Search Repository Universitas Fort De Kock

Anak tuna grahita adalah anak yang memiliki intelegensi yang berada dibawah
rata-rata yang disertai dengan hambatan dalam perkembangan seperti, ketidakmampuan dalam berkomunikasi. Maka dari itu, anak mendapat
pembelajaran di sekolah luar biasa. Dari hasil observasi ditemukan bahwa
komunikasi antara guru dan pelajar tuna grahita tidak efektif. Sebagai contoh pada saat anak melakukan keributan, guru menegur dengan nada yang tinggi dan ekspresi wajah yang terlihat marah dan membuat kondisi kelas tidak kondusif. Jumlah murid tuna grahita sedang di SLB Karakter Mandiri sebanyak 15 orang. Dimana SLB Karakter Mandiri menempati urutan ke 3 dengan jumlah murid tuna grahita terbanyak. Tujuan penelitian ini untuk mengeksplorasi bagaimana jenis komunikasi yang digunakan guru pada anak tuna grahita sedang. Metode penelitian kualitatif dengan pendekatan fenomenologi. Informan pennelitian diambil secara purposive sampling yang berjumlah 6 orang guru SLB yang khusus mengajar anak tuna grahita di SLB Karakter Mandiri. Data diolah dan dianalisi menggunakan metode Creswell. Hasil penelitian lahirlah beberapa tema yaitu, gambaran pelaksanaan komunikasi non verbal guru pada anak tuna grahita, gambaran pelaksanaan komunikasi verbal guru pada anak tuna grahita. Dapat disimpulkan bahwa guru menggunakan komunikasi verbal dan non verbal yang baik pada anak tuna grahita yang meliputi bahasa lembut, bahasa sederhana, reinfocemnet positif, sentuhan dan bahasa tubuh. Diharapkan guru kedepannya meningkatkan komunikasi pada anak dengan metode satu arah, dua arah dan multiarah.

Intellectual disabilities childrenare children who have intelligence below the
average. It is accompanied by obstacles in development such as the inability to
communicate. Therefore, children get learning in special schools. From the
observations, it was found that the communication between teachers and students with intellectual disabilities was not effective. For example, when a child makes a fuss, the teacher admonishes with a high tone and a facial expression that looks angry and makes the class conditions unfavorable. The number of students with moderate mental retardation in Karakter Mandiri SLB. They were 15 people. KarekterMandiri is the third highest number of mental retardation students. The purpose of this research was to explore Types of Teacher Communication to Moderate Mental Retardation Children in SLB Bukittinggi. It was qualitative research methods with a phenomenological approach. The research informants were taken by purposive sampling. They were 6 special school teachers were chosen as the samples. The data were processed and analyzed by using Creswell method. The results of found that there were several themes gotten. First, a description of the implementation of teacher non-verbal communication in mentally disabled children, a description of the implementation of teacher verbal communication to mentally disabled children. It can be concluded that the teacher used good verbal and non-verbal communication to mental retardation children which includes soft language, simple language, positive reinforcement, touch and body language. It is hoped that in the future teachers will improve communication to children with the one-way, two-way and multidirectional methods.