THE COMMUNICATION STRATEGIES APPLIED BY TEACHERS FOR STUDENTS WITH SPECIAL NEEDS THROUGH TEACHING AND LEARNING PROCESS IN SLB C SINGARAJA
DOI:
https://doi.org/10.23887/jpbi.v1i1.5280Abstract
Penelitian ini bertujuan untuk (1) menyelidiki dan menganalisis jenis strategi komunikasi yang diterapkan oleh guru untuk mengajar siswa dengan kebutuhan khusus, (2) menemukan alasan mengapa guru menggunakan jenis strategi komunikasi, dan (3) mendeskripsikan tanggapan siswa dengan kebutuhan khusus terhadap strategi komunikasi yang digunakan oleh guru dalam mengajar dan proses belajar. Subyek penelitian ini adalah guru yang mengajar siswa berkebutuhan khusus di kelas 3, 4, dan 5 di SLB C Singaraja. Data dalam penelitian ini dikumpulkan dengan menggunakan beberapa perangkat seperti: lembar observasi, pedoman wawancara, dan perekam audio video. Data tentang jenis strategi komunikasi dikumpulkan dengan mengamati dan merekam guru melalui proses belajar mengajar, sementara pedoman wawancara digunakan untuk menemukan alasan guru dalam menggunakan jenis strategi komunikasi. Kemudian, data dianalisis secara deskriptif dengan menggunakan beberapa langkah, yaitu coding, pengurangan, kategorisasi, analisis data, dan menampilkan data. Hasil penelitian ini menunjukkan bahwa ada 14 jenis strategi komunikasi yang diterapkan oleh guru untuk mengajar siswa dengan kebutuhan khusus melalui proses belajar mengajar. Guru paling sering menggunakan pengulangan. Ini terjadi selama 46 kali melalui proses belajar mengajar di kelas. Selain itu, alasan para guru dalam menggunakan strategi komunikasi adalah untuk membantu siswa dengan kebutuhan khusus untuk memahami materi dan instruksi dengan mudah. Para siswa dengan kebutuhan khusus juga yang paling sering menunjukkan respon positif terhadap strategi komunikasi yang digunakan oleh guru dalam proses belajar mengajar.Kata Kunci : strategi berkomunikasi, siswa berkebutuhan khusus, proses belajar mengajar
This study aimed to (1) investigate and analyze the types of communication strategies applied by teachers to teach students with special needs, (2) find the reasons why the teachers used the types of communication strategies, and (3) describe the responses of students with special needs toward communication strategies used by the teachers in teaching and learning process. The subjects of this study were teachers who teach the students with special needs in grade 3, 4, and 5 in SLB C Singaraja. The data in this study were collected by using some devices such as: observation sheet, interview guide, and audio video recorder. The data about the types of communication strategies were collected by observing and recording the teachers through teaching and learning process, while interview guide was used to find the reasons of teachers in using the types of communication strategies. Then, the data were analyzed descriptively by using some steps, namely coding, reduction, categorizing, data analysis, and data display. The results of this study showed that there were 14 types of communication strategies applied by the teachers to teach students with special needs through teaching and learning process. Teachers most frequently used repetition. It occurred for 46 times through teaching and learning process in the classroom. Furthermore, the reason of the teachers in using communication strategies was to help the students with special needs to understand the materials and instructions easier. The students with special needs also most frequently showed positive responses toward communication strategies used by the teachers in the teaching and learning process.
keyword : communication strategies, students with special needs, teaching and learning process
Published
2015-07-22
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