CD Skripsi

Interaksi Sosial Antara Anak Tunarungu di Dalam Kelas SLB Negeri Pembina Kecamatan Tenayan Raya Kota Pekanbaru

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Problem formulation in this study is how is the Social Interaction Social Interaction Between Deaf Children in Classroom SLB Negeri Pembina Tenayan Raya District Pekanbaru City? This research aims to know and describe the social interaction between deaf children in the classroom of SLB Negeri Pembina SLB Negeri Pembina District Tenayan Raya Pekanbaru City. This research This research has 4 sub-focuses, namely establishing conversations, eating together, playing together, establishing cooperation. together, establish cooperation.
After this research is conducted, it is expected to provide benefits. The benefits of this research are divided into two, namely theoretical benefits, which are expected to add insight into the science of interaction. can add insight into science about Social Interactions Between Deaf Children in the Classroom and the practical benefits of the results of this research are expected to be useful for SLB Negeri Pembina, for The practical benefits of the results of this research are expected to be useful for SLB Negeri Pembina, for educators, for students and for researchers. educators, for students and for further researchers. researchers.
This research uses a type of qualitative research with descriptive methods. This descriptive method aims to to provide an overview and description of existing phenomena, characteristics as well as the quality and attachment between activities. The research that I conducted at SLB Negeri Pembina, Tenayan Raya Subdistrict, Pekanbaru City aims to find out the social interaction between deaf children.
Pekanbaru City aims to find out the Social Interaction between Deaf Children in the In the Classroom of SLB Negeri Pembina Tenayan Raya District Pekanbaru City. In this research the subject . The subject of this research is deaf children. The type of data used in this research is qualitative data while the data source used is primary data and secondary data. data sources used are primary data and secondary data. Primary data obtained from observation results observing his movements and actions then conducting interviews with the homeroom teacher and then recorded through written notes or by recording sound, video, and taking documentation (photos) of interviews with deaf children. documentation (photos) of interviews with deaf children who are guided by the homeroom teacher.
SLB Negeri Pembina homeroom teacher and observing activities carried out in the classroom. activities carried out in the classroom. Apaun primary data sources or informants in this study involved 4 (four) informants as research subjects, including 3 (three) core informants and 1 (one) control informant. core informants and 1 control informant, namely HR (core informant one) RY (core informant two) FN (core informant three) and SS (control informant). While secondary data is supporting data supporting data that researchers obtained from documents in the form of photos of activities and other relevant data sources. other relevant data sources. Based on data analysis in the discussion, the results of the research are
1. Establishing conversation, in establishing
conversation, deaf children use sign language with gestures, lips, and facial expressions. gestures, lips, and facial expressions. Conversations using gestures such as when expressing stomach pain by holding the stomach, dizziness by holding the head, thirst and hunger by moving their hand to their mouth.
2. Eating together. At break time
the deaf children eat together in the classroom before eating. before eating, the deaf children do not forget to pray and exchange food with each other. with each other
3. Playing together. In the classroom
In the classroom, deaf children play together and exchange toys with each other. besides playing together they also learn to play musical instruments guided by the homeroom teacher. guided by the homeroom teacher learns to play by feeling the beats, vibrations, and sound waves that are reflected by the music. and sound waves that are reflected.
4. Establishing cooperation. In establishing cooperation
cooperation is done by completing group assignments given by homeroom teacher by discussing and completing group assignments in installments little by little and working on easy tasks first, even though they are not accompanied by the homeroom teacher. working on easy tasks first, even though it is not accompanied by the homeroom teacher, the group assignment is still completed because of the high sense of responsibility. homeroom teacher the group assignment is still completed because of the high sense of responsibility sense of responsibility that each deaf child has if the assignment that has been given is not completed until school dismissal time then the task is completed until school dismissal time then the task is brought home to be used as homework.

Keywords: Social Interaction, Deaf, SLB Negeri Pembina

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

1905111421

Penerbit

Pekanbaru : Universitas Riau - FKIP – Ilmu Pendidikan., 2023

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

1905111421

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

ILMU PENDIDIKAN

Info Detail Spesifik

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Pernyataan Tanggungjawab

Jaka

Versi lain/terkait

Lampiran Berkas

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