ABSTRAK

KEMAMPUAN PRAGMATIK ANAK TUNARUNGU MELALUI PENERAPAN METODE KOMUNIKASI TOTAL

Nama                    : Dimy Mullyana

NIM                       : 15010044009

Program Studi    : S-1

Jurusan                 : Pendidikan Luar Biasa

Fakultas               : Ilmu Pendidikan

Nama Lembaga : Universitas Negeri Surabaya

Pembimbing       : Drs. Edy Rianto, M.Pd.

       Penelitian pragamatik bagi anak tunarungu jarang dilakukan, padahalkemampuan pragmatik pada anak tunarungu dapat ditemukan karena anak tunarungu dapat berkomunikasi dua arah.  Berdasarkan observasi di SLB-B Sidoarjo anak tunarungu berkomunikasi dua arah dengan berbagai cara meliputi oral,  isyarat dan tulisan. Komunikasi di sekolah tersebut menggunakan komunikasi total (oral,  aural dan manual). Berkaitan dengan hal tersebut penelitian ini bertujuan untuk menganalisis aspek-aspek kemampuan pragmatik (instrumental, regulatory, personal exspress dan feeling, aturan interaksi sosial, heuristic dan imaginasi) yang muncul pada anak tunarungu dengan penggunaan aspek pendukung komunikasi total (oral, aural dan manual).

Penelitian ini menggunakan metode penelitian deskriptif dengan pendekatan kualitatif (dari tahap pra-lapangan, tahappekerjaanlapangandantahapanalisis data). Teknik pengumpulan data melalui wawancara, observasi, dan dokumentasi. Teknik analisis data yang digunakan yaitu kondensasi data, penyajian data, penarikan kesimpulan dan verifikasi. Subjekpenelitian ini sejumlah 8 anak tunarungu kelas IX A dan B, dan 5 informaan dari kepala sekolah, dua guru kelas dan dua guru mata pelajaran.

Berdasarkan hasil penelitian diketahui bahwa kemampuan pragmatik anak tunarungu telah teridentifikasi pada enam aspek pragmatik yang terdiri atas instrumental(menentukan pilihan, mendiskripsikan dan meminta bantuan terhadap suatu benda dan aktivitas), regulatory (memberikan arahan/petunjuk dalam permainan, membuat sesuatu dan mengubah gaya perintah), personal exspress dan feeling(menyatakan dan memberikan keterangan atas perasaan, keadaan yang dialami oleh dirinya dan orang lain), aturan interaksi sosial(kemampuan dalam memulai, mempertahankan dan mengakhiri komunikasi dengan sopan), heuristic(meminta penjelasan tentang aktivitas atau topik tertentu baik dengan tanya jawab) dan imaginasi (kemampuan bermain peran, humor dan penciptaan cerita dari suatu gambar seri). Setiap aspek pragmatik  yang munculreratanya menggunakan sisa pendengarannya dengan didukung metode oral (bicara) dan metode manual (gesture, ejaan jari, isyarat dan ekspresi). serta penggunaan bahasa dan komunikasi anak reratanya dengan menggunakan 1-3 kata. Bimbingan dan evaluasi terhadap pengembangan pragmatik sebagai upaya pengembangan keterampilan bahasa terus dilakukan disaat terjadinya kesalahan bahasa dan upaya jangka panjang melalui bimbingan konseling dan parenting.

Kata kunci: pragmatik, komunikasi total, tunarungu

ABSTRACT

THE PRAGMATIC ABILITY OF HEARING IMPAIRMENT CHILDREN THROUGH THE APPLICATION OF

TOTAL COMMUNICATION METHOD

Name                                                    : Dimy Mullyana

Registration Number       : 15010044009

Study Program                                  : S-1 Special Education

Faculty                                                 : Faculty of Education

Institution                                           : State University of Surabaya

Advisor                                                : Drs. Edy Rianto, M.Pd.

The pragmatic research for hearing impairment children was seldom done whereas the pragmatic ability of hearing impairment children could be found because hearing impairment children could communicate in two ways. Based on the observation in SLB-B Sidoarjo, the hearing impairment children communicated two ways with a number of ways involving oral, signing, and writing. The communication in the school used total communication (oral, aural, and manual). Related with that case, this research had purpose to analyze the aspects of pragmatic ability (instrumental, regulatory, personal express and feeling, social interaction rule, heuristic and imagination) which appeared to the hearing impairment children with the usage of the supporting aspect of total communication (oral, aural and manual).

This research used descriptive research method with qualitative approach (pre-field step, field work step, and data analysis step). The techniques of data collection were interview, observation, and documentation. The techniques of data analysis used were condensation data, presenting data, taking conclusion, and verification. The amounts of this research subjects were 8 hearing impairment children class IX, and 5 informants of principal, two class teachers, and two subject matter teachers.

Based on the research result it was known that pragmatic ability of hearing impairment children had identified to six pragmatic aspects consisted of instrumental (deciding choice, describing, and asking for help toward a thing and activity), regulatory (giving direction in game, making something and changing the command style), personal express and feeling (stating and giving statement of feeling, condition experienced by themselves and other people), social interaction rule (ability in beginning, keeping, and ending communication politely), heuristic (asking explanation about activity or topic by question answer), and imagination (ability to play role, humor, and creating story from a series picture). Every time pragmatic aspect appearing, the average used the rest hearing supported by oral method (speaking) and manual method (gesture, finger spelling, sign, and expression), and the children’s language and communication usage averagely used 1-3 words. The guiding and evaluation toward developing pragmatic as the effort of developing language skill was continually done when the language mistake happened and the long term effort was through counseling guide and parenting.

Keywords: pragmatic, total communication, hearing impairment