PEMBELAJARAN BAHASA PADA SISWA TUNARUNGU (STUDI DESKRIPTIF DI KELAS 4A SDLB TUNARUNGU SANTI RAMA)

KRISHNA SETIYANI, . (2025) PEMBELAJARAN BAHASA PADA SISWA TUNARUNGU (STUDI DESKRIPTIF DI KELAS 4A SDLB TUNARUNGU SANTI RAMA). Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mendeskripsikan secara mendetail dan memperoleh gambaran tentang pembelajaran bahasa pada siswa tunarungu di kelas 4A di SLB Tunarungu Santi Rama. Penelitian ini dilakukan dengan menggunakan metode kualitatif dengan menggunakan analisis data interaktif berdasarkan pendapat Miles and Huberman. Data yang diperoleh dalam penelitian ini dikumpulkan dengan cara observasi, wawancara, dan didukung dengan dokumen berupa foto, hasil karya siswa, dan dokumen data siswa yang kemudian hasilnya digabungkan dengan triangulasi metode (Method Triangulation). Objek penelitian ini melibatkan 4 siswa tunarungu dan guru kelas serta pengurus yayasan bagian kependidikan. Penelitian ini berfokus pada strategi yang diterapkan sekolah, proses pembelajaran bahasa, dan faktor pendukung maupun faktor penghambat pembelajaran bahasa pada siswa tunarungu. Hasil dari penelitian ini ditemukan bahwa SLB Tunarungu Santi Rama memakai metode maternal reflektif secara konsisten dan berkesinambungan dalam mengajar siswa tunarungu terutama pada pembelajaran bahasa. Proses yang dilakukan setiap pembelajaran melibatkan percakapan berdasarkan pengalaman siswa. Selain itu, ada pula proses visualisasi dari hasil percakapan hingga membaca dan mengolah bacaan dari hasil percakapan yang telah dilakukan. Adapun faktor pendukung dalam perkembangan bahasa pada siswa adalah kerjasama antara orangtua dengan sekolah agar pemberian pelayanan dalam mendidik siswa sejalan antara di sekolah dan di rumah. Selain itu strategi yang dilakukan sekolah yaitu dengan adanya program-program seperti PKPBI, bina wicara, dan pembinaan guru juga mendukung pembelajaran bahasa siswa tunarungu. Ada pula faktor penghambatnya yaitu apabila pembelajaran atau pemupukan bahasa tidak dilakukan secara konsisten dan berkesinambungan akibat kurangnya kerja sama antara orangtua dan sekolah, maka hal tersebut akan menghambat pembelajaran bahasa pada siswa tunarungu. Metode maternal reflektif yang digunakan pada proses pembelajaran di sekolah juga dapat diterapkan dalam pembelajaran di luar sekolah, sehingga orangtua perlu berperan aktif dalam membantu proses pembelajaran siswa di luar lingkungan sekolah untuk menciptakan proses pembelajaran yang berkesinambungan dengan proses pembelajaran di sekolah. ***** This study aims to describe in detail and provide an overview of language learning for students with hearing impairment in class 4A at SDLB Tunarungu Santi Rama. The research was conducted using a qualitative method with interactive data analysis based on the opinions of Miles and Huberman. The data collected for this research was gathered through observation, interviews, and supported by documents such as photos, students' work, and student data documents, which were then combined with method triangulation. The research subjects included 4 students with hearing impairment, the class teacher, and educational foundation administrators. This study focuses on the strategies implemented by the school, the language learning process, and both supporting and hindering factors in the language learning of students with hearing impairment. The findings of this study reveal that SDLB Tunarungu Santi Rama consistently and continuously uses the reflective maternal method in teaching students with hearing impairment, particularly in language learning. The process carried out in each lesson involves conversations based on the students' experiences. Additionally, there is a process of visualization from the conversation results to reading and processing readings derived from the conversations conducted. The supporting factors in the language development of students include collaboration between parents and the school to ensure that the educational services provided align between school and home. Moreover, strategies implemented by the school, such as programs like PKPBI, speech therapy, and teacher development, also support language learning for students with hearing impairment. There are also hindering factors, such as when language learning or language nurturing is not carried out consistently and continuously due to a lack of cooperation between parents and the school. This can hinder the language learning process for students with hearing impairment. The reflective maternal method used in the school’s learning process can also be applied in learning outside of school, meaning parents need to play an active role in supporting the students' learning process outside the school environment to create a continuous learning process that aligns with what is learned at school.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr. Murni Winarsih, M. Pd.; 2). Dr. Indra Jaya, M. Pd.
Subjects:	Pendidikan > Pendidikan Khusus
Divisions:	FIP > S1 Pendidikan Luar Biasa
Depositing User:	Users 26534 not found.
Date Deposited:	27 Feb 2025 01:39
Last Modified:	27 Feb 2025 01:39
URI:	http://repository.unj.ac.id/id/eprint/53538

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