REDUKSI PENGUCAPAN DELAYED ECHOLALIA MENGGUNAKAN TEKNIK CPP (CUES-PAUSE-POINT) PADA PESERTA DIDIK DISABILITAS RUNGU

REDUCTION OF DELAYED ECHOLALIA PRONUNCIATION USING CUES-PAUSE-POINT TECHNIQUES IN DEAF STUDENTS WITH DEAF DISABILITIES

Hambatan pengucapan pada peserta didik menyebabkan peserta didik memiliki kekurangan dalam kemampuan berkomunikasi verbal. Salah satu hambatan yang ditemui peneliti saat observasi peserta didik suka mengulang ucapan dan mengeluarkan kata caca diiringi mengecap. Pengucapan berulang atau perilaku repititif vocal berulang dalam durasi yang lama disebut delayed echolalia. Delayed echolalia pada anak terjadi setelah beberapa waktu ia mendengar dan pengulangan yang terjadi biasanya berlangsung cukup lama. Tujuan dari penelitian ini untuk menganalisis implementasi Teknik Cues-Pause-Point efektif dalam mengurangi delayed echolalia pada peserta didik disabilitas rungu. Penelitian ini termasuk pendekatan kuantitatif dengan metode single subject Research (SSR) berdesain A-B dengan teknik analisis data yang digunakan adalah analisis data dalam kondisi dan antar kondisi. Hasil penelitian menunjukan baseline dengan rata-rata presentase pengucapan pengukuran frekuensi berkisar antara 15-7 dengan kestabilan 100% dan intervensi menurun dari 7-2 dengan kestabilan 83,3% serta presentase overlap dalam penelitian ini 0%. Simpulan bahwa dari hasil analisis data menunjukan teknik Cues-Pause-Point (CPP) efektif dalam mereduksi pengucapan delayed echolalia pada peserta didik disabilitas rungu kelas VIII di SLB-B Karya Mulia Surabaya.

Kata kunci: pengucapan delayed echolalia, CPP (cues-pause-point), dan disabilitas Rungu

Barriers to pronunciation in students cause students to have deficiencies in verbal communication skills. One of the obstacles that researchers encountered when observing students was that they liked to repeat speech and utter the word "caca" accompanied by tasting. Repetitive pronunciation or repeated repetitive vocal behavior for a long duration is called delayed echolalia. Delayed echolalia in children occurs after some time of hearing and the repetition that occurs usually lasts quite a long time. The aim of this research is to analyze the effectiveness of the implementation of the Cues-Pause-Point Technique in reducing delayed echolalia in students with hearing disabilities. This research includes a quantitative approach with a single subject research (SSR) method with an A-B design with the data analysis technique used is data analysis within conditions and between conditions. The results of the study showed that the baseline with an average percentage of pronunciation frequency measurements ranged from 15-7 with stability of 100% and the intervention decreased from 7-2 with stability of 83.3% and the overlap percentage in this study was 0%. The conclusion is that the results of data analysis show that the Cues-Pause-Point (CPP) technic is effective in reducing the pronunciation of delayed echolalia in class VIII deaf students at SLB-B Karya Mulia Surabaya.

Key words: delayed echolalia pronunciation, CPP (cues-pausepoint), and hearing disability