Pengaruh bimbingan kelompok teknik permainan simulasi terhadap peningkatan komunikasi reseptif siswa tunarungu

Erlin Fitria(1), Dian Yudhawati(2),
(1) Universitas Teknologi Yogyakarta  Indonesia
(2) Universitas Teknologi Yogyakarta  Indonesia

Corresponding Author
Copyright (c) 2019 ERLIN FITRIA

DOI : https://doi.org/10.29210/120192328

Full Text:    Language : ind

Abstract


There are several problems faced by 14 deaf students as the subject of this research. They get diffiulties in understanding long sentences, connotative meaning, and they lack on vocabulary. Their inability in hearing makes them rely on their vision to gather information. Considering the reason of their difficulties, visual and attractive learning media are needed for deaf students. Group guidance on simulation game technique is a counseling guidance service that directs students to reflect daily activities in the form of games using physical media such as blue cards, OK cards and chance cards. In the group guidance of the simulation game technique, students learn to understand new vocabulary of the role played and can acquire vocabulary. The more vocabulary mastered will support students' ability to have receptive communication. To prove the hypothesis that the group guidance of simulation game technique influences the improvement of receptive communication of deaf students in SLB.B Wiyata Dharma 1, the Mann Whitney U Test analysis is used. Based on Mann-Whitney U-test Asymp Sig was obtained (2-tailed) 0.013 with an error level of 0.05 then 0.013 <0.05 means that Ho is rejected and Ha is accepted. It implies that the group guidance of the simulation game technique has an impact on increasing the receptive ability of deaf students. Therefore, group guidance on simulation game techniques can be used as an alternative learning media to improve receptive communication for deaf students.


Keywords


Group guidance, simulation game technique, receptive communication, deaf student

References


Anita Dewi Astuti, Sugiyo, S. (2013). Model Layanan Bk Kelompok Teknik Permainan (Games) Untuk Meningkatkan Keterampilan Komunikasi Interpersonal Siswa. Jurnal Bimbingan Konseling (Semarang), 2(1), 50–56. https://doi.org/10.15294/jubk.v2i1.1236

Efendi, M. (2009). Pengantar Psikopedagogik Anak Berkelainan. Jakarta: Bumi Aksara.

Fatimah, L. (2012). Pelaksanaan Pengembangan Kemampuan Bahasa Reseptif Dan Bahasa Ekspresif Anak Tunarungu Kelas Tk 1 a Studi Deskriptif Di Lpatr Pangudi Luhur, Kembangan Jakarta Barat. JPK : Jurnal Pendidikan Khusus, 1(01), 48–56. Retrieved from http://journal.unj.ac.id/unj/index.php/jpk/article/view/5743

Fillina, Z. (2013). Efektivitas Metode Role Playing Untuk Meningkatkan Kosakata Anak Tunarungu. 1, 311–318.

Hallahan, D. P. & Kauffman, J. M. (1991). Exceptionality Childern Introduction to Special Education ((fifth ed.). New Jersey: Prentice Hall International, Inc..

Hernawati, T. (2007). Pengembangan Kemampuan Berbahasa Dan Berbicara Anak Tunarungu. Juni, 7(1), 101110. https://doi.org/10.1111/j.1464-410X.2011.10525.x

Hidayat, R. (2017). Peningkatan Perbendaharaan Kata Anak Tunarungu Pada Kelas 1 Melalui Pembelajaran Pendekatan Kontekstual. Jurnal Widia Ortodidaktika, 6(1), 85–96.

Mutiara, I. M. (2013). Penggunaan Media Komunikasi Visual Dalam Meningkatkan Bahasa Reseptif Anak Tunarungu. Universitas Pendidikan Indonesia.

Ninda Ayu Putri Cahyani1; Khairul Bariyyah2; Leny Latifah3. (2017). Efektivitas Teknik Permainan Simulasi dengan Menggunakan Media Dart Boarduntuk Meningkatkan Motivasi Belajar Siswa Kelas VIIC SMP Negeri 2 Tegal Siwalan Probolinggo. Jurnal Konseling Indonesia, 3(1), 1–27. Retrieved from http://ejournal.unikama.ac.id/index.php/JKI/article/view/1975/1551

Prayitno. (2004). Layanan Bimbingan dan Konseling Kelompok (Dasar dan Profil). Jakarta: Ghalia Indonesia.

Pujiwati, S. (2012). Pemahaman, Meningkatkan Benda, Kosakata Melalui, Tunarungu Maternal, Metode Di, Reflektif. JASSI_anakku, 1, 142–151.

Rachmawati. (2017). Flash Card. JASSI_anakku, 18(2003), 63–69. https://doi.org/10.2307/j.ctv6wghfz.17

Romlah, T. (2013). Teori dan Praktek Bimbingan dan Konseling (Malang). Universitas Negeri Malang Press.

Rusmana. (2009). Bimbingan dan Konseling Kelompok di Sekolah. Bandung: Rizkqi Press.

Sari, P. N. P., & Praherdhiono, H. (2014). Pengaruh Penggunaan Metode Maternal Reflektif Terhadap Keterampilan Membaca Permulaan Siswa Tunarungu Kelas III SDLB. Jurnal Ortopedagogia, 1(3), 217–224.

Somad, P. (2016). Teori Ekologi sebagai Dasar Pengembangan Keterampilan Komunikasi Siswa Tunarungu Usia Pra-Sekolah. Jassi Anakku, 12(1), 97–111.

Suparno. (2001). Pendidikan Anak Tunarungu(Pendekatan Orthodidaktik). Yogyakarta: Universitas Negeri Yogyakarta.

Syarah Aini Fajrin, & Hernawati, T. (2018). Media Komik Untuk Melatih Kemampuan Membaca Pemahaman Pada Siswa Tunarungu. Jassi Anakku, 18(2), 63–69.

Tarmansyah. (2014). Perkembangan Bahasa Dan Komunikasi Pada Anak Usia Dini. Yogyakarta: Universitas Negeri Yogyakarta.

Witri Erdiawati S.R, B. S. (2016). Counter Balance. JASSI_anakku, 18(2), 1–5.


Article Metrics

 Abstract Views : 131 times
 PDF Downloaded : 0 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 ERLIN FITRIA

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.