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A FUNCTIONAL AND COGNITIVE PERSPECTIVE OF MEANING MAKING IN THE WRITTEN NARRATIVES OF DEAF AND HEARING STUDENTS: a comparative study
Penelitian SFL dan linguistik kognitif ini telah mengungkapkan pembuatan makna pada teks naratif siswa tunarungu dan siswa dengar SMA. Tujuan akhir penelitian ini adalah untuk memaparkan tantangan kebahasaan siswa tunarungu dalam kaitannya dengan siswa dengar. Untuk mencapai tujuan tersebut, sebelas teks naratif dari sebelas siswa tunarungu dan tiga belas data dari siswa dengar dianalisis dalam hal tingkat makro dan mikro teks mereka. Dalam hal level makro, aspek yang dikaji adalah struktur generik naratif. Pada tataran mikro, analisis difokuskan pada sistem transitivitas, metafor dalam sistem transitivitas, serta mental state terms dalam sistem transitivitas. Berdasarkan perspektif fungsional dan kognitif, ditemukan adanya hambatan kelompok tunarungu dalam membuat makna secara fungsional. Hambatan tersebut terlihat dari adanya kesenjangan dalam hal struktur generik naratif, distribusi jenis proses, jenis partisipan dan jenis sirkumstansi metafor, serta dalam hal positive mental state terms. Secara khusus, hambatan pada siswa tunarungu terjadi pada pembuatan makna yang melibatkan kemampuan kognitif tingkat lanjut, yaitu pembuatan makna abstrak, pembuatan makna evaluatif, serta pembuatan makna analogi. Penelitian ini menafsirkan bahwa tantangan tertulis kelompok tunarungu adalah karena keterbatasan input linguistik yang kontekstual dalam kognisi sebagai akibat dari keterlambatan akses terhadap bahasa verbal bahkan bahasa isyarat terutama selama critical period. Kelompok tunarungu dalam penelitian ini telah mengalami ketunarunguan tingkat berat sejak lahir atau balita dan dibesarkan dalam keluarga dengar. Lebih lanjut, hasil penelitian ini diharapkan dapat memberikan masukan bagi dunia pendidikan bahasa. Pedagogi Bahasa Indonesia bagi siswa tunarungu SMA disarankan untuk lebih menekankan pada pembuatan makna yang melibatkan kemampuan kognitif tingkat lanjut seperti mengkonstruksikan makna abstrak, makna evaluatif, dan makna analogi. Hal ini dapat diterapkan dalam kerangka sistem transitivitas di bawah pembelajaran berbasis genre. The present SFL and cognitive linguistic study has revealed the meaning making in the written narratives constructed by deaf and hearing senior high school students. Its final goal is to provide the insight into the linguistic challenges of the deaf group in reference to the hearing peers. To achieve the purpose of the study, eleven real-life narratives elicited from eleven deaf senior high school students and thirteen elicited from thirteen hearing counterparts were analysed in terms of their macro and micro levels. In terms of the macro-level, the investigated aspect was the generic structure of narratives. In terms of micro-level, the analyses were on the transitivity system, the metaphor within the transitivity system, and the mental state terms within the transitivity system. Based on the cognitive and functional perspective, it was found that there was a delay of the deaf group in making functional meaning. The delay is seen from the gaps in terms of narrative generic structure, process type distribution, participant and circumstance types, metaphors, and in terms of positive mental state terms. In particular, the barriers of deaf students occur in the meaning making that involves advanced cognitive abilities, namely making abstract meaning, making evaluative meaning, and making analogous meaning. The current study interprets that the written challenges of the deaf group is linked to the limited input of contextual linguistic resources in the cognition, as the result of their delayed access to the verbal language even the sign language especially during the critical periods. All deaf participants in the current study have experienced profound deafness since their birth or infancy and have been raised in hearing families. Further, the current study expects that the results contribute to providing insightful input for educational purposes. The pedagogical practices of Bahasa Indonesia for deaf senior high school students should give more emphasis on the meaning making that involves advanced cognitive skills like constructing abstract meaning, evaluative meaning, and analogical meaning. This can be applied within the transitivity framework under the genre-based instruction.
KODEPRODI79002#Linguistik_S3, Universitas Pendidikan Indonesia
A FUNCTIONAL AND COGNITIVE PERSPECTIVE OF MEANING MAKING IN THE WRITTEN NARRATIVES OF DEAF AND HEARING STUDENTS: a comparative study (Text)
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