Komunikasi Pendidikan Guru Pada Pernari Disabilitas Tunarungu Di Smile Motivator

Ima Kurniawati, Lucy Pujasari Supratman

Abstract

ABSTRAK
Komunikasi pendidikan merupakan salah satu aspek penting dalam dunia pendidikan.
Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Penelitian
dilakukan di Smile Motivator yang merupakan organisasi yang bergerak di isu disabilitas.
Peneliti memilih smile motivator karena dari sekian banyak organisasi, Smile Motivator berfokus
pada meningkatkan kapabilitas penyandang disabilitas dalam berkegiatan di masyarakat, serta
mengembangkan kreativitas mereka yang sebelumnya tidak dapat disalurkan secara penuh.
Hasil dari penelitian ini adalah terjadi kegiatan instruksional dengan metode pembelajaran tari
yang berbeda dibandingkan metode pembelajaran tari di tempat lain. Komunikasi yang
dilakukan antara Bu Neng dan para penari hampir sepenuhnya dilakukan menggunakan bahasa
isyarat, namun ada beberapa kejadian di mana para penari harus membaca gerakan bibir Bu
Neng karena Bu Neng belum menguasai bahasa isyarat. Hal ini pula yang menyebabkan
terbentuknya beberapa simbol isyarat yang unik dan hanya diketahui maknanya oleh Bu Neng
dan para penari. Dalam rangkaian proses pembelajaran tari jaipong, para penari tunarungu
merasakan tempo dan irama musik pengiring dengan cara merasakan getaran dari sound system
melalui tangan. Selain itu, Bu Neng juga membantu para penari merasakan tempo dan irama
selama menari dengan menggunakan simbol gerakan isyarat tempo dan irama.
Kata Kunci: Komunikasi Pendidikan, Tunarungu, Penari, Guru, Smile Motivator
ABSTRACT
Educational communication is one of the important aspects in the world of education. This
study used a qualitative method with a case study approach. The researcher was conducted in
Smile Motivator which an organization working on disability issues. Researcher chose Smile
Motivator because it focuses on increasing the capabilities of people with disabilities in activities
of community, as well as developing the creativity that previously could not be fully channelled.
The result of research was instructional activities with different dance learning methods which
was compared to dance learning methods elsewhere. Communication between Bu Neng and the
dancers were almost entirely to carry out by using sign language, but there were several incidents
that the dancers had to read Bu Neng's lips because Bu Neng had not mastered of sign language.
This also led to the formation of several unique sign symbols that were only known to their
meaning by Bu Neng and the dancers. In a series of Jaipong dance learning processes, deaf dancers
feel the tempo and rhythm of the accompanying music by feeling the vibrations of the sound system
through their hands. In addition, Bu Neng also helps the dancers to feel the tempo and rhythm
dancing by using symbols of tempo and rhythm gestures itself
Keywords: Educational Communication, Deaf, Dancer, Teacher, Smile Motivator

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