Syntax Literate: Jurnal Ilmiah Indonesia p�ISSN: 2541-0849 e-ISSN: 2548-1398
Vol. 8, No.2,
Februari 2023
INTERPERSONAL COMMUNICATION OF TEACHER - DEAF STUDENTS
IN ONLINE LEARNING
Annisa Lusiyana, Maulana Rezi Ramadhana
Universitas Telkom
Bandung, West Java, Indonesia
E-mail:
[email protected],
Abstract
In creating satisfying
interactions, it requires interpersonal communication that goes both ways between
teachers and deaf students in online learning. This study aims to find out how
interpersonal communication occurs between deaf teachers and students in online
learning which is studied using symbolic interaction theory in S
Public Special Education School Bekasi Regency. This research used a
qualitative research method by collecting data through interviews with twelve
informants who were divided into key informants and supporting informants,
namely six teachers and six deaf students of Public
Special Education School Bekasi Regency with data analysis using ATLAS.ti
software.� The results show that there
are three aspects of symbolic interaction in interpersonal communication
carried out by deaf teachers and students in online learning, including 1) Mind,
resulting in the theme of online learning situations, 2) Self, producing the
theme of interaction with children, 3) Society, resulting in the theme of
building interaction. These three aspects give rise to four categories,
including technical barriers, non-technical barriers, interaction approach
strategies, and providing support to children. This research can help provide
information about interpersonal communication carried out by deaf teachers and
students in online learning.
Keywords: Interpersonal Communication, Online Learning, Teacher,
Deaf students, Symbolic Interactions
Introduction
Education is a form of effort in
achieving the ideals of the nation, namely to educate the nation's life and
improve the quality of life. By being equipped with a good education, humans
can have the opportunity to have extensive knowledge and have the opportunity
to get a better life. Every human being deserves to be given adequate
education, including children with special needs. Where every human being has
the right to obtain good learning, not merely looking at social status, race,
religion, ethnicity, culture or certain groups. Through the process of
acquiring knowledge, it is possible to find out the abilities possessed by
children with special needs which can then be developed and later can be
beneficial for the lives of children with special needs and for the surrounding
environment.
Inclusive education is an educational
service for children with special limitations regardless of their social,
emotional, linguistic, physical, intellectual or other conditions to get proper
services with regular school children's education. Inclusive education provides
the greatest opportunity for all students who have various kinds of
disabilities in terms of emotional, physical, mental and social or have the
potential for intelligence and special talents to get quality education
according to their abilities and desires (Amka, 2017).
Inclusive education is especially
aimed at children with special needs (ABK) with efforts to get the education
they should get, including special schools. Special Schools or known as Public
Special Education School are educational institutions intended for children
with special needs, in order to get educational services that are in accordance
with their conditions or needs, including children with special needs who are
deaf (David Wijaya, 2019).
Quoted from the official website of the Public Special Education School Bekasi
Regency, this school is the only School Education Technical Implementation Unit
in Bekasi Regency which was established by the Provincial Government of West
Java. According to (Colagrosso et al., 2019) deafness
is a condition in which a person experiences disturbances or obstacles to the
sense of hearing, thus inhibiting the ability to receive vocabulary that makes
sufferers experience interference when communicating. This causes many deaf
children to experience difficulties in receiving abstract responses/ stimulus
words, such as tolerance, responsibility, and awareness. They will more easily
understand words that are shaped in sign language or objects because it will be
easier to capture directly through other senses. This situation makes it
difficult for deaf children to be able to interact with their surroundings,
especially in the learning process.
Learning activities are activities
that certainly involve interactional communication models. Communication
activities run in two directions, namely between teachers and students who are
directly involved in these activities. In conventional teaching and learning
activities, the communication process is carried out face-to-face (directly) in
the classroom, which can result in elements of disturbance (noise) in the
learning process being minimized (Simamora, 2020).
However, with the conditions in the midst of the Covid-19 pandemic which has
hit this country for two years, it has resulted in limited human movement
including the teaching and learning process in schools.
According to (Siahaan, 2020) the
corona virus is a contagious disease, starting with acute respiratory problems.
Since the entry of the Covid-19 virus, the Government of Indonesia has taken
firm action by stopping activities carried out outside the home. The Ministry
of Education and Culture of the Republic of Indonesia issued a policy so that
all learning activities could be carried out online, therefore the learning
aspects had to be carried out virtually (Atsani, 2020).
Teaching and learning activities are carried out using technology as an online
learning medium that can be accessed anywhere and anytime. Learning that is
done online for students with special needs, especially for students who are
deaf is not an easy thing, because students with disabilities will have
difficulty dealing with changes in learning situations from offline to online
(in the network).
The problem of learning in the
digital era today is not only the ability to master technology by teachers and
students, but also the basic skills that must be possessed by both. In this
case, technology is used only as a support for learning activities, while the
communication skills of teachers and students are the main parties in student
learning. Because in the world of education, communication is used as a means
of exchanging ideas, messages, and social interaction activities. To achieve
maximum learning results, teachers and students need to have effective
communication skills so that each learning material provided is conveyed
properly (Aladdin & Alfathan, 2022).
In terms of online learning,
interpersonal communication has an important role to improve abilities and
develop student learning activities. As educators, teachers can position
themselves as communicators and communicants to make students feel comfortable and
close, and vice versa. Students who feel their interpersonal communication
relationships are close and full of comfort, will feel that online learning is
a fun thing to do. The success of online learning can be seen from the
communication that exists between teachers and students. If communication
between the two runs effectively, then learning will be achieved (Parid, n.d.).
�There are results of
research conducted by (Rahmawati, 2020) entitled
"The process of interpersonal communication on the learning of speech-deaf
students at SDN Inclusion Keraton 4 Martapura". The research stated that the process of
interpersonal communication carried out by special companion teachers and
children with hearing impairments was well established. Because both of them
show concern for one another by inviting them to play together, exchanging
stories, doing assignments together and the teacher takes on the role of
listener and speaker.
�Interpersonal
communication that occurs during online learning is also discussed in previous
research, this research was presented by (Pratiwi, 2020) entitled
"Teacher interpersonal communication strategies in implementing distance
learning in elementary schools, Klaten, Central
Java". The research states that teachers use communication as interaction
(two-way communication) by making video calls or personal chats as one of the
strategies undertaken to arouse their students' enthusiasm for learning.
�The pre-research was
conducted during the COVID-19 pandemic, with observations and interviews by one
of the teachers at Public Special Education School Bekasi Regency. During the
pre-research, the researchers obtained the results that children in Special
Education School need to have basic skills such as sign language and the
ability to communicate. This is needed because in the online learning process,
children are encouraged to be able to understand what the teacher conveys, both
orally and in writing which aims to assist the online teaching and learning
process.
From the results of the pre-research
conducted by the researchers at Public Special Education School Bekasi Regency
found that there were frequent interpersonal communication barriers between
deaf teachers and students in online learning, where students found it
difficult to understand mediated teacher communication and students showed
traits that tended to be less enthusiastic in carrying out online learning.
Thus, interpersonal communication that occurs between teachers and students in
online learning has not run effectively, so that it becomes an obstacle in the
learning process that is carried out online.
�This study will use a
qualitative descriptive interpretation research method with the Husserl
phenomenological approach. The data collection techniques that the researchers
used were interviews, observation and documentation of deaf teachers and
students to answer the focus of the research problem. It is hoped that this
research can assist the Public Special Education School Bekasi Regency in
implementing interpersonal communication between teachers and deaf students
during online learning. Based on the explanation above, this research raises
the title "Interpersonal Communication of Deaf Teachers-Students during
Online Learning (Study of Symbolic Interaction in Public Special Education
School Bekasi Regency)".
Research methods
This study used qualitative
research methods. (Sugiyono, 2013) explained
that qualitative research is a naturalistic research method because it is
carried out in natural conditions (natural setting). According to Aminuddin (Harahap, 2020) qualitative
research is research that stems from an inductive mindset, which is based on
participatory objective observations of a social phenomenon. Mainly related to
patterns and human behavior as well as behind the human behavior. Meanwhile,
according to (Moleong, 2004) qualitative
research is research that intends to understand the phenomenon of what is
experienced by the research subject, for example behavior, perception,
motivation, action, and others as a whole, and explain it in the form of words
and language. in a special natural context by utilizing various natural
methods.
Qualitative research aims
to explain a phenomenon in depth by collecting in-depth data as well, so as to
obtain accurate research data (Harahap, 2020).
The reason the researcher chose this qualitative method is because the
researcher is trying to explore data in an exploratory manner regarding the
problem being studied, namely the interpersonal communication of teachers and
deaf students that occurs in online learning at Public Special Education School
Bekasi Regency. The data generated by the researcher is descriptive data, so
this research cannot be represented by numbers or statistics.
Results and Discussion
In completing this
chapter, the researcher conducted interviews with 12 informants to obtain the
data needed in the research. The first interview was conducted on Monday,
August 29, 2022, located at the Public Special Education School Bekasi Regency,
Pasirandu Street, Asem, Serang Baru Alley. The second
interview was conducted on Monday, September 12, 2022 at the same location,
namely at the Public Special Education School Bekasi Regency, Pasirandu Street, Asem, Serang Baru Alley. The
third interview was conducted on Monday, September 20, 2022 at the same
location, namely at the Public Special Education School Bekasi Regency, Pasirandu Street, Asem, Serang Baru Alley. The
fourth interview was conducted on Monday, September 27, 2022 at the same
location, namely at the Public Special Education School Bekasi Regency, Pasirandu Street, Asem, Serang Baru Alley.�
The teachers who became the six key informants in
this study were deaf teachers who worked at the Public
Special Education School Bekasi Regency, and one of them was aa vice principal for
student affairs. While the six supporting informants used in this study were
deaf students with an age range of 14-17 years.
Table
1
Research
Informant Data
(Source: Research Data Processed 2022)
Researchers
will describe interpersonal communication that is implemented in symbolic
interactions between teachers and deaf students in online learning at Public
Special Education School Bekasi Regency. The symbolic interaction in question
is developing the mind by sketching the mode of action, the self (self-concept)
by the stages of taking a role through interaction or the game stage, and
society (environment) which constructs a role in the midst of the environment
or society. The following is a description of the results of the research based
on the topics of the interviews that have been conducted.
Topic 1: Mind
In
the process of interpersonal communication carried out between teachers and
deaf students, the teacher always pays attention to the existence of several
obstacles in the interaction process during online learning. In the interviews
that were conducted, the researchers wanted to find out what obstacles were
found in the interactions between teachers and deaf students during online
learning.
The
results of interviews with six key informants, namely Mrs. Asri, Mrs. Kiki,
Mrs. Ika, Mrs. Tyas, Mr.
Ade, and Mr. Fli, obtained the following results:
Mrs.
Asri said that she sometimes experienced technical difficulties in the form of
a bad network when conducting online learning via video calls. Mrs. Asri said
that, "When it comes to
video calls, we sometimes get stuck with the network" (Bu Asri, key informant interview on
29 August 2022).
In addition to bad network, Mrs. Asri also said
that children who do not have a quota are the technical obstacles they
experience in interacting. Mrs. Asri said that, �Sometimes there are those
who have quotas and there are those who don't, right?�
(Mrs Asri,key
informant interview on 29 August 2022)
Just as Mrs. Asri said, Mrs. Kiki also said that
one of the communication barriers in online learning is a bad network. Mrs.
Kiki said that, "network is most hampered when online via zoom
only" (Miss Kiki, key informant interview on 29 August 2022).
Mr. Ade said the same thing, he said that when
learning is online, bad internet network becomes an obstacle in interacting
with children. Mr. Ade said that, "The problem is the internet... just
network for going online... not all places can be reached by private signals,
right, so if the signal is no longer...� (Pak Ade, key informant interview
on 20 September 2022).
Apart from being hampered by bad networks and
quotas, Mr. Ade also said that inadequate facilities were also a barrier for
him when communicating with children during online learning. He said that, "Not
all parents have adequate facilities... not all facilities are available to
parents... facilities such as cellphones or laptops, not all parents have
them" (Pak Ade, key informant interview on 20 September 2022).
The same thing was said by Mrs. Ika
that inadequate facilities in the form of cellphones that did not support
online learning were the obstacles she experienced when doing online learning.
Mrs. Ika said that, "There are cases in other
classes where the parents may not have a cellphone that supports it" (Mrs.
Ika, key informant interview on 29 August 2022).
Apart from inadequate facilities, Mrs. Ika also said that when online learning took place, some
children carried out other activities such as running away which hindered the
interaction process they were carrying out. Mrs. Ika said that, "He learns that it must move, so it
must move. So, if you go online, you've been everywhere... then there are those
who run away too." (Mrs. Ika, key informant
interview on 29 August 2022).
Just as Mrs. Ika said,
Mrs. Kiki also said that children who do other activities such as playing cellphone, sleeping, and eating became difficulties
for him to communicate during online learning. Mrs. Kiki said that, "There
are those who play mobile phones... there are children who, for example, while
lying down, it looks like that, I warn them... there are those who are
eating" (Miss Kiki, key informant interview on 29 August 2022).
Apart from children doing other activities, Mrs.
Kiki also said that the lack of enthusiasm for learning in children was also an
obstacle during online learning. Mrs. Kiki said that,"their
obstacle is in the spirit of learning too" (Miss Kiki, key informant
interview on 29 August 2022).
Mrs. Kiki also said that uncooperative parents
could hinder the interaction process in online learning. Mrs. Kiki said that, "Because
not all of their parents are at home, some are working so some are collecting
them at night... there are some parents who are not cooperative, so it's a bit
difficult for us (Miss Kiki, key informant interview on 29 August 2022)
Just like Mrs. Kiki, Mrs. Ika
also said that parents' time to accompany their children is also an obstacle in
online learning. Mrs. Ika said that, "There
are lots of obstacles online. First maybe credit, then it's time for parents to
accompany them� (Mrs. Ika, key informant
interview on 29 August 2022).
Apart from uncooperative parents, Mrs. Ika also said that the different understanding of children
and teachers is also a barrier to communication in online learning. Mrs. Ika said that, "On-line does not quite work like
that, the presentation of the material doesn't get to that point..
there is a case in zoom where there is a button to activate and deactivate the
microphone, so they didn't understand until I took the real mic, they didn't
know that I said 'push', while behind him there was no one to help, no one
else... not to mention delivering our material, didn't it reach the
children"(Mrs. Ika, key informant interview
on 29 August 2022).
The same thing was said by Mrs. Tyas
that the different understanding of children and teachers is a non-technical
obstacle in the communication process in online learning. Mrs. Tyas said that,����������� "You
really cannot hear and you cannot sign language yet, so it does not
connect" (Mrs Tyas,
key informant interview on 20 September 2022).
In addition to the different understandings of
children and teachers, Mrs. Tyas also said that
children who cannot communicate using sign language are obstacles in the
interaction process during online learning. Mrs. Tyas
said that, �They do not even know sign language� (Mrs
Tyas, key informant interview on 20 September 2022).
Topic 2: Self Concept
In
the process of interpersonal communication carried out between teachers and
deaf students, the teacher always pays attention to the interaction approach
strategies with children during online learning. In the interviews that were
conducted, the researchers wanted to find out what strategies were used in the
interactions between teachers and deaf students during online learning.
The
results of interviews with six key informants, namely Mrs. Asri, Mrs. Kiki,
Mrs. Ika, Mrs. Tyas, Mr.
Ade, and Mr. Fli, obtained the following results:
Mrs.
Ika said that she conducted an assessment as an
interaction approach strategy aimed at understanding children. Mrs. Ika said that, "The
assessment is to find out where the child's abilities are, where are the
weaknesses... from the results of the assessment, we make a module� we have
something called an assessment... we have to know the character of the
children. Because one other child must be different in character� (Mrs. Ika, key informant interview on 29 August 2022).
Mrs. Kiki said the same thing, that she also
conducts assessments as a strategy to understand children. Mrs. Kiki said that,
"Let's see what the children's characters are like... I'll just try to
get to know them one by one"(Miss Kiki, key informant interview on 29
August 2022).
In addition to conducting assessments as a strategy
to understand children, Ms. Kiki also positions herself as a friend as a
strategy for getting along with children. Mrs. Kiki said that, "I
position myself not always to be a teacher, sometimes I position them to be
their friend... I always position myself not only to be a teacher, because I'm
afraid of that... when I'm doing assignments, I become friends, sometimes I
become a sibling for they. So they are close, so it's easy for us to get into
their realm.. I positioned those three earlier, not
just being a teacher. Because I'm afraid that if I continue to be a teacher, I
don't know my children. So if we know our children,
they are not afraid to express themselves� (Miss Kiki, key informant
interview on 29 August 2022).
Not only strategies in understanding children and
getting to know themselves, Mrs. Asri did strategies to approach children
through home visits. Mrs. Asri said that, "Sometimes doing home visits,
we go to study at the student�s' homes"(Bu Asri, key informant
interview on 29 August 2022).
In addition to the three strategies above, Mr. Ade
also found a way to do learning while telling stories as a strategy for
interacting with children. Mr. Ade said that, "When we study, we do not
just study, but when we study, we talk and tell stories"(Pak Ade, key
informant interview on 20 September 2022).
Topic 3: Society
(environment)
In the process of interpersonal communication
carried out between teachers and deaf students, teachers always provide support
to children when online learning takes place. In the interviews that were
conducted, the researchers wanted to find out what support was provided by the
teacher in the interaction between the teacher and deaf students during online
learning.
The results of interviews with six key informants,
namely Mrs. Asri, Mrs. Kiki, Mrs. Ika, Mrs. Tyas, Mr. Ade, and Mr. Fli,
obtained the following results:
Mrs. Kiki said that she collaborated with parents
as support for children in online learning. Mrs. Kiki said that,�Cooperative and collaborative
from the parents� (Miss Kiki, key informant interview on 29 August 2022).
Apart from conducting collaborators, Mrs. Kiki also
provides material modules to children to support online learning. Mrs. Kiki
said that, "Yes module. My shape is like making Canva like a pdf... the
school has already provided the material� (Miss Kiki, key informant
interview on 29 August 2022).
Not only providing support by conducting
collaborators and providing modules, Mrs. Kiki also provides encouragement to
children. Mrs. Kiki said that, �Kids like this really need to be encouraged�
(Miss Kiki, key informant interview on 29 August 2022).
In addition to providing encouragement, Mrs. Kiki
also provides motivation to children. Mrs. Kiki said that, �The motivation
is certain� (Miss Kiki, key informant interview on 29 August 2022).
Just like Mrs. Kiki, Mr. Ade also motivates
children by giving support to the child even though the child made a mistake.
Mr. Ade said that, "Always encourage the child even if he is wrong and
fails... so if you continue to support your child, you will definitely be able
to do it"(Pak Ade, key informant interview on 20 September 2022).
Not only acting as a motivator, Mr. Ade also acts
as a recipient of responsibility for providing quotas from schools and the
government for children. Mr. Ade said that, "If the quota is given to each
child, the quota will be given and it has been distributed from the
school"(Pak Ade, key informant interview on 20 September 2022).
In this sub-chapter, researchers will discuss the
results of research based on the three topics that have been carried out and
will be linked to the theory of Symbolic Interaction by George Herbert (ARDIANI, 2022) where communication will occur by exchanging
symbols that are given meaning. There are three basic concepts in forming
meaning originating from the human mind about self, and its relationship in the
midst of social interaction, and the final aim is to mediate and interpret
meaning in the midst of the environment or society to answer the research focus
has been determined by researchers, namely interpersonal communication of
teachers and deaf students in online learning using a symbolic interaction
theory approach. The output generated uses ATLAS.ti
(version 8.4.4) which is then mapped into a network so that it will see the
themes that emerge from the researchers' findings.
1.
Thematic Analysis of
Interview Results
The results of the tabulation of the interview
coding that the researcher previously made found three themes that emerged from
the interviews of six key informants and six supporting informants which were
divided into three aspects based on George Herbert Mead's symbolic interaction
theory, namely Mind, Self, and Society. The themes that emerged will be
explained based on the code and also the categories from the results of
interviews with key informants and supporters to answer the research question,
namely how the application of interpersonal
communication between teachers and deaf students in online learning which is
studied using symbolic interaction theory in Public Special Education School
Bekasi Regency.
Figure 1
Teacher Interpersonal Communication � Deaf
Students during Online Learning (Study of Symbolic Interaction at Public Special Education
School Bekasi Regency) using Atlas.ti v.8.4.4 software
Table 1
Themes of Interpersonal Communication
Symbolic Interaction of Deaf Teachers and Students in Online Learning
|
Aspects of Symbolic
Interaction Interpersonal Communication of Deaf Teachers and Students in
Online Learning |
Emerging Themes |
|
Mind
|
Online
learning situation |
|
Self |
Interaction
with Children |
|
Society |
Build
Interaction |
2.
Mind
Communication
between teachers and deaf students in online learning raises a theme resulting
from categories arranged through interview transcripts from topic one (Mind).
The categories of technical and non-technical obstacles are included in theme
1) Online Learning Situations. The following is the result of coding for the
category of technical barriers and non-technical barriers:
Figure 2
Online Learning Situation in the Symbolic
Interaction of Deaf Teachers and Students during Online Learning
Here
is a table explaining the keywords and categories that make up the theme:
Table 2
Theme 1 � Online Learning Situation
|
Category |
Code |
Inquiry |
|||
|
Technical
Barriers
Non-Technical
Barriers |
Bad
network |
�
"When
it comes to video calls, we sometimes get stuck with the network"(Bu
Asri, key informant interview on 29 August 2022) �
"network is most hampered when online via zoom only"(Miss
Kiki, key informant interview on 29 August 2022) �
"if you use online, network"(Ms.
Ika, key informant interview on 29 August 2022) �
"the problem is on the internet"(Pak
Ade, key informant interview on 20 September 2022) �
"just network for online"(Pak
Ade, key informant interview on 20 September 2022) �
"Not
all places are covered by private signals, right, so if the signal is no
longer..."(Pak Ade, key informant
interview on 20 September 2022) |
|||
|
Run
out of quota |
�
�Sometimes
there are those who have quotas and there are those who don't, right?�(Bu
Asri, key informant interview on 29 August 2022) �
"There
are lots of obstacles online. First maybe credit, then it's time for parents
to accompany them�(Ms.
Ika, key informant interview on 29 August 2022) |
||||
|
Does
Not Turn on Camera |
�
�there
are also those who don't turn on the camera�(Miss
Kiki, key informant interview on 29 August 2022) �
"If
you use zoom, there are problems, students are not visible on the
screen"(Mrs Tyas, key informant interview on 20 September 2022) |
||||
|
Inadequate
Facilities |
�
"There
are cases in other classes where the parents may not have a cellphone that
supports it"(Ms. Ika, key informant interview on 29 August 2022) �
"not all parents have adequate facilities"(Pak
Ade, key informant interview on 20 September 2022) �
"not all facilities are in parents"(Pak
Ade, key informant interview on 20 September 2022) �
|
||||
|
Do
other activities |
�
"someone playing cellphone"(Miss
Kiki, key informant interview on 29 August 2022) �
"There
are children who, for example, while lying down look like that, I warn
them"(Miss Kiki, key informant interview
on 29 August 2022) �
�someone
is eating�(Miss
Kiki, key informant interview on 29 August 2022) �
�then
there are those who run away too�(Ms. Ika,
key informant interview on 29 August 2022) �
"He
learns that it must move, so it must move. So if you're online, you've been everywhere�(Ms.
Ika, key informant interview on 29 August 2022) |
||||
|
Not
excited about learning |
�
"their obstacle is in the spirit of learning too"(Miss
Kiki, key informant interview on 29 August 2022) |
||||
|
Parents
are not cooperative |
�
"Sometimes
there are parents who don't give guidance"(Bu
Asri, key informant interview on 29 August 2022) �
"Because
not all of their parents are at home, some are working so some collect them
at night..."(Miss Kiki, key
informant interview on 29 August 2022) �
"There
are some parents who are not cooperative, so it's a bit difficult for
us"(Miss Kiki, key informant interview on
29 August 2022) �
�If,
for example, you are not accompanied at home, it will not balance, it will be
one-sided�(Miss
Kiki, key informant interview on 29 August 2022) �
"There
are lots of obstacles online. First maybe credit, then it's time for parents
to accompany them�(Ms.
Ika, key informant interview on 29 August 2022) �
"There
is no one behind him to help, no one else"(Mrs Tyas, key informant
interview on 20 September 2022) �
"the problem is from the parents who can't provide
directly"(Pak Ade, key informant interview
on 20 September 2022) |
||||
|
The
understanding of children and teachers is different |
�
"Online
is rich, it doesn't arrive like that, you know"(Ms.
Ika, key informant interview on 29 August 2022) �
�submission
of the material is not up to that�(Ms. Ika,
key informant interview on 29 August 2022) �
"There's
a case in zoom, there's a button to activate and deactivate the microphone,
so they doI didn't understand until I took the real mic, they didn't
know when I said "press", while behind them there was no one to
help, no one else�(Ms.
Ika, key informant interview on 29 August 2022) �
"not to mention the delivery of our material, until it
reaches the children"(Ms. Ika, key informant interview on 29 August 2022) �
"You
really can't hear and you can't sign language yet, so it doesn't
connect"(Mrs Tyas, key informant interview on 20 September 2022) �
�Here
they clearly have communication barriers because language is a tool for
thinking, thoughthe language is the same, but the understanding is different�(Pak
Fli, key informant interview on 20 September 2022) |
||||
|
Cannot
Understand to Sign Language |
�
�They
don't even know sign language� (Mrs Tyas, key informant
interview on 20 September 2022) |
Online learning situations are part
of the mind that was coined by Mead for symbolic interaction theory. According
to George Herbert (ARDIANI, 2022) individual
behavior can be seen as an individual process in shaping and managing their
respective behavior with the surrounding environment. In the context of deaf
online learning, the thoughts found in this study are divided into two
sub-categories, namely technical barriers and non-technical barriers.
In this study, deaf teachers and
students involved a process of interaction between teachers and deaf students
as a two-way communication effort using the basic concept of mind in forming
meaning. In previous research by (Khoir, 2014) found
that the pattern of communication between teachers and students is
multidirectional communication and there are still obstacles in interpersonal
communication. In this study, the technical barriers to communication that
occur between teachers and deaf students during online learning include bad
network, no quota, not turning on the camera, and inadequate facilities.
Whereas non-technical obstacles in online learning are doing other activities,
not enthusiastic about learning, parents are not cooperative, children and teachers
understand differently, and cannot sign language.
The first technical obstacle is not
turning on the camera during online learning. As Mrs. Tyas
said, the obstacle to learning via Zoom is that students are not visible on the
screen. Mrs. Kiki also added that there were students who did not turn on their
cameras during online learning. In carrying out interactions, it is necessary
to exchange symbols that are given meaning originating from the human mind. In
this case, understanding sign language which is assumed as a symbol is an
important thing that must be considered. Thus, turning on the camera is
something that must be considered so that the exchange of symbols using sign
language can work well.
Furthermore, the second technical
obstacle, inadequate facilities. As Mr. Ade said, not all parents have
facilities such as cellphones and laptops to support online learning. In the
context of symbolic interaction, each individual must develop their thoughts
through interactions with other individuals. Lack of facilities is an obstacle
in the process of interaction between teachers and deaf students in online
learning.
The third technical barrier is that
there is no quota. In this study, Mrs. Ika said that
there were several obstacles in online learning, one of which was the credit
problem. Mrs. Asri also said that sometimes students have a quota, sometimes
they do not. This is in line with previous research by (Lestari et al., 2021) which
found that the obstacles faced by students during online learning such as no
quotas, unstable signals, and sometimes students who lost news. Meanwhile, the
research conducted by (Mangolo et al., 2022) found
that one of the obstacles to online learning is not having a quota.
Furthermore, the fourth technical
obstacle is bad network. In this study, Mrs. Asri said that when teaching via
video calls, learning was hampered due to poor network. Apart from that, Mr.
Ade also said that not all places are reachable with an internet signal. This
is in line with previous research by (Mangolo et al., 2022) which
found that one of the barriers to online learning is an unstable internet
network. Another study by (Afiani & Faradita, 2021) also
found that apart from inadequate smartphones, quota factors and unsupportive
signals were factors that hindered the process of online learning activities.
So that the obstacles to online learning for deaf students are considered the
same as the obstacles to online learning for normal students in general.
In addition to technical barriers,
there are non-technical obstacles found in online learning interactions. The
first non-technical obstacle is doing other activities. As said by the teacher
at the Public Special Education School Bekasi Regency, several children were
doing other activities such as eating, lying down, playing on their cell
phones, and even running away during online learning. The condition of children
who carry out learning activities in a moving manner hinders the interaction
process carried out by teachers and children during online learning.
The second non-technical obstacle is
the different understanding of children and teachers. (ARDIANI, 2022) in
his book entitled Mind, Self, and Society explains that symbols are language
which is a mixture of gestures originating from the human mind. Language is
social, by bringing it into individual life with gestures, attitudes, and roles
that are implied in shared social activities. As Mr. Fli
said, even though the language is the same, the understanding is different.
This proves that the importance of an interaction for deaf teachers and
students in interpreting a symbol (in the form of sign language) is in
accordance with a mutual agreement to reduce the possibility of interpretation
confusion.
Furthermore, the third non-technical
obstacle is not being able to sign language. In creating satisfying
interactions, it is necessary to exchange symbols that are given meaning
originating from the human mind. In this case, understanding sign language
which is assumed as a symbol is an important thing that must be considered. As
Mrs. Tyas said, many students do not know sign
language. Previous research by (Paramesthi & Rahardjo, 2021) found
that Special Education School teachers use sign language as a medium to convey
learning to deaf students.
The fourth non-technical obstacle is
the lack of enthusiasm for learning. In this study, a teacher named Mrs. Kiki
revealed that one of the obstacles in online learning is that students are not
enthusiastic about learning. The next obstacle is the child doing other
activities. Mrs. Ika explained that while online
learning was taking place, there were children who were distracted while
studying while moving. This causes interactions during online learning not to
go well.
Furthermore, the fifth non-technical
obstacle is that parents are not cooperative. In this study, Mrs. Kiki
explained that there were some parents who were not cooperative, so it was
rather difficult if deaf students were not accompanied at home during online
learning. Not only that, some students turned in assignments late and only
collected them at night because their parents weren't home. This is in line
with previous research by (Paramesthi & Rahardjo, 2021) which
found that the role of parents is very important in helping students' learning
activities because students can ask questions and communicate with parents if
students face problems during online learning. Parents who do not accompany
their children hinder the online learning process.
In addition to technical and
non-technical online learning barriers, researchers also found that online
learning media also plays an important role in the interaction of teachers and
students with hearing impairments. In mind, the teacher always pays attention
to the learning media used during online learning. This is in line with
previous research by Hartanto and Kusuma (2022) which also explained that the
WhatsApp group was used as a means of disseminating information and a place to
bridge and facilitate communication.
Another study by Ika
Wahyu (Pratiwi, 2020) found
that communication as an interaction or two-way in nature through video calls
and private chat with students is one of the interpersonal communication
strategies carried out by the teacher. In this study, each teacher has certain learning
media which are divided into three categories namely, synchronous,
asynchronous, and interactive learning media for interacting with deaf students
during online learning.
With the existence of synchronous
learning media such as Whatssap and Zoom, asynchronous
learning media such as YouTube and SEON, as well as interactive learning media
such as Learning Games, it facilitates the teacher's symbolic interaction
process by using sign language (as a symbol) which can produce meaning that
comes from the human mind during online learning. As George Herbert (ARDIANI, 2022) said
that symbolic interaction is born from basic concepts in forming meaning that
originate from the human mind.
Conclusion
In creating satisfying interactions
in online learning, there is a need for interpersonal communication that runs
in two directions between the teacher and deaf students, so that a message is
exchanged. In the case of online learning, the communication that occurs will
be mediated so that an obstacle occurs. In the communication that occurs
between teachers and deaf students in online learning, two obstacles are found,
namely technical barriers (poor network, no quota, not turning on the camera,
and inadequate facilities) and non-technical barriers (carrying out other
activities, not enthusiastic about learning, people parents are not
cooperative, the understanding of children and teachers is different, and they
cannot sign language). The interactions that occur between teachers and deaf
students in online learning are in the form of symbolic interactions. Besides
that, found a media or channel. The learning media consist of WhatsApp, zoom
(synchronous), You Tube, SEON (asynchronous), learning games (interactive).
In the process of teacher and deaf
student interaction, it is necessary to have an interaction approach strategy
that is carried out to form self-concept. Self-conception occurs when the
teacher's interaction with deaf students is active. In this case, the teacher
develops his self-concept by using the strategy of familiarizing himself by
advising and positioning himself as a friend, approaching children by doing
home visits, finding ways by explaining material simply or while telling
stories, and understanding deaf children by conducting assessments.
In an effort to build interaction,
teachers and parents work together to provide support to deaf students in
online learning, besides that the school also works together in meeting the
needs of deaf students to achieve successful online learning. This support
includes providing modules, providing encouragement, providing budgets for
online learning, and providing motivation to deaf students.
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