KURIKULUM DAN PEMBELAJARAN BAHASA INGGRIS DALAM MENINGKATKAN LITERASI PESERTA DIDIK TUNARUNGU

Suryanti, Yanti (2016) KURIKULUM DAN PEMBELAJARAN BAHASA INGGRIS DALAM MENINGKATKAN LITERASI PESERTA DIDIK TUNARUNGU. eprint_fieldopt_thesis_type_phd thesis, Universitas Pendidikan Indonesia.

Abstract

Latar belakang penelitian studi kasus ini berkaitan dengan bentuk silabus bahasa Inggris untuk tunarungu dan pemahaman peserta didik tunarungu terhadap literasi. Penelitian ini dilakukan kepada tujuh orang peserta didik tunarungu kelas VIII. Data dijaring melalui observasi, interviu, dan dokumentasi, kemudian dianalisis secara kuantitatif-kualitatif. Hasil analisis menggambarkan bahwa konten silabus yang dirancang guru sama persis dengan konten silabus bahasa Inggris untuk peserta didik umum, begitu pula dengan materi, metode, dan penilaian. Pembelajaran literasi dilakukan guru melalui pendekatan total physical response dan lip reading untuk membaca, sedangkan untuk menulis diajarkan melalui creative piece. Pemahaman peserta didik tunarungu terhadap literasi yang dinilai berdasarkan rubrik penilaian untuk tunarungu sejauh ini tergolong baik, dengan kriteria penulisan difokuskan kepada language use dan content organization. Berdasarkan analisis dokumen dan data yang terkumpul melalui observasi dan wawancara, peneliti mengusulkan silabus bahasa Inggris untuk tunarungu dalam satu standar kompetensi yakni membaca, dengan dua kompetensi dasar yaitu membaca dan menulis.;---There have been lavishness studies exploring the def students’ proficiency on literacy. The goal of the study is to develop a more rigorous understanding of the English subject syllabus for the deaf and hearing impaired students, and the students’ understanding towards literacy. The study was conducted to seven deaf students of the eight grade. The data which were collected through observation, interview, and documentation, then were analyzed quantitatively-qualitatively. The results of the analysis reveals that the syllabus content as well as the material, method, and way of assessment were designed exactly the same things as for general students. Reading is taught through total physical response and lip reading approaches, meanwhile writing is taught through creative piece. The deaf students’ understanding towards the literacy is considered good with the writing criteria focuses on language use and content organization. Based on the document analysis, and the data gained from observation and interview, the writer proposes the English subject syllabus for the deaf with reading as competency standard, and reading and writing for basic competencies.

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Item Type:	Thesis (eprint_fieldopt_thesis_type_phd)
Additional Information:	No. Panggil : D PK SUR k-2016; Promotor : Ishah; co promotor : Mulyani; Anggota : Wachyu Sundayana.
Uncontrolled Keywords:	Tunarungu, Literasi, Total Physical Response (TPR), Deaf/Hard of hearing, Literacy, Total Physical Response (TPR).
Subjects:	L Education > LB Theory and practice of education > LB2361 Curriculum P Language and Literature > PE English
Divisions:	Sekolah Pasca Sarjana > Pengembangan Kurikulum S-3
Depositing User:	Mrs. Neni Sumarni
Date Deposited:	22 Nov 2017 03:31
Last Modified:	22 Nov 2017 03:31
URI:	http://repository.upi.edu/id/eprint/28139

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