POLA KOMUNIKASI ORANG TUA DAN ANAK TUNARUNGU DI SEKOLAH INKLUSI
Pola komunikasi adalah bentuk atau gambaran sederhana dari proses komunikasi. Komunikasi meliputi kegiatan yang dilakukan sehari-hari, termasuk juga antara orang tua dan anak. Komunikasi akan semakin sulit jika anak mengalami ketunarunguan. Pola komunikasi yang diterapkan orang tua sangat berpengaru...
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| Format: | Academic Paper |
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2017-01-05.
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| Online Access: | http://repository.upi.edu/2839/ |
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| LEADER | 04943 am a22003373u 4500 | ||
|---|---|---|---|
| 001 | repoupi_28309 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Supiah, Ernisa |e author |
| 245 | 0 | 0 | |a POLA KOMUNIKASI ORANG TUA DAN ANAK TUNARUNGU DI SEKOLAH INKLUSI |
| 260 | |c 2017-01-05. | ||
| 500 | |a http://repository.upi.edu/28309/1/S_PLB_1200761_Title.pdf | ||
| 500 | |a http://repository.upi.edu/28309/2/S_PLB_1200761_Abstract.pdf | ||
| 500 | |a http://repository.upi.edu/28309/3/S_PLB_1200761_Table_of_content.pdf | ||
| 500 | |a http://repository.upi.edu/28309/4/S_PLB_1200761_Chapter1.pdf | ||
| 500 | |a http://repository.upi.edu/28309/5/S_PLB_1200761_Chapter2.pdf | ||
| 500 | |a http://repository.upi.edu/28309/6/S_PLB_1200761_Chapter3.pdf | ||
| 500 | |a http://repository.upi.edu/28309/7/S_PLB_1200761_Chapter4.pdf | ||
| 500 | |a http://repository.upi.edu/28309/8/S_PLB_1200761_Chapter5.pdf | ||
| 500 | |a http://repository.upi.edu/28309/9/S_PLB_1200761_Bibliography.pdf | ||
| 500 | |a http://repository.upi.edu/28309/10/S_PLB_1200761_Appendix1.pdf | ||
| 500 | |a http://repository.upi.edu/28309/11/S_PLB_1200761_Appendix2.pdf | ||
| 500 | |a http://repository.upi.edu/28309/12/S_PLB_1200761_Appendix3.pdf | ||
| 520 | |a Pola komunikasi adalah bentuk atau gambaran sederhana dari proses komunikasi. Komunikasi meliputi kegiatan yang dilakukan sehari-hari, termasuk juga antara orang tua dan anak. Komunikasi akan semakin sulit jika anak mengalami ketunarunguan. Pola komunikasi yang diterapkan orang tua sangat berpengaruh pada kemampuan berkomunikasi anak tunarungu berdasarkan tahap perkembangan bahasanya. Penelitian ini bertujuan untuk memperoleh gambaran mengenai penerimaan orang tua terhadap kondisi ketunarunguan anak, pola komunikasi orang tua dan anak tunarungu di sekolah inklusi, dan perkembangan kemampuan bahasa anak tunarungu di sekolah inklusi. Penelitian ini dilakukan terhadap dua subjek menggunakan pendekatan kualitatif dengan metode deskriptif. Hasil penelitian menunjukkan 1) Subjek pertama yaitu orang tua IMY dengan penerimaan yang baik atas kondisi ketunarunguan IMY. Orang tua IMY secara intensif andil dalam mengoptimalkan perkembangan IMY. Subjek kedua yaitu orang tua RHT dengan penerimaan yang kurang baik atas kondisi ketunarunguan RHT lebih memprioritaskan waktu untuk pekerjaan dibanding andil dalam tumbuh kembang RHT.; 2) pola komunikasi yang digunakan orang tua IMY dan IMY adalah komunikasi verbal dengan bahasa ujaran. Pada orang tua RHT dan RHT pola komunikasi yang digunakan adalah komunikasi total dengan bahasa ujaran, tulisan dan gesture/mimik wajah.; dan 3) kemampuan bahasa IMY mengalami perkembangan yang optimal. IMY dapat berkomunikasi dengan bahasa ujaran mendekati anak mendengar. Pada RHT, kemampuan bahasa tidak berkembang optimal. Seperti anak tunarungu pada umumnya, dalam komunikasi RHT menggunakan bahasa isyarat yaitu bahasa tubuh, dan tulisan. ; Communication pattern is a form or a simple description from communication process. Communication is an activity conducted daily, between parent and children. Communication will very difficult if the children have obstacle of deaf. The communication pattern applied by parent is very influence toward the communication ability of the deaf children based on their language development. The purpose of this research is to recognize the description about the acceptance of parent toward the condition of deaf children, communication pattern of parent and the deaf children in an inclusive school, and the language development ability of the deaf children in an inclusive school. This research was conducted through two subjects by using qualitative approach with description method. The result of this reseach showed 1) the first subject was parent of IMY who had very good acceptance about the condition of the deaf of IMY. They intensively contributed toward the development of IMY optimally. The second subject was parent of RHT, they did not have good acceptance about the condition of the deaf of RHT, their work time is more priority for them than contribute on the growth and development of RHT; 2) communication pattern used by parent of IMY and IMY was verbal communication by using speech language. The communication pattern used by parent of RHT and RHT was totally communication by using speech language, written, and gesture/facial expression; and 3) the language ability of IMY was growth optimally. IMY can communicate by using speech language almost like the children who can hear normaly. In RHT, the language ability was not growth optimally. They are like other deaf children generally, they communicated by using symbol that is body language, and written. | ||
| 546 | |a en | ||
| 690 | |a L Education (General) | ||
| 690 | |a LC Special aspects of education | ||
| 655 | 7 | |a Thesis |2 local | |
| 655 | 7 | |a NonPeerReviewed |2 local | |
| 787 | 0 | |n http://repository.upi.edu/28309/ | |
| 787 | 0 | |n http://repository.upi.edu | |
| 856 | 4 | 1 | |u http://repository.upi.edu/2839/ |