ABSTRACT
EXTRACURRICULAR
LEARNING TO BUNGONG JEUMPA DANCE THROUGH TOTAL COMMUNICATION METHOD FOR
TUNARUNGU STUDENTS AT SLB NUR RAHMAH SIDOARJO
Keywords :
Bungong Jeumpa Dance Extracurricular, Total Communication Methods, Deaf, SLB
Nur Rahmah Sidoarjo
SLB Nur
Rahmah Sidoarjo is a formal educational institution that focuses on educating
students with special needs including the Deaf. The Bungong Jeumpa dance
extracurricular activity is a supporting activity for the Communication
Development of Sound and Rhythm Perception (BKPBI). This study discusses 2
(two) problem formulations, namely how the implementation of Bungong Jeumpa
Dance extracurricular learning through the Total Communication method for Deaf
students at SLB Nur Rahmah Sidoarjo and how the supporting and inhibiting
factors in the Bungong Jeumpa Dance extracurricular learning process through
the total communication method in Deaf students at SLB Nur Rahmah Sidoarjo.
This research uses descriptive qualitative method. The object of this research
is Bungong Jeumpa Dance extracurricular learning for Deaf students, including
Total Communication learning method, implementation of extracurricular
learning, and supporting factors and inhibiting factors in Bungong Jeumpa Dance
extracurricular at SLB Nur Rahmah Sidoarjo. Data collection techniques using
interviews, observation, and documentation. The data analysis that underlies
this research includes data reduction, data presentation, and verification.
Testing the credibility of the data using triangulation of sources, techniques,
and time.
The results
of the research and discussion can be concluded that the implementation of
Bungong Jeumpa Dance extracurricular learning has several components, namely
learning objectives, learning materials, activity schedules, activity members,
learning media, learning methods, and learning evaluation. The purpose of
learning is to develop the hidden dancing talents and abilities of Deaf
students with confidence. Bungong Jeumpa dance was chosen according to the
students' condition as a dance extracurricular material because it has simple
movements. The Total Communication method is used by trainers because it is
considered the most flexible and specific. Submission of material is done using
the Total Communication sign language method which is divided into three,
namely the Oral method, Manual method, and Aural method. The stages of
delivering the material start from the introduction of dance moves with video
showings then practiced by the trainer using sign language finger movements
starting from the position of the body, hands, feet, and head. The calculation
of the movement is done through clapping and reading the lips according to the
tempo. Supporting factors and inhibiting factors during learning, namely the
teacher's factor can be a supporter with their own attachments, techniques,
tactics that make quality learning conditions. The student factor is a
supporting factor seen from high interest and willingness to take part in
learning while the inhibiting factor is seen from the inhibition of
communication that does not run smoothly. There are no inhibiting factors in
this learning facility because the facilities and infrastructure are
well-available. Environmental factors are seen from the class organization
consisting of 4 Deaf students with not many and not a few, as well as the
harmonization of good relations between students, teachers, and schools.