Bimbingan Susun Kata Untuk Meningkatkan Kemampuan Perbendaharaan Kata Anak Tunarungu Kelas V Sekolah Luar Biasa Negeri Jember

Word Arrangement Guidance to Improve the Vocabulary Skills of Class V Deaf Children at Jember State Special School

Abstract

Guidance using word order media is shown to deaf children in increasing vocabulary. It is known that deaf children have speech impediments so that their language is very limited. Guidance through word order media is a way for a teacher to teach his students with a medium, namely composing words per syllable, so as to form meaningful words. The focus of the research: 1) How is the planning of word order guidance for deaf children in class V with hearing impairments at the Jember State Special School? 2) Implementation of word order guidance for deaf children of class V with hearing impairment at the Jember State Special School? 3) The results obtained by deaf children in increasing vocabulary through word order media? Research objectives: 1) To find out the planning of word order guidance for deaf children in class V with hearing impairment at the Jember State Special School. 2) To find out the implementation of word order guidance for deaf children in class V hearing impairment at the Jember State Special School. 3) To find out the results obtained by deaf children in increasing vocabulary through word order media. This research uses a qualitative method with a descriptive type. Data collection techniques using participant observation techniques, semi-structured interviews, and documentation. Data analysis by collecting data, condensing data, presenting data, and drawing conclusions. The validity of the data using triangulation techniques. Research results: 1) Wording media can be used to increase the vocabulary of deaf children with guidance planning steps, namely: a) identification of the needs and characteristics of deaf children, b) formulation of goals, c) formulation of materials, d) development of measuring tools for success, e) writing media scripts, f) holding revision tests or trials. 2) Implementation of guidance shows that deaf children in class V with hearing impairment can take part in the implementation of guidance well through the stages of the teacher explaining guidance material, distributing word order media, discussing questions, helping explain how to do it, and evaluating. 3) The results obtained are that deaf children in class V with hearing impairment have new vocabulary, deaf children actively participate in guidance, word order media can help deaf children learn, word order guidance media can motivate deaf children. However, in developing the imagination of deaf children in class V, the hearing impairment has not been well