Analisis Komunikasi Verbal dan Nonverbal Guru dengan Siswa Tunarungu dalam Meningkatkan Proses Belajar

Abstract

Deaf children have limited hearing, so their vocabulary is minimal. This makes their communication colorful, not only verbal communication but also nonverbal communication. The role of the teacher is very important to optimize the limitations of deaf children through verbal and nonverbal communication. The purpose of this study was to determine how teachers use verbal and nonverbal communication with deaf children in SLB Cahaya Pertiwi in improving the learning process and what are the obstacles experienced. This study uses verbal and nonverbal communication theories and uses a constructivism paradigm with a qualitative approach and descriptive research type. The results showed that verbal communication that teachers do with deaf students in SLB Cahaya Pertiwi in the form of verbal or oral communication and speech language, and for nonverbal communication of teachers and deaf students in SLB Cahaya Pertiwi include kinesics, paralaguage, and proksemik, and obstacles that are experienced by teachers with deaf students namely semantic barriers, including barriers to errors in interpreting the understanding of the language being conveyed.