Komunikasi Pendidikan Guru Pada Pernari Disabilitas Tunarungu Di Smile Motivator

Abstrak

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