The Teacher's Interpersonal Communication Model In Developing The Independence Of Deaf Students In The Extraordinary School Of The State Of Aceh Tamiang Trustees
The Teacher's Interpersonal Communication Model in Developing the Independence of Deaf Students in the Extraordinary School of the State of Aceh Tamiang Trustees
Introduction
Effective communication is a crucial aspect of teaching and learning, especially in inclusive education settings where students with special needs require tailored approaches to meet their unique requirements. The Aceh Tamiang Pembina Extraordinary School (SLB) is one such institution that caters to the educational needs of deaf students. This study aims to analyze the interpersonal communication models applied by teachers in developing the independence of deaf students in SLB, as well as the communication constraints encountered in this process and the steps taken to overcome these challenges.
Methodology
This study employed a descriptive research design with a qualitative approach, involving four middle school teachers who teach deaf students at SLB. Data collection was carried out through semi-structured interviews, passive participant observations, and documentation. The researchers used the theoretical techniques of Miles, Huberman, and Saldana to analyze the data, which consisted of data collection, data condensation, data presentation, and drawing conclusions/verification. To ensure data validity, the researchers used the source triangulation technique.
The Interpersonal Communication Model
The results of this study showed that the interpersonal communication model applied by teachers in developing the independence of deaf students in SLB utilizes verbal and non-verbal communication. Sign language is the primary tool used due to the limitations of students in hearing. This requires teachers and deaf students to interact more frequently using non-verbal communication. The effectiveness of the teacher's interpersonal communication with deaf students can be measured through four important aspects: openness, empathy, support, and positive attitude.
Openness in Communication
Openness in communication allows students to feel comfortable sharing their thoughts and ideas. This is particularly important for deaf students who may struggle to express themselves due to communication barriers. Teachers who create an open and supportive learning environment can help students feel more confident in sharing their thoughts and ideas.
Empathy in Communication
Empathy is the ability to understand and respond to students' emotional needs. Teachers who demonstrate empathy can help deaf students feel more comfortable and secure in their learning environment. This can lead to improved academic performance and increased student motivation.
Support in Communication
Support is a critical aspect of effective communication in teaching deaf students. Teachers who provide support can help students build self-confidence and develop the skills they need to interact and make decisions independently.
Positive Attitude in Communication
A positive attitude is essential for effective communication in teaching deaf students. Teachers who maintain a positive attitude can help create a supportive learning environment that fosters student independence.
Communication Constraints
However, there are four factors that hinder the interpersonal communication of teachers with deaf students in improving their attitude of independence: physical noise, physiological noise, psychological noise, and semantic noise.
Physical Noise
Physical noise includes sound from the surrounding environment that can distract students from the learning process. This can be particularly challenging for deaf students who rely on visual cues to communicate.
Physiological Noise
Physiological noise is related to student health conditions or fatigue. Deaf students may experience physical discomfort or fatigue due to the demands of communicating in a predominantly auditory environment.
Psychological Noise
Psychological noise includes emotional factors that might affect student focus. Deaf students may experience anxiety or stress due to communication barriers or feelings of isolation.
Semantic Noise
Semantic noise is related to different understanding related to sign language or terms used. Deaf students may struggle to understand the nuances of sign language or may use different terminology, which can lead to communication breakdowns.
Conclusion
This research highlights the importance of effective interpersonal communication in developing the independence of deaf students. Good communication between teacher and student can form a mutually supportive relationship, enabling deaf students to overcome the challenges they face and develop into independent individuals. In the context of inclusive education, an adaptive and responsive communication approach is the key to creating an optimal learning process for students with special needs.
Recommendations
Based on the findings of this study, the following recommendations are made:
- Develop a comprehensive communication plan: Teachers should develop a comprehensive communication plan that takes into account the unique needs of deaf students.
- Use adaptive communication strategies: Teachers should use adaptive communication strategies, such as sign language, to facilitate communication with deaf students.
- Create a supportive learning environment: Teachers should create a supportive learning environment that fosters student independence and encourages open communication.
- Provide ongoing support and feedback: Teachers should provide ongoing support and feedback to deaf students to help them build self-confidence and develop the skills they need to interact and make decisions independently.
By implementing these recommendations, teachers can create a more inclusive and supportive learning environment that enables deaf students to develop into independent individuals.
Frequently Asked Questions (FAQs) about the Teacher's Interpersonal Communication Model in Developing the Independence of Deaf Students
Q: What is the importance of effective interpersonal communication in teaching deaf students?
A: Effective interpersonal communication is crucial in teaching deaf students as it enables them to develop the skills they need to interact and make decisions independently. Good communication between teacher and student can form a mutually supportive relationship, enabling deaf students to overcome the challenges they face and develop into independent individuals.
Q: What are the key aspects of effective interpersonal communication in teaching deaf students?
A: The key aspects of effective interpersonal communication in teaching deaf students include openness, empathy, support, and positive attitude. Openness in communication allows students to feel comfortable sharing their thoughts and ideas, while empathy helps teachers understand and respond to students' emotional needs. Support is a critical aspect of effective communication, as it helps students build self-confidence and develop the skills they need to interact and make decisions independently. A positive attitude is also essential, as it can help create a supportive learning environment that fosters student independence.
Q: What are the communication constraints that hinder the interpersonal communication of teachers with deaf students?
A: The communication constraints that hinder the interpersonal communication of teachers with deaf students include physical noise, physiological noise, psychological noise, and semantic noise. Physical noise includes sound from the surrounding environment that can distract students from the learning process, while physiological noise is related to student health conditions or fatigue. Psychological noise includes emotional factors that might affect student focus, and semantic noise is related to different understanding related to sign language or terms used.
Q: How can teachers overcome the communication constraints that hinder the interpersonal communication of teachers with deaf students?
A: Teachers can overcome the communication constraints that hinder the interpersonal communication of teachers with deaf students by using adaptive communication strategies, such as sign language, and creating a supportive learning environment that fosters student independence. Teachers can also provide ongoing support and feedback to deaf students to help them build self-confidence and develop the skills they need to interact and make decisions independently.
Q: What is the role of sign language in effective interpersonal communication in teaching deaf students?
A: Sign language is a critical aspect of effective interpersonal communication in teaching deaf students. It is the primary tool used by teachers to communicate with deaf students, and it enables them to develop the skills they need to interact and make decisions independently. Teachers who use sign language can help deaf students feel more comfortable and secure in their learning environment, which can lead to improved academic performance and increased student motivation.
Q: How can teachers create a supportive learning environment that fosters student independence?
A: Teachers can create a supportive learning environment that fosters student independence by using adaptive communication strategies, such as sign language, and providing ongoing support and feedback to deaf students. Teachers can also create a positive and inclusive classroom environment that encourages open communication and fosters student independence.
Q: What are the benefits of effective interpersonal communication in teaching deaf students?
A: The benefits of effective interpersonal communication in teaching deaf students include improved academic performance, increased student motivation, and enhanced student independence. Effective interpersonal communication can also help deaf students develop the skills they need to interact and make decisions independently, which can lead to improved social and emotional well-being.
Q: How can teachers measure the effectiveness of their interpersonal communication with deaf students?
A: Teachers can measure the effectiveness of their interpersonal communication with deaf students by using a variety of assessment tools, such as student surveys, teacher observations, and academic performance data. Teachers can also use these assessment tools to identify areas for improvement and develop strategies to enhance their interpersonal communication with deaf students.