser
Actor
Mental
Material
Logue puts the record in a brown paper dust Actor
jacket
Mental
Behavioural
Verbal
Mental
Material
Mental
Material
Relational
Material
Material
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
117
and hands it to Bertie.)
LIONEL
Sir? The recording is free.
Please keep it as a souvenir?
(Lionel opens the door for Bertie
Actor
Token
Material
Relational
Goal
Actor
Material
Material
and closes it behind him.)
Actor
Material
TABLE 1.2 IDEATIONAL METAFUNCTION : part 2 int. logue‟s consultation
room - new day
Clause
Semantic
Transitivity
Function
Process
(Bertie and Elizabeth have returned to the consultation Actor
room.)
Material
BERTIE
Strictly business.
No personal nonsense.
ELIZABETH
I thought I‟d made that very clear in our interview.
(Logue is silent, then:)
Token
Relational
Value
Senser
Relational
Mental
Carrier
Relational
LIONEL
Got the shilling you owe me?
BERTIE
No I don‟t!
LIONEL
Didn‟t think so.
BERTIE
Besides, you tricked me!
LIONEL
No, I showed you
what you can do.
(tries to get them to understand)
What you‟re asking
will only deal with the surface of the problem.
ELIZABETH
That‟s sufficient.
My husband has difficulties with his speech.
Just deal with that.
BERTIE
I‟m willing to work hard, Doctor Logue...
LIONEL
Lionel.
BERTIE
Are you willing to do your part?
Goal
Material
Actor
Material
Senser
Mental
Beneficiary
Material
Actor
Material
Actor
Goal
Sayer
Actor
Value
Material
Material
Verbal
Material
Relational
Token
Senser
Senser
Relational
Mental
Mental
Token
Relational
Senser
Mental
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
118
(Logue considers,
then tells Bertie)
LIONEL
Alright.
You want mechanics?
We need to relax your throat muscles
and strengthen your tongue.
By repeating tongue twisters for example.
“I am a thistle-sifter.
I have a sieve of sifted thistles and a sieve of unsifted
thistles.
Because I am a thistle sifter.”
BERTIE
Fine.
LIONEL
You have a flabby tummy,
we must build up the strength in your diaphragm.
Simple mechanics.
ELIZABETH
That is all we ask.
LIONEL
And that‟s about a shilling‟s worth.
BERTIE
Forget about the blessed shilling!
(calm again) Perhaps, upon occasion,
I shall request some assistance in coping with a minor
event.
Will that be agreeable?
LIONEL
Of course.
ELIZABETH
That will be the full extent of your services.
BERTIE
Shall I see you next week?
LIONEL
I shall see you every day.
(On Bertie, reacting.)
MONTAGE
(Many different sessions, many different days, all in the
consultation room.)
(CU of Bertie‟s mouth. Humming.)
LIONEL
Hum for as long as you like.
Hmmmmmmmmmm.
And when you‟re ready, “Mother”.
BERTIE
Hmmmmmmmmmmmmmother.
Senser
Sayer
Sayer
Mental
Verbal
Verbal
Senser
Senser
Beneficiary
Sayer
Token
Actor
Mental
Mental
Material
Verbal
Relational
Material
Token
Value
Relational
Relational
Range
Material
Actor
Value
Token
Material
Relational
Relational
Token
Relational
Senser
Mental
Token
Sayer
Relational
Verbal
Value
Relational
Value
Relational
Senser
Mental
Senser
Mental
Actor
Token
Material
Relational
Behaver
Behaver
Behavioural
Behavioural
Sayer
Value
Sayer
Verbal
Relational
Verbal
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
119
LIONEL
Beaut.
LIONEL
A simple outward breath.
“FFFFFather”.
“FFFFF” Wait for the “aa”.
Just slide into it.
BERTIE
FFFFFFFFFFFFather.
LIONEL
Feel the loosening of the jaw
(Bertie and Lionel both have their individual hands
clasped
and are shaking them,
vibrating their chest
and loosening their jaw.
As their jaws wobble,
they omit a vibrating sound.)
BERTIE
Ahahahahhahahahahahahahahahahahah.
LIONEL
(at the same time Ahahahahahahahahahahahahahahaha,
(Bertie lies on the floor)
LIONEL
Deep breath.
Expand your chest...
lift your diaphragm...
allow the column of air into your stomach...
How do you feel?
BERTIE
Full of hot air.
LIONEL
Isn‟t that what public speaking is all about?
(Bertie inhales deeply.)
(Some fast cuts.
Lionel handing him a cup of tea.
Bertie doing slow breathing exercises.
Bertie shouting something in frustration.)
BERTIE
I will never get that.
LIONEL
Yes you can, come on, come on.
(Bertie‟s on the floor again.)
LIONEL
Deep breath. Hold.
(He turns to Elizabeth.)
LIONEL (CONT’D)
Behaver
Behavioural
Sayer
Sayer
Actor
Sayer
Verbal
Verbal
Material
Verbal
Senser
Mental
Range
Material
Actor
Actor
Actor
Actor
Actor
Sayer
Material
Material
Material
Material
Material
Verbal
Behaver
Behavioural
Actor
Behaver
Material
Behavioural
Beneficiary
Beneficiary
Beneficiary
Senser
Token
Material
Material
Material
Mental
Relational
Value
Relational
Behaver
Token
Actor
Actor
Sayer
Actor
Behavioural
Relational
Material
Material
Verbal
Material
Actor
Material
Carrier
Behaver
Relational
Behavioural
Actor
Token
Material
Relational
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
120
Now Ma‟am,
while you are here,
you could again be of great assistance.
If you‟d kindly sit on your husband‟s stomach.
ELIZABETH
Oh yes?
LIONEL
Gently of course.
(Elizabeth sits gingerly on Bertie‟s stomach,
asking solicitously: )
ELIZABETH
Are you alright, Bertie?
(Bertie nods.)
Token
Token
Actor
Sayer
Relational
Relational
Material
Verbal
Goal
Material
Actor
Sayer
Value
Material
Verbal
Relational
Behaver
Behavioural
Behaver
Behavioral
Senser
Actor
Behaver
Actor
Actor
Actor
Actor
Value
Mental
Material
Behavioural
Material
Material
Material
Material
Relational
Goal
Material
Goal
Material
Senser
Actor
Senser
Actor
Actor
Mental
Material
Mental
Material
Material
Actor
Actor
Senser
Material
Material
Mental
Token
Sayer
Relational
Verbal
Actor
Material
Let‟s connect the toned diaphragm with your relaxed Actor
throat.
Material
LIONEL
Now exhale slowly......
can you feel that resistance, Bertie?
Down goes your Royal Highness...
inhale slowly
and...up comes your Royal Highness.
Exhale and down.
Yes. Inhale and up.
You get the idea.
ELIZABETH
This is actually quite good fun, Bertie.
LIONEL
Do it at home.
Doesn‟t have to be you,
of course,
but I thought
he‟d prefer you to one of the staff.
(Lionel encourages Bertie to move
as he reads a joke out.)
LIONEL (CONT’D)
Move, rock back and forth on the balls of your feet,
keep the movement continuous and flowing.
(Bertie stands framed by the open window.)
LIONEL (CONT’D)
I want you to release the five vowel sounds,
each to last no less than 15 seconds.
BERTIE
Aaaaaaaaaaaaaaaaaaaaaaa...
LIONEL
(tapping him on the diaphragm)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
121
Ma‟am, would you be so kind as to be the timekeeper?
(Lionel hands her a stop watch.)
Token
Actor
Relational
Material
BERTIE
....aaaaaaaaaaaaaaaaaaaaaaa.....
(High up in the wall at the back of the building,
a Harley Street physician peers out the window.)
LIONEL
Anyone who can vibrate loudly in full view of the world
can learn to give a speech.
ELIZABETH
That‟s right, Bertie.
(checking watch)
Now
Eeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee...
(Lionel joins in.)
LIONEL
Eeeeeeeeeeeeeeeeeeeee.....
BERTIE
Eeeeeeeeeeeeeeeeeeeee.....
(The sound of “eeee” becomes the roar of machinery)
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TABLE 1.3 IDEATIONAL METAFUNCTION : part 4 int. logue‟s consultation
room – continuous
Clause
Semantic
Transitivity
Function
Process
LIONEL
Do you feel like working today?
(Bertie notices the plane
left behind by Logue‟s sons.)
BERTIE
A Curtis bi-plane.
LOGUE
I‟ll put on some hot milk.
BERTIE
Logue, I‟d kill for something stronger.
LIONEL
I wasn‟t there for my father‟s death.
Still makes me sad.
BERTIE
I can imagine so.
(Lionel passes Bertie a brandy.)
BERTIE (CONT’D)
What did you father do?
LIONEL
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
122
A brewer.
BERTIE
Oh.
LIONEL
At least there was free beer.
(Pause.)
LIONEL (CONT’D)
Here‟s to the memory of your father.
(They sit.)
BERTIE
I was informed, after the fact,
my father‟s last words were:
“Bertie has more guts
than the rest of his brothers put together.”
He couldn‟t say that to my face.
(Silence.)
BERTIE (CONT’D)
(blurts) My brother.
That‟s why
I‟m here.
LIONEL
What‟s he done?
BERTIE
Can‟t say.
I can‟t puh-puh-puh...
(His jaw and throat muscles constrict.)
LIONEL
Try singing it.
BERTIE
Pardon?
LIONEL
Know any songs?
BERTIE
Songs?
LIONEL
Yes songs.
BERTIE
“Swanee River”.
LIONEL
I love that song.
BERTIE
Happens to be my favorite.
LIONEL
Sing it then.
Give me the chorus.
BERTIE
No.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
123
Certainly not.
(fascinated by the plane)
Always wanted
to build models.
Father wouldn‟t allow it.
He collected stamps.
I had to collect stamps.
LIONEL
You can finish that off.
(Bertie eagerly reaches for some balsa.)
LIONEL (CONT’D)
If you sing.
(to “Swanee River”)
“When I was a boy with David...
upon the Swanee River.”
BERTIE
I can‟t sit here singing!
LIONEL
You can with me.
BERTIE
Because you‟re peculiar.
LIONEL
I take that as a compliment.
BERTIE
I‟m not crooning “Swanee River!”
LIONEL
Try “Camptown Races” then.
(sings)
“My brother D,
he said to me,
doodah doo-dah...”
Continuous sound will give you flow.
Does it feel strange,
now that David‟s on the throne?
BERTIE
It was a relief...
Knowing I wouldn‟t be King.
(Reaches into his jacket for his cigarette case.
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Then remembers,
puts it away.)
LIONEL
But unless he produces an heir,
you‟re next in line.
And your daughter, Elizabeth, would then
succeed you.
BERTIE
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
124
“You‟re barking up the wrong tree now, Doctor,
Doctor.”
LIONEL
“Lionel, Lionel.”
You didn‟t stammer.
BERTIE
Of course I didn‟t stammer,
I was singing!
(realises) Oh...
LIONEL
Well, as a little reward,
you get to put some glue on these struts.
BERTIE
David and I were very close.
Young bucks...
You know.
LIONEL
Chase the same girls?
BERTIE
David was always very helpful
in arranging introductions.
We shared the expert ministrations of “Paulette”
in Paris.
Not at the
same time of course.
(An uncomfortable silence.
Too much has been said.)
LIONEL
Did David tease you?
BERTIE
They all did.
“Buh-buh-buh-Bertie”.
Father encouraged it.
“Get it out, boy!”
Said
it would make me stop.
Said...
”I was afraid of my father,
and my children are damn well going to be afraid
of me”.
(Lionel has been watching Bertie
work on the model.)
LIONEL
Naturally right handed?
BERTIE
Left.
I was punished.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
125
Now I use the right.
LIONEL
Yes, that‟s very common
with stammerers.
Anything other corrections?
BERTIE
Knock knees.
(Lionel waits.)
BERTIE (CONT’D)
Metal splints were made...
worn night and day.
LIONEL
That must have been painful.
BERTIE
Bloody agony.
Straight legs now.
LIONEL
Who were you closest to in your family?
BERTIE
Nannies.
Not my first nanny, though..
she loved David...
hated me.
When I was presented to my parents
for the daily viewing,
she‟d...
(The stammering produced by the memory
halts him.)
LIONEL
Sing it.
BERTIE
(tunelessly)
“She pinch me
so I‟d cry,
and be sent away at once,
then she wouldn‟t feed me,
far far away.”
(speaks)
Took three years
for my parents to notice.
As you can imagine,
it caused some stomach problems.
Still.
LIONEL
What about your brother Johnnie?
Were you close to him?
BERTIE
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
126
Sweet boy.
Epilepsy...
and...he was ‟different‟.
(MORE)
Died at 13,
hidden from view.
Too embarrassing for the family.
(nervous)
I‟ve been told
it‟s not catching.
LIONEL
Do you want a top-up?
BERTIE
Please.
(Lionel gets up
to pour another drink.)
BERTIE (CONT’D)
You know, Lionel,
you‟re the first ordinary Englishman...
LIONEL
Australian.
BERTIE
...I‟ve ever really spoken to.
Sometimes, when I ride through the streets
and see,
you know,
the Common Man staring at me,
I‟m struck
by how little I know of his life,
and how little he knows of mine.
LIONEL
What‟re friends for.
BERTIE
I wouldn‟t know.
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TABLE 1.4 IDEATIONAL METAFUNCTION : part 6 int. logue‟s consultation
room, harley street - new day
Clause
Semantic
Transitivity
Function
Process
(Bertie stands shattered,
Actor
Material
lost in painful memory.)
Senser
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BERTIE
All that work,
down the drain.
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My own brother...
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
127
I couldn‟t say...
I could say...
I couldn‟t say a word
in reply!
LIONEL
Why do you stammer more with David
than you do with me?
BERTIE
Because you‟re bloody well paid
to listen!
(The latter, angry,
sentence is flawless.)
LIONEL
I‟m not a geisha girl.
BERTIE
Stop trying
to be so bloody clever!
LIONEL
What is it about David
that stops you
speaking?
BERTIE
What the bloody hell is it
that makes you bloody well
want to go on about David?
LIONEL
Vulgar but fluent.
You don‟t stammer
when you swear.
BERTIE
Bugger off!
LIONEL
Is that the best
you can do?
BERTIE
Well bloody bugger to you,
you beastly bastard.
LIONEL
A public school prig can do better than that.
BERTIE
Shit then. Shit, shit, shit!
LIONEL
See how defecation flows trippingly from the
tongue?
BERTIE
Because I‟m angry!
LIONEL
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
128
Ah. Know the f-word?
BERTIE
Fornication?
LIONEL
Bertie.
(Lionel gives him a look.)
BERTIE
Fuck. Fuck, fuck, fuck!
LIONEL
Yes!
You see!
Not a hesitation!
BERTIE
Bloody, bloody, bloody!
Shit, shit, shit!
Bugger, bugger, bugger!
Fuck, fuck, fuck!
(A knocking on the wall.)
ANTONY (O.S.)
Dad? What‟s going on?
LIONEL
(calls)
Sorry.
Finish your homework.
(Bertie laughs.)
LIONEL (CONT’D)
Well that‟s a side of you
we don‟t get
to see that often.
BERTIE
No.
No we‟re not supposed to really,
not publicly.
LIONEL
Can‟t joke,
can‟t laugh?
(then referring to Antony
on the other side of the wall)
Let‟s get some air.
BERTIE
No Logue,
I don‟t think
that‟s a good idea.
(Lionel throws him his hat and scarf.)
LIONEL
Put on your spy clobber.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
129
TABLE 1.5 IDEATIONAL METAFUNCTION : part 7 ext. regent‟s park
ornamental garden – day
Clause
Semantic
Transitivity
Function
Process
(Bertie and Logue come
Actor
Material
into view talking.
Sayer
Verbal
Bertie with his homburg pulled low, scarf
Actor
Material
wrapped high.
The park is empty and bleak on this winter‟s
Attributive
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day.
One can feel the cold chill;
Senser
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puffs of steam punctuating their words
Actor
Material
like smoke signals.)
Token
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LIONEL
What‟s wrong?
What‟s got you so upset?
Goal
Material
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BERTIE
Logue, you have no idea.
My brother is infatuated with a woman
who‟s been married twice and she‟s American.
LIONEL
Some of them must be loveable.
BERTIE
(shoots him a look)
She‟s asking for a divorce
and David is determined
to marry her.
Mrs Wallis Simpson of Baltimore.
LIONEL
That‟s not right.
Queen Wallis of Baltimore?
BERTIE
Unthinkable.
LIONEL
Can he do that?
BERTIE
Absolutely not.
But he‟s going to anyway.
All hell‟s broken loose.
LIONEL
Can‟t they carry on privately?
BERTIE
If only they would.
LIONEL
Where does that leave you?
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
130
BERTIE
I know my place!
I‟ll do anything within my power
to keep my brother on the throne.
LIONEL
Has it come to that?
But the way things are going,
your place may be on the throne.
BERTIE
I am not an alternative to my brother.
LIONEL
If you had to
you could outshine David...
(Lionel reaches out
and gives Bertie
a pat of comfort
on the shoulder.)
(Bertie pulls back
in offended shock.)
BERTIE
Don‟t take liberties!
That‟s bordering on treason.
LIONEL
I‟m just saying
you could be King.
You could do it!
BERTIE
That is treason!
(They face each other,
as though in combat.)
LIONEL
I‟m trying to get you
to realise
you need not be governed by fear.
BERTIE
I‟ve had enough of this!
LIONEL
What‟re you afraid of?
BERTIE
Your poisonous words!
LIONEL
Why‟d you show up then?
To take polite elocution lessons
so you can chit-chat
at posh tea parties?
BERTIE
Don‟t instruct me the son of a King...
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
131
on my duties!
I‟m the brother of a King...
we have a history
that goes back untold centuries.
You‟re the disappointing son of a brewer!
(MORE) A jumped-up jackeroo from the
outback!
You‟re nobody.
These sessions are over!
(Bertie strides off in a fury.
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Lionel, equally angry,
goes in the other direction.
Two men moving apart
in the cold wintery landscape,
the ground mist rising.
Then Lionel stops.
Turns.)
(POV - Bertie has disappeared from view.
CLOSE ON LIONEL
as he realises...
he‟s no longer therapist to a man
who might have to become King.)
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TABLE 1.6 IDEATIONAL METAFUNCTION : part 13. int. westminster abbey that night
Clause
Semantic
Transitivity
Function
Process
Footsteps resonate.
Actor
Material
Lionel enters.
Actor
Material
Ahead, he sees Cosmo Lang
Senser
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quietly conferring with Bertie.
Actor
Material
As Lionel approached,
Actor
Material
Cosmo Lang slips away.
Actor
Material
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LIONEL
I can‟t believe
Everything alright?
Value
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I‟m walking on Chaucer
Actor
Material
and Handel and Dickens.
Token
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Let‟s get cracking.
Actor
Material
(Bertie, seated on a ceremonial chair,
Actor
Material
does not rise.)
Actor
Material
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BERTIE
I‟m not here to rehearse, Doctor Logue.
(Pause-)
Circumstantial
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
132
BERTIE (CONT’D)
True, you never called yourself „Doctor‟.
I did that for you.
(MORE) No diploma, no training, no
qualifications.
Just a great deal of nerve.
LIONEL
Ah, the star chamber inquisition,
is it?
BERTIE
You asked for trust
and total equality.
LIONEL
I heard you.
Bertie, I heard you at Wembley,
I was there.
My son Laurie said
“Do you think
you could help that poor man?”
I replied
“If I had the chance”.
BERTIE
What, as a failed actor!?
LIONEL
It‟s true,
I‟m not a doctor,
and yes I acted a bit,
recited in pubs
and taught elocution in schools.
When the Great War came,
our boys were pouring back from the front,
shell-shocked
and unable to speak
and somebody said,
“Lionel, you‟re very good
at all this speech stuff.
Do you think
you could possibly help these poor buggers”.
I did muscle therapy, exercise, relaxation,
but I knew
I had to go deeper.
Those poor young blokes had cried out in fear,
and no-one was listening to them.
My job was to give them faith
in their voice
and let them know
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
133
that a friend was listening.
That must ring a few bells
with you, Bertie.
BERTIE
You give a very noble account of yourself.
LIONEL
Make inquiries.
It‟s all true.
BERTIE
Inquiries have been made!
You have no idea
who I have breathing down my neck.
I vouched for you
and you have no credentials.
LIONEL
But lots of success!
I can‟t show you a certificate
- there was no training then.
All I know
I know by experience,
and that war was some experience.
May plaque says,
„L. Logue, Speech Defects‟.
No Dr.,
no letters after my name.
(with mock seriousness)
Lock me in the Tower.
BERTIE
I would
if I could!
LIONEL
On what charge?
BERTIE
Fraud!
With war looming,
you‟ve saddle this nation
with a voiceless King.
Destroyed the happiness of my family...
all for the sake of ensnaring a star patient
you knew
you couldn‟t possibly assist!
His desperation spills out.
He pulls himself out the chair,
striding past Lionel.
BERTIE (CONT’D)
It‟ll be like mad King George the Third,
there‟ll be Mad King George the Stammerer,
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
134
who let his people down so badly
in their hour of need!
Lionel sits down
on the chair of Edward the Confessor.
BERTIE (CONT’D)
What‟re you doing?
Get up!
You can‟t sit there!
(Overlapping-)
LIONEL
Why not?
It‟s a chair.
BERTIE
No,
it‟s not,
that is Saint Edward‟s ChairLIONEL
People have carved their initials into it!
BERTIE
That chair is the seat
on which every King and QueenLIONEL
It‟s held in place by a large rock!
BERTIE
That is the Stone of Scone,
you are trivialising everythingLIONEL
I don‟t care.
I don‟t care
how many Royal arses have sat in this chair(Overlapping-)
BERTIE
Listen to me... !
LIONEL
Listen to you?!
By what right?
BERTIE
Divine right,
if you must!
I‟m your King!!!
LIONEL
Noooo you‟re not!
Told me so yourself.
Said
you didn‟t want it.
So why should I waste my time
listening to you?
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Relational
Material
Actor
Actor
Token
Material
Material
Circumstantial
Relational
Token
Sayer
Relational
Verbal
Value
Token
Actor
Relational
Relational
Material
Token
Relational
Token
Goal
Relational
Material
Token
Relational
Actor
Senser
Material
Mental
Senser
Actor
Beneficiary
Mental
Material
Circumstantial
Material
Goal
Material
Value
Value
Relational
Relational
Actor
Token
Token
Material
Relational
Relational
Beneficiary
Sayer
Senser
Actor
Goal
Material
Verbal
Mental
Material
Material
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
135
BERTIE
Because I have a right
to be heard!
LIONEL
Heard as what?!
BERTIE
A man!
I HAVE A VOICE!!!
LIONEL
(quietly)
Yes you do.
You have such perseverance, Bertie,
you‟re the bravest man
I know.
And you‟ll make a bloody good king.
(Bertie stares at him.
A familiar voice is heard from the shadows.)
VOICE
What on earth‟s going on, Sir?
BERTIE
It‟s all right, Archbishop.
The Archbishop of Canterbury.
COSMO LANG
Mr Logue, you should know
that I have found a replacement
English specialist with impeccable credentials.
Hence, your services will no longer be required.
BERTIE
I‟m sorry?
COSMO LANG
Your Majesty‟s function is to consult
and be advised.
You didn‟t consult,
but you‟ve just been advised.
BERTIE
Now I advise you:
I will make my own decision.
in this personal matter
COSMO LANG
My concern is for the head upon
which I must place the crown.
BERTIE
I appreciate that Archbishop,
but it‟s my head!
COSMO LANG
Your humble servant.
(Lang turns on his heel
Senser
Mental
Behaver
Behaver
Behavioural
Behavioural
Token
Relational
Phenomenon Mental
Circumstantial
Actor
Phenomenon
Value
Senser
Actor
Bahaver
Phenomenon
Actor
Material
Mental
Relational
Mental
Material
Behavioural
Relational
Material
Value
Relational
Token
Senser
Relational
Mental
Phenomenon
Token
Goal
Sayer
Mental
Relational
Material
Verbal
Value
Relational
Beneficiary
Actor
Beneficiary
Actor
Material
Material
Material
Material
Actor
Token
Value
Material
Relational
Relational
Actor
Senser
Material
Mental
Token
Token
Relational
Relational
Actor
Material
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
136
and is gone,
leaving Bertie shaken,
with both anger, and fear.)
LIONEL
Thank you Bertie.
Shall we rehearse?
(Bertie sits in the ceremonial chair once more.)
LIONEL (CONT’D)
As soon as
you and Elizabeth enter the West door,
you‟ll be greeted
with the hymn
“I Was Glad
When They Said Unto Me.”
You won‟t actually be that glad,
because they sing it
for a great long time.
Then your friend the Archbishop will ponce up
and say,
“Sir, is Your Majesty willing to take The Oath?”
You say..
BERTIE
“I am willing”.
LIONEL
Course you are!
I‟ll see
what it sounds like
from the cheap seats
so even your old nanny can hear.
“Will you govern your peoples of Great Britain,
Ireland, Canada, Australia and New Zealand
according to their lands and customs?”
BERTIE
"I solemnly promise so do so."
LIONEL
LOUDER!
I can‟t hear you up the back.
BERTIE
“I SOLEMNLY PROMISE TO DO SO!”
LIONEL
Very good!
"Will you to your power cause Law and Justice,
in Mercy,
to be executed in all your judgements?"
BERTIE
"I will."
“I WILL!”
Actor
Actor
Senser
Sayer
Material
Material
Mental
Verbal
Actor
Actor
-
Material
Material
Circumstantial
Actor
Goal
Token
Value
Sayer
Senser
Actor
Value
Actor
Sayer
Actor
Sayer
Actor
Material
Material
Relational
Relational
Verbal
Mental
Material
Relational
Material
Verbal
Material
Verbal
Material
Value
Relational
Behaver
Actor
Token
Behaver
Actor
Behavioural
Material
Relational
Behavioural
Material
Token
Senser
Relational
Mental
Token
Relational
Behaver
Senser
Behavioural
Mental
Value
Relational
Actor
Beneficiary
Actor
Material
Circumstantial
Material
Material
Actor
Material
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
137
LIONEL
Then a long bit about upholding the faith,
rubbish,
rubbish,
rubbish.
To which you finally say...
BERTIE
“These things
which I have here before promised,
I will perform
and keep.
So help me God.”
LIONEL
That‟s all you have to say.
Four short responses,
kiss the book
and sign the oath.
There you are:
you‟re King.
Easy.
(The faint CLICKING WHIR of a film projector
is heard.)
Token
Relational
Token
Token
Token
Sayer
Token
Relational
Relational
Relational
Verbal
Relational
Senser
Actor
Actor
Actor
Sayer
Mental
Material
Material
Material
Verbal
Token
Actor
Actor
Existent
Token
Value
Token
Relational
Material
Material
Existential
Relational
Relational
Relational
TABLE 1.7 IDEATIONAL METAFUNCTION : part 14. int. bertie‟s study,
buckingham palace – day
Clause
Semantic
Transitivity
Function
Process
(Bertie (dressed in his naval uniform)
Attributive
Relational
and Logue (dressed in black tie)
Attributive
Relational
are rehearsing.)
Actor
Material
Behaver
Behavioural
BERTIE
(stammering very badly)
“There may be dark days ahead,
Existent
Existential
and w-w-wa...”
Existent
Existential
Senser
Mental
LIONEL
Try again.
Existent
Existential
BERTIE
“There may be dark days ahead,
and w-... ”
Token
Relational
Senser
Mental
LIONEL
Turn the hesitations into pauses,
and say to yourself,
Sayer
Verbal
“God save the King”.
Actor
Material
Sayer
Verbal
BERTIE
I say that continually,
but apparently no one‟s listening.
Behaver
Behavioural
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
138
LIONEL
Long pauses are good:
they add solemnity to great occasions.
BERTIE
Then I‟m the solemnest king
who ever lived.
Lionel, I can‟t do this!
LIONEL
Bertie, you can do this!
BERTIE
If I am to be King...
where is my power?
May I form a Government,
levy a tax or declare a war?
No!
Yet I am the seat of all authority.
Why?
Because the Nation believes
when I speak,
I speak for them.
Yet I cannot speak!
As though none of this had happened:
LIONEL
Let‟s take it from the top.
“In this grave hour...”
BERTIE
(hesitates, then)
“In this grave hour
fuck fuck fuck
perhaps the most fateful in our history bugger
shit shit
(singing)
I send to every household of my p-pThe letter„P‟ is always difficult.
LIONEL
Bounce onto it
„a-peoples both at home and‟
BERTIE
“a-peoples both at home and overseas,...”
LIONEL
Beaut.
BERTIE
(singing) doodah
“... this message,
doo-dah,
spoken with the same depth of feeling...
for each one of you
Actor
Material
Actor
Token
Material
Relational
Actor
Actor
Actor
Material
Material
Material
Token
Relational
Token
Actor
Token
Sayer
Token
Value
Senser
Sayer
Sayer
Sayer
Actor
Actor
Relational
Material
Relational
Verbal
Relational
Relational
Mental
Verbal
Verbal
Verbal
Material
Material
Token
Senser
Relational
Mental
Token
Sayer
Value
Sayer
Behaver
Actor
Value
Actor
Relational
Verbal
Relational
Verbal
Behavioural
Material
Relational
Relational
Token
Token
Relational
Relational
Token
Relational
Behaver
Behavioural
Token
Sayer
Actor
Token
Relational
Verbal
Material
Relational
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
139
as if I were to fuck shit bugger cross your
threshold
.... and speak to you mmy - ...”
LIONEL
In your head, now:
“I have a right
to be bloody well heard!”
BERTIE
Bloody well heard
bloody well heard,
bloody well heard myself!
LIONEL
Now Waltz.
Move!
Get continuous movement.
BERTIE
(waltzing and singing)
“For the second time
in the lives of most of us
we are at wa - ...”
(Bertie jams
and comes to a halt.)
LIONEL
Pause.
“we are...”
Take a pause.
BERTIE
I can‟t do this.
LIONEL
Bertie, you can do it.
Have a look at the last paragraph.
ELIZABETH
Bertie...
it‟s time.
Bertie and Lionel glance at each other.
Bertie approaches the door.
(He pauses.
Down a long perspective of rooms
we see ahead the waiting
microphone.
Like a tunnel.
Like Wembley.
Bertie begins the long walk,
flanked by his wife
and his speech specialist.)
Actor
Material
Sayer
Token
Verbal
Relational
Phenomenon Mental
Token
Relational
Sayer
Verbal
Sayer
Sayer
Token
Verbal
Verbal
Relational
Actor
Actor
Actor
Material
Material
Material
Value
Token
Token
Actor
Actor
-
Relational
Relational
Relational
Material
Material
Circumstantial
Token
Actor
Actor
Relational
Material
Material
Actor
Material
Behaver
Token
Behavioural
Relational
Token
Behaver
Actor
Actor
Token
Behaver
Relational
Behavioural
Material
Material
Relational
Behavioural
Token
Token
Actor
Beneficiary
Token
Relational
Relational
Material
Material
Relational
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
140
TABLE 1.8 IDEATIONAL METAFUNCTION : part 16. int. broadcasting booth
– day
Clause
Semantic
Transitivity
Function
Process
(The dreaded BBC microphone,
Token
Relational
in a surprisingly small room.
Token
Relational
It is arranged
Goal
Material
so Bertie can stand up
Actor
Material
as he speaks,
Sayer
Verbal
the way Logue likes it.
Senser
Mental
The ceiling has been lowered
Goal
Material
and it has been decorated in cheerful colours.
Goal
Material
As a podium for the speech
Token
Relational
an old school desk has been propped up
Goal
Material
on wooden blocks
Token
Relational
so it‟s the right height for Bertie.
Attributive
Relational
Logue immediately opens the window
Actor
Material
to get the air circulating.
Range
Material
Bertie says nothing,
Sayer
Verbal
but goes up
Actor
Material
and inspects the looming microphone.
Actor
Material
He spreads the fingers of one hand,
Actor
Material
touches the apparatus with the little finger,
Behaver
Behavioural
thumb to chin.)
Behaver
Behavioural
Token
Relational
BERTIE
I am thistle sifter,
I have a sieve of sifted thistles
Actor
Material
and a sieve on unsifted thistles..
Token
Relational
Actor
Material
ELIZABETH
Bertie, darling, make sure it‟s not switched on!
Senser
Mental
LIONEL
Remember the red light will blink three times
and then I‟ve asked them
Sayer
Verbal
to turn it off,
Goal
Material
because we don‟t want that evil eye
Senser
Mental
staring at you all the way through.
Behaver
Behavioural
Value
Relational
ELIZABETH
I am sure
you will be splendid.
Senser
Mental
Token
Relational
WOOD
One minute, sir.
(Elizabeth steps back
Behaver
Behavioural
with a wonderful smile
Attributive
Relational
as Wood closes the door,
Actor
Material
sealing Bertie and Logue in the booth.)
Actor
Material
Goal
Material
BERTIE
No matter how this turns out,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
141
I don‟t know
how to thank you
for what you‟ve done.
LIONEL
Knighthood?
(They smile.)
WOOD (O.S.)
Twenty seconds.
LIONEL
Forget everything else
and just say it to me.
Say it to me, as a friend.
(The red light in the booth flashes.
The red light flashes for the second time.
Bertie concentrates.
The red light flashes for the third time.
The red light now goes steady red.
Lionel opens his arms wide and mouths,)
“Breathe!”.
(On Air.)
(Bertie‟s hands begin to shake,
the pages of his speech rattle
like dry leaves,
his throat muscles constrict,
the Adam‟s apple bulges,
his lips tighten...
all the old symptoms reappear.
Several seconds have elapsed.
It seems an eternity.)
Senser
Sayer
Actor
Attributive
Mental
Verbal
Material
Relational
Behaver
Token
Behavioural
Relational
Senser
Mental
Sayer
Sayer
Goal
Goal
Senser
Goal
Goal
Actor
Behaver
Senser
Goal
Value
Goal
Goal
Behaver
Goal
Value
Phenomenon
Verbal
Verbal
Material
Material
Mental
Material
Material
Material
Behavioural
Circumstantial
Mental
Material
Relational
Material
Material
Behavioural
Material
Relational
Mental
TABLE 1.9 IDEATIONAL METAFUNCTION : part 17. int. king‟s
study/broadcast room, buckingham palace – day
Clause
Semantic
Transitivity
Function
Process
(The tension is more than palpable.
Value
Relational
Bertie and Logue stare at each other.
Behaver
Behavioural
Logue smiles,
Behaver
Behavioural
perfectly calm,
Behaver
Behavioural
totally confident in the man
Value
Relational
he‟s worked with.
Beneficiary
Material
His confidence is contagious.
Value
Relational
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
142
Bertie takes a deep breath,
Actor
Material
lets it out slowly.
Actor
Material
His throat muscles relax,
Senser
Mental
his hands steady -
Senser
Mental
all the things he‟s practiced.)
Actor
Material
BERTIE
Token
Relational
perhaps the most fateful in our history,
Value
Relational
I send to every household of my peoples,
Actor
Material
both at home and overseas
Token
Relational
this message spoken with the same depth of
feeling
Goal
Material
for each one of you
Token
Relational
as if I were able
Token
Relational
to cross your threshold
Actor
Material
and speak to you myself. stop.
Sayer
Verbal
His cadence is slow
Value
Relational
and measured,
Goal
Material
not flawless,
Value
Relational
but he does not
Actor
Material
In this grave hour,
TABLE 1.10 IDEATIONAL METAFUNCTION: part 18. int./ext. montage of
various locations
Clause
Semantic
Transitivity
Function
Process
(The assembled dignitaries at Buckingham
Circumstance
Palace,
Myrtle with two of the boys,
Attributive Relational
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
143
people listening to radios in homes, pubs,
factories.
A group of soldiers, including Antony Logue.
Queen Mary sitting in her State Apartments,
David and Wallis listening dolefully in a villa in
the South of France,
the crowds assembled outside Buckingham
Palace,
listening on loud speakers.
Cutting continually back to Bertie
as he grows in confidence)
Actor
Material
Token
Actor
Actor
Relational
Material
Material
Actor
Material
Actor
Actor
Actor
Material
Material
Material
BERTIE (V.O. ON RADIO)
For the second time in the lives of most of us
we are at war.
(MORE) Over and over again we have tried to
find a peaceful way out of the differences
between ourselves and those who are now our
enemies.
But it has been in vain.
We have been forced into a conflict.
For we are called, with our allies,
to meet the challenge of a principle which,
if it were to prevail,
would be fatal to any civilized order in the
world.
Such a principle, stripped of all disguise,
is surely the mere primitive doctrine
that might is right.
For the sake of all that we ourselves hold dear,
and of the world‟s order and peace,
it is unthinkable
that we should refuse to meet the challenge.
-
Circumstances
Token
Actor
Relational
Material
Token
Relational
Value
Beneficiary
Beneficiary
Actor
Value
Value
Relational
Material
Material
Material
Relational
Relational
Value
Value
Actor
Value
Actor
Circumstance
Relational
Relational
Material
Circumstance
Relational
Material
It is to this high purpose
that I now call my people at home and my
peoples across the seas,
who will make our cause their own.
I ask them to stand calm and firm,
Attributive
Actor
Relational
Material
Actor
Sayer
Material
Verbal
and united in this time of trial.
The task will be hard.
Actor
Value
Material
Relational
There may be dark days ahead,
and war can no longer be confined to the
battlefield.
But we can only do the right as we see the right
Value
Goal
Relational
Material
Actor
Material
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
144
and reverently commit our cause to God.
Actor
Material
TABLE 1.11 IDEATIONAL METAFUNCTION : part 19. int. broadcasting
booth, buckingham palace – continuous
Clause
Semantic
Transitivity
Function
Process
(Bertie, in his quiet way is totally in command,
Value
Relational
and utterly magnificent.
Value
Relational
Everyone in the room is awed
Value
Relational
as he concludes)
Senser
Mental
BERTIE (CONT’D)
If one and all we keep resolutely faithful to it,
then, with God‟s help,
Actor
Material
-
Circumstance
we shall prevail.
Actor
Material
TABLE 1.12 IDEATIONAL METAFUNCTION : part 21. int. broadcasting
booth, buckingham palace – continuous
Clause
Semantic
Transitivity
Function
Process
(Lionel and Bertie stare at each other.)
Behaver
Behavioural
Behaver
Behavioural
BERTIE (V.O. ON RADIO) (CONT'D)
(Silence.)
Value
Relational
LIONEL
That was very good, Bertie.
Lionel closes the window.
Actor
Material
LIONEL (CONT’D)
You still stammered on the “w”.
BERTIE
Had to throw in a few
so they knew it was me.
Behaver
Behavioural
Actor
Material
Senser
Mental
(Wood opens the door.)
Actor
Material
WOOD
Congratulations, your Majesty.
A true broadcaster.
Sayer
Verbal
Attributive
Relational
BERTIE
Thank you, Mr Wood.
(Bertie and Lionel pass out of the booth to the
sounds of applause.
They pause at the desk,
Sayer
Verbal
Actor
Material
Actor
Material
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
145
which is set up with a microphone.
Goal
Material
Bertie sits
Actor
Material
and has his official photograph taken.)
Goal
Material
LIONEL
Your first war time speech.
Congratulations.
Token
Relational
Sayer
Verbal
BERTIE
Expect I shall have to do a great deal more.
Thank you, Logue.
Actor
Material
Sayer
Verbal
Bertie stands and takes Lionel‟s hand
Actor
Material
BERTIE (CONT’D)
Thank you. My friend.
LIONEL
Thank you... Your Majesty.
Sayer
Verbal
Sayer
Verbal
APPENDIX 2 INTERPERSONAL FUNCTION
TABLE 2.1 INTERPERSONAL FUNCTION: part 1 int. logue‟s consultation
room - day
Sentences
Textual
Interpers Theme
Mood
Theme
onal
Selection
Theme
LIONEL: He‟s a good lad, Willy.
Unmarked Declarative
: positive
He could hardly make a sound,
Unmarked Declarative
: positive
you know,
Unmarked Declarative
:Positive
when he first came to me.
+
Unmarked Declarativ:
positive
(Lionel catches Bertie staring at the Unmarked airplanes.)
LIONEL (CONT’D) : My boys
Unmarked Declarative
made those.
: positive
Good, aren‟t they.
Marked
Interrogativ
e: yes/no
Please, make yourself comfortable
Marked
Imperative:
positive
(Bertie sits uneasily on an armchair. Unmarked Lionel goes to sit at a distance.)
Unmarked -
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
146
LIONEL (CONT’D) : I was told
not not to sit too close.
(Bertie remains silent.)
LIONEL (CONT’D) : I was also
told,
speaking with a Royal, one waits for
the Royal to choose the topic.
BERTIE: Waiting for me to
commence a conversation one can
wait a rather long wait.
(Although Bertie‟s stammer in the
consultation room will
fade, it is a gradual process.)
(Silence.)
LIONEL: Know any jokes?
-
-
Unmarked
-
-
Unmarked
Unmarked
-
-
Marked
-
-
Marked
Left unanalyzed
-
Unmarked
BERTIE: Timing isn‟t my strong
suit.
(Silence. They stare at each other.)
LIONEL: Cuppa tea?
-
-
Unmarked
-
-
Unmarked
Unmarked
BERTIE: No thank you.
LIONEL: I think
+
-
-
Unmarked
Unmarked
I‟ll have one.
-
-
Unmarked
(Turns on the hot plate.)
BERTIE: Aren‟t you going to start
treating me Dr Logue?
LIONEL: Only if you‟re interested
in being
treated.
Please, call me Lionel.
-
+
Unmarked
Unmarked
+
-
Unmarked
+
+
Marked
BERTIE: I prefer Doctor.
-
+
Unmarked
LIONEL: I prefer Lionel.
-
+
Unmarked
What‟ll I call you?
-
-
Unmarked
BERTIE: Your Royal Highness,
-
+
Unmarked
then Sir after that.
+
+
Unmarked
LIONEL: A bit formal for here.
-
-
Unmarked
What about your name?
-
-
Unmarked
Declarative
: negative
Declarative
: positive
Declarative
: positive
Declarative
: positive
Left unanalyzed
Interrogativ
e: yes/no
Declarative:
negative
Interrogativ
e: yes/no
Declarative:
positive
Declarative:
positive
Interrogativ
e: yes/no
Declarative:
positive
Imperative:
positive
Declarative:
positive
Declarative:
positive
Interrogativ
e: whquestion
Declarative:
positive
Declarative:
positive
Declarative:
positive
Interrogativ
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
147
BERTIE: Prince Albert Frederick
Arthur George?
LIONEL: How about Bertie?
-
+
Unmarked
-
+
Unmarked
BERTIE: (flushes) Only my family
uses that.
LIONEL: Perfect.
In here, it‟s better if we‟re equals.
BERTIE: If we were equal I
wouldn‟t be here.
I‟d be at home with my wife
-
-
Unmarked
+
+
+
-
Unmarked
Marked
Marked
-
-
Unmarked
and no-one would give a damn.
+
-
Unmarked
(Bertie starts to light a cigarette
from a silver case.)
LIONEL: Don‟t do that.
-
-
Unmarked
-
-
Marked
(Bertie gives him an astonished
look.)
BERTIE: I‟m sorry?
LIONEL: Sucking smoke into your
lungs will kill you.
BERTIE: My physicians say it
relaxes the throat.
LIONEL: They‟re idiots.
-
-
Unmarked
+
-
-
Unmarked
Marked
-
-
Unmarked
-
-
Unmarked
BERTIE: They‟ve all been
knighted.
LIONEL: Makes it official then.
-
-
Unmarked
-
-
Unmarked
„castle‟, my rules.
-
-
Unmarked
What was your earliest memory?
-
-
Unmarked
BERTIE: What an earth do you
mean?
-
-
Unmarked
LIONEL: First recollection.
BERTIE: (stammer growing in
intensity) I‟m not here to discuss
personal matters.
-
-
Unmarked
Unmarked
LIONEL: Why‟re you here then?
-
-
Unmarked
My
e: whquestion
Declarative:
positive
Interrogativ
e
Interrogativ
e: positive
Declarative
Declarative:
positive
Declarative:
positive
Declarative:
Positive
Imperative :
negative
Declarative:
negative
Declarative:
positive
Declarative:
positive
Declarative:
positive
Imperative:
positive
Declarative:
positive
Interrogativ
e: whquestion
Interrogativ
e: whquestion
Declarative
Declarative:
negative
Interrogativ
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
148
BERTIE: (exploding - stammer
free) Because I bloody well
stammer!
LIONEL: Temper.
+
-
Unmarked
-
-
Unmarked
BERTIE: One of my many faults.
-
-
Unmarked
LIONEL: When did the defect
start?
-
-
Unmarked
BERTIE: I‟ve always been this
way!
LIONEL: (quietly) I doubt that.
-
-
Unmarked
-
-
Unmarked
BERTIE: Don‟t tell me!
-
-
Marked
It‟s my defect!
-
-
Unmarked
I assure you,
-
-
Unmarked
no infant starts to speak with a
stammer.
When did it start?
-
-
Marked
-
-
Unmarked
BERTIE: (annoyed) Four or five.
-
-
Unmarked
LIONEL: That‟s typical.
-
-
Unmarked
BERTIE: So I‟ve been told.
+
-
Unmarked
(quickly adds) I can‟t remember not
doing it.
LIONEL: That I believe.
-
-
Unmarked
+
-
Unmarked
Do you hesitate
-
-
Unmarked
when you think?
+
-
Unmarked
BERTIE: Don‟t be ridiculous.
-
-
Marked
LIONEL: One of my many faults.
-
-
Marked
LIONEL: (calmly) It‟s my field.
e: whquestion
Exclamatio
n
Declaration:
positive
Declarative:
positive
Interrogativ
e: whquestion
Exclamatio
n
Declarative:
positive
Exclamatio
n
Exclamatio
n
Declarative:
positive
Declarative:
positive
Declarative:
negative
Interrogativ
e: whquestion
Declarative:
positive
Declarative:
positive
Declarative:
positive
Declarative:
negative
Declarative:
positive
Interrogativ
e: yes/no
Declarative:
positive
Imperative:
negative
Declarative:
negative
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
149
How about when you talk to
yourself?
(Bertie is silent.)
LIONEL (CONT’D) : Everyone
natters occasionally, Bertie.
BERTIE: Stop calling me that!
-
-
Unmarked
Interrogativ
e
Declarative:
positive
Exclamatio
n
Declarative:
negative
Declarative:
negative
-
+
Unmarked
Unmarked
-
-
Unmarked
LIONEL: I‟m not going to call you
anything else.
BERTIE: Then we shan‟t speak!
-
-
Unmarked
+
-
Unmarked
(Silence.
Left unanalyzed
The kettle whistles.
Lionel makes himself a cup of
tea.)
BERTIE (CONT’D) : Are you
charging for this, Doctor?
LIONEL: A fortune.
-
-
Unmarked
Unmarked
-
-
+
Unmarked
-
-
Unmarked
So, Bertie...
+
+
Unmarked
when you talk to yourself,
do you
stammer?
BERTIE: Of course not!
LIONEL: Thus proving your
impediment isn‟t a permanent part of
you.
What do you think was the cause?
+
-
-
Marked
Unmarked
+
-
Unmarked
Unmarked
Interrogativ
e: yes/no
Declarative:
positive
Declarative:
positive
Declarative
Interrogativ
e: yes/no
Exclamative
Declarative:
negative
-
-
Unmarked
BERTIE: I don‟t know!
-
-
Unmarked
I don‟t care!
-
-
Unmarked
I stammer.
-
-
Unmarked
And no one can fix it.
+
-
Unmarked
LIONEL: Bet you, Bertie,
-
+
Unmarked
you can read flawlessly, right here,
right now.
(Bertie snorts dismissively.)
LIONEL (CONT’D) : And if I win,
-
-
Unmarked
+
-
Unmarked
Marked
Interrogativ
e: whquestion
Exclamatio
n
Exclamatio
n
Declaration:
positive
Decalarativ
e: negative
Imperative:
positive
Declarative:
positive
Declarative:
positive
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
150
I get to ask questions.
-
-
Unmarked
Declarative:
positive
Interrogativ
e: yes/no
Declarative:
negative
Declaration:
positive
Interrogativ
e: whquestion
Declarative:
positive
Declarative:
negative
Declarative:
positive
-
BERTIE: And if I win?
+
-
Unmarked
LIONEL: You don‟t have to
answer.
BERTIE: One usually wagers
money.
LIONEL: A bob each to sweeten it?
-
-
Unmarked
-
-
Unmarked
-
-
Unmarked
See your shilling.
-
-
Unmarked
BERTIE: I don‟t carry cash.
-
-
Unmarked
LIONEL: I had a funny feeling you
mightn‟t.
(Logue fishes two coins from his
pocket and puts them on the table.)
LIONEL (CONT’D) : Stake you.
-
-
Unmarked
-
-
Unmarked
-
-
Unmarked
Pay me back next time.
-
-
Unmarked
BERTIE: If there is a next time.
+
-
Unmarked
LIONEL: (nods) I haven‟t agreed to
take you on.
(Logue has uncovered a piece of
apparatus, a recording device with
earphones.
He sets a blank disc onto the
turntable and positions a
microphone,
then hands Bertie an open book.)
(Bertie glares at it defiantly.)
BERTIE: I can‟t possibly read this.
-
-
Unmarked
-
-
Unmarked
Imperative:
positive
Imperative:
positive
Declarative:
positive
Declarative:
negative
-
-
-
Unmarked
-
+
-
-
Unmarked
Unmarked
Unmarked
LIONEL: Then you owe me a
shilling for not trying.
(Furious, Bertie opens the book and
reads,
stammers badly and
gets worse.)
BERTIE: “To be or not to be, That
is the question.
Whether it is wiser...”
+
-
Unmarked
-
-
Marked
Declarative:
negative
Declarative:
negative
-
-
-
Unmarked
-
-
-
Marked
-
-
Marked
Declarative:
positive
Declarative:
positive
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
151
There!
+
-
Unmarked
Exclamatio
n
Exclamatio
n
Declaration:
negative
-
(He hands the book back to Lionel.)
BERTIE (CONT’D) : I can‟t read!
-
-
Unmarked
Unmarked
LIONEL: I haven‟t finished yet.
-
-
Unmarked
(Lionel returns the book to Bertie
and turns to some recording
apparatus on a nearby table.)
LIONEL (CONT’D) : I‟m going to
record your voice
and then play it back to you on the
same machine.
This is brilliant.
-
-
Unmarked
-
-
Unmarked
+
-
Unmarked
-
-
Unmarked
It‟s the latest thing from America: a
Silvertone.
(He hands Bertie a pair of heavily
padded earphones.
Bertie
doesn‟t want to take them.)
LIONEL (CONT’D) : There‟s a
bob in this, mate.
You can go home rich!
-
+
Unmarked
-
-
Unmarked
Declarative:
positive
Declarative:
positive
Declarative:
positive
Declarative:
positive
-
-
-
Unmarked
-
-
+
Unmarked
-
-
Unmarked
(Bertie reluctantly puts them on.
Logue turns a dial.
LOUD
MUSIC is heard.
Bertie takes off the earphones.
The music
stops.)
BERTIE: You‟re playing music.
-
-
Unmarked
Unmarked
Unmarked
Declarative:
positive
Declarative:
positive
-
-
-
Unmarked
Unmarked
-
-
-
Unmarked
LIONEL: I know.
-
-
Unmarked
BERTIE: How can I hear what I‟m
saying?!
-
-
Unmarked
LIONEL: Surely a Prince‟s brain
knows what its mouth is doing?
-
+
Marked
BERTIE: You‟re not well
acquainted with Royal Princes, are
you?
(Bertie replaces the earphones.
-
-
Unmarked
Declarative:
positive
Declarative:
positive
Interrogativ
e: whquestion
Interrogativ
e: whquestion
Interrogativ
e: yes/no
-
-
Unmarked
-
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
152
Again, the LOUD MUSIC.
His mouth moves as he reads,
but all that can be heard is the
music.)
(Finished, Bertie takes off the
earphones and the music ceases.
Bertie reaches for the coins,
but Logue snatches them.)
BERTIE (CONT’D) : Hopeless.
Hopeless!
LIONEL: You were sublime.
+
+
-
Unmarked
Unmarked
Marked
-
-
-
Marked
-
+
-
-
Unmarked
Unmarked
Unmarked
-
-
Unmarked
Would I lie to a prince of the realm
to win twelvepence?
BERTIE: I‟ve no idea
-
-
Unmarked
-
-
Unmarked
what an Australian might do for that
sort of money.
LIONEL: Shall I play it?
-
-
Marked
-
-
Unmarked
BERTIE: No.
LIONEL: If you prefer, we‟ll just
get on to the questions.
BERTIE: Thank you Doctor,
I don‟t feel this is for me.
+
+
-
Unmarked
Marked
-
+
-
Unmarked
Unmarked
(He heads for the door.
Logue puts the record in a brown
paper dust jacket and hands it to
Bertie.)
LIONEL: Sir?
-
-
Unmarked
Unmarked
Exclamatio
n
Declarative:
positive
Interrogativ
e: yes/no
Declarative:
negative
Imperative:
positive
Interrogativ
e: yes/no
Declarative:
positive
Declarative:
negative
-
-
+
Unmarked
-
The recording is free.
-
-
Unmarked
Please keep it as a souvenir?
+
-
Marked
(Lionel opens the door for Bertie
and closes it behind him.)
-
-
Unmarked
Declarative:
positive
Interrogativ
e: yes/no
-
TABLE 2.2 INTERPERSONAL FUNCTION: part 4 int. logue‟s consultation
room – continuous
Sentences
Textual
Interper Theme
Mood
Theme
sonal
Selection
Theme
LIONEL: Do you feel like working Unmarked Interrogative:
today?
yes/no
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
153
(Bertie notices the plane left behind
by Logue‟s sons.)
BERTIE: A Curtis bi-plane.
-
-
Unmarked
-
-
-
Unmarked
LOGUE: I‟ll put on some hot milk.
-
-
Unmarked
BERTIE: Logue, I‟d kill for
something stronger.
LIONEL: I wasn‟t there for my
father‟s death.
Still makes me sad.
-
+
Marked
-
-
Unmarked
-
-
Unmarked
BERTIE: I can imagine so.
-
-
Unmarked
(Lionel passes Bertie a brandy.)
BERTIE (CONT’D) : What did
you father do?
LIONEL: A brewer.
-
-
Unmarked
Unmarked
-
-
Unmarked
BERTIE: Oh.
LIONEL: At least there was free
beer.
(Pause.)
LIONEL (CONT’D) : Here‟s to the
memory of your father.
(They sit.)
BERTIE: I was informed,
+
+
-
Unmarked
Marked
Declarative:
positive
Declarative:
positive
Declarative:
positive
Declarative:
negative
Declarative:
positive
Declarative:
positive
Interrogative:
wh- question
Declarative:
positive
Declarative:
positive
Left unanalyzed
-
Unmarked
-
-
Unmarked
Unmarked
after the fact, my father‟s last words +
were:
“Bertie has more guts than the rest of his brothers put
together.
”He couldn‟t say that to my face.
-
-
Marked
-
Unmarked
-
Unmarked
Declarative:
negative
Declarative:
positive
Declarative:
positive
Interrogative:
wh- question
Declarative:
negative
Declarative:
negative
-
(Silence.)
BERTIE (CONT’D) : (blurts) My
brother.
That‟s why I‟m here.
Left unanalyzed
-
Unmarked
+
-
Marked
LIONEL: What‟s he done?
-
-
Unmarked
BERTIE: Can‟t say.
-
-
Marked
I can‟t puh-puh-puh...
-
-
Unmarked
(His jaw and throat muscles
-
-
Unmarked
Declarative:
positive
Declarative:
positive
Declarative:
positive
Declarative:
positive
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
154
constrict.)
LIONEL: Try singing it.
BERTIE: Pardon?
LIONEL: Know any songs?
+
-
-
Unmarked
Unmarked
Unmarked
BERTIE: Songs?
-
-
Unmarked
LIONEL: Yes songs.
+
-
Unmarked
BERTIE: “Swanee River”.
-
-
Unmarked
LIONEL: I love that song.
-
-
Unmarked
BERTIE: Happens to be my
favorite.
LIONEL: Sing it then.
-
-
Unmarked
-
-
Unmarked
Give me the chorus.
-
-
Unmarked
BERTIE: No. Certainly not.
+
-
Unmarked
(fascinated by the plane)
Always wanted to build models.
+
-
Unmarked
Unmarked
Father wouldn‟t allow it.
-
-
Unmarked
He collected stamps.
-
-
Unmarked
I had to collect stamps.
-
-
Unmarked
LIONEL: You can finish that off.
-
-
Unmarked
(Bertie eagerly reaches for some
balsa.)
LIONEL (CONT’D) : If you sing.
(to “Swanee River”)
“When I was a boy with
David...upon the Swanee River.”
BERTIE: I can‟t sit here singing!
LIONEL: You can with me.
-
-
Unmarked
+
-
Unmarked
+
-
Marked
-
-
Unmarked
Unmarked
BERTIE: Because you‟re peculiar.
+
-
Unmarked
LIONEL: I take that as a
compliment.
BERTIE: I‟m not crooning “Swanee River!”
-
Unmarked
-
Unmarked
Imperative
Interrogative:
yes/no
Interrogative:
wh- question
Declarative:
positive
Declarative:
positive
Declarative:
positive
Declarative:
positive
Imperative:
positive
Imperative:
positive
Declaration:
negative
Declarative:
positive
Declarative:
negative
Declarative:
positive
Declarative:
positive
Declarative:
positive
Declarative:
positive
Declarative:
positive
Exclamative
Declarative:
positive
Declarative:
positive
Declarative:
positive
Declarative:
negative
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
155
LIONEL: Try “Camptown Races”
then.
(sings) “My brother D, he said to
me,
doodah doo-dah...”
Continuous sound will give you
flow.
Does it feel strange,
-
-
Unmarked
-
+
Marked
+
-
-
Unmarked
Unmarked
-
-
Unmarked
now that David‟s on the throne?
+
-
Marked
BERTIE: It was a relief...
-
-
Unmarked
Knowing I wouldn‟t be King.
-
-
Marked
(Reaches into his jacket for his
cigarette case.
Then remembers, puts it away.
LIONEL: But unless he produces an
heir,
you‟re next in line.
-
-
Unmarked
+
+
-
Marked
Marked
-
-
Unmarked
And your daughter, Elizabeth,
would then succeed you.
BERTIE: “You‟re barking up the
wrong tree now, Doctor, Doctor.”
LIONEL: “Lionel, Lionel.”
+
+
Unmarked
-
+
Unmarked
-
+
Unmarked
You didn‟t stammer.
-
-
Unmarked
BERTIE: Of course I didn‟t
stammer,
I was singing!
+
-
Unmarked
-
-
Unmarked
(realises)
Oh...
LIONEL: Well, as a little reward,
you get to put some glue on these
struts.
BERTIE: David and I were very
close.
Young bucks...
+
+
-
Unmarked
Unmarked
Marked
-
+
Unmarked
-
-
Unmarked
You know.
-
-
Unmarked
LIONEL: Chase the same girls?
-
-
Marked
Imperative:
positive
Declarative:
positive
Declarative:
positive
Interrogative:
yes/no
Interrogative:
yes/no
Declarative:
positive
Declarative:
negative
Declarative:
negative
Declarative:
positive
Declarative:
positive
Declarative:
positive
Declarative:
positive
Declarative:
negative
Declarative:
negative
Declarative:
positive
Imperative:
positive
Declarative:
positive
Declarative:
positive
Declarative:
positive
Interrogative:
yes/no
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
156
BERTIE: David was always very
helpful in arranging introductions.
We shared the expert ministrations
of “Paulette” in Paris.
Not at the same time of course.
-
+
Unmarked
-
-
Unmarked
-
-
Unmarked
(An uncomfortable silence.
Too much has been said.)
LIONEL: Did David tease you?
-
+
Unmarked
Unmarked
Unmarked
BERTIE: They all did.
-
-
Unmarked
“Buh-buh-buh-Bertie”.
+
-
Unmarked
Father encouraged it.
-
-
Unmarked
“Get it out, boy!”
Said
-
+
-
Unmarked
Unmarked
it would make me stop.
-
-
Unmarked
Said
-
-
Unmarked
...”I was afraid of my father,
-
-
Unmarked
and my children are damn well
going to be afraid of me”.
(Lionel has been watching Bertie
work on the model.)
LIONEL: Naturally right handed?
+
-
Unmarked
-
-
Unmarked
-
-
Marked
BERTIE: Left.
-
-
Unmarked
I was punished.
-
-
Unmarked
Now I use the right.
+
-
Unmarked
LIONEL: Yes, that‟s very common
with stammerers.
Anything other corrections?
+
+
Unmarked
-
-
Marked
BERTIE: Knock knees.
-
-
Unmarked
(Lionel waits.)
BERTIE (CONT’D) : Metal splints
were made...
worn night and day.
-
-
Unmarked
Unmarked
-
-
Unmarked
Declarative:
positive
Declarative:
positive
Declarative:
negative
Interrogative:
yes/no
Declarative:
positive
Declarative:
positive
Declarative:
positive
Imperative:
Declarative:
positive
Declarative:
positive
Declarative:
positive
Declarative:
negative
Declarative:
negative
Interrogative:
yes/no
Declarative:
positive
Declarative:
positive
Declarative:
positive
Declarative:
positive
Interrogative:
yes/no
Declarative:
positive
Declarative:
positive
Declarative:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
157
LIONEL: That must have been
painful.
BERTIE: Bloody agony.
-
-
Unmarked
-
-
Unmarked
Straight legs now.
-
-
Unmarked
LIONEL: Who were you closest to
in your family?
-
-
Unmarked
BERTIE: Nannies.
-
-
Unmarked
Not my first nanny, though..
-
-
Unmarked
she loved David...
-
-
Unmarked
hated me.
-
-
Unmarked
When I was presented to my parents
for the daily viewing, she‟d...
(The stammering produced by the
memory halts him.)
LIONEL: Sing it.
+
-
Marked
-
-
Unmarked
-
-
Unmarked
BERTIE: (tunelessly) “She pinch me so I‟d cry,
and be sent away at once,
+
-
Unmarked
-
Unmarked
then she wouldn‟t feed me,
+
-
Unmarked
far far away.”
-
-
Unmarked
(speaks) Took Three years for my
parents to notice.
As you can imagine, it caused some
stomach problems.
Still.
-
-
Unmarked
+
-
Marked
-
-
Unmarked
LIONEL: What about your brother
Johnnie?
Were you close to him?
-
-
Unmarked
-
-
Unmarked
BERTIE: Sweet boy.
-
-
Unmarked
Epilepsy...
-
-
Unmarked
and...he was ‟different‟.
+
-
Unmarked
positive
Declarative:
positive
Declarative:
positive
Declarative:
positive
Interrogative:
wh –
question
Declarative:
positive
Declarative:
negative
Declarative:
positive
Declarative:
negative
Declarative:
positive
Imperative:
positive
Declarative:
positive
Declarative:
positive
Declarative:
positive
Declarative:
positive
Declarative:
positive
Declaration:p
ositive
Declarative:
positive
Interrogative:
wh- question
Interrogative:
yes/no
Declarative:
positive
Declarative:
positive
Declarative:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
158
positive
Declarative:
positive
Declarative:
positive
Declarative:
positive
Declarative:
negative
Interrogative:
yes/no
Declarative:
positive
-
(MORE) Died at 13, hidden from
view.
Too embarrassing for the family.
-
-
Unmarked
-
-
Unmarked
(nervous) I‟ve been told
-
-
Unmarked
it‟s not catching.
-
-
Unmarked
LIONEL: Do you want a top-up?
-
-
Unmarked
BERTIE: Please.
-
+
Unmarked
(Lionel gets up to pour another
drink.)
BERTIE (CONT’D) : You know,
Lionel, you‟re the first ordinary
Englishman...
LIONEL: Australian.
-
-
Unmarked
-
+
Marked
Declarative:
positive
-
-
Unmarked
BERTIE: ...I‟ve ever really spoken
to.
Sometimes, when I ride through the
streets and see,
you know, the Common Man staring
at me,
I‟m struck by how little I know of
his life,
and how little he
knows of mine.
LIONEL: What‟re friends for.
-
-
Unmarked
+
-
Marked
+
-
Unmarked
-
-
Unmarked
+
-
Unmarked
-
-
Marked
BERTIE: I wouldn‟t know.
-
-
Unmarked
Declarative:
positive
Declarative:
positive
Declarative:
positive
Declarative:
positive
Declarative:
positive
Declarative:
positive
Imperative:
positive
Declarative:
negative