THE ROLE OF GUIDANCE AND COUNSELING TEACHERS IN DEVELOPING ORAL COMMUNICATION OF STUDENTS WITH DEAF DISABILITIES AT SMPLB TUNARUDU PANGUDI LUHUR, WEST JAKARTA

Abstract

Researchers discovered a phenomenon regarding the obstacles faced by guidance counselors in communicating orally with hearing-impaired students when interacting with them, including when the guidance counselor provides counseling services. The purpose of this research is to identify the obstacles faced by Guidance and Counseling teachers in communicating orally with hearing-impaired students and to understand the role of Guidance and Counseling teachers in developing an oral communication system for hearing-impaired students. This research was conducted at SMPLB Tunarungu Pangudi Luhur Jakarta Barat. Data collection was conducted through interviews, observations, questionnaires, and documentation. The analysis of the research data uses data triangulation. The research findings regarding the obstacles faced by guidance counselors are the ability of the guidance counselor to understand the messages conveyed by hearing-impaired students and the difficulty in conveying ideas and concepts to hearing-impaired students. The results regarding the role of guidance and counseling teachers in developing oral communication include getting hearing-impaired students to repeat their speech with clear articulation and voice, providing access to oral communication, correcting speech errors with proper language patterns, giving speech reading exercises, being open to students, being patient and empathetic, and providing positive reinforcement. The role of the Guidance and Counseling teacher as a facilitator, mediator, and demonstrator helps develop oral communication according to the needs of hearing-impaired students. Advice to parents is that cooperation with the school is expected. Advice to the guidance counselor regarding the role of the guidance counselor in developing oral communication in hearing-impaired students is to get them accustomed to communicating orally clearly and to provide oral communication training during counseling sessions, in addition to the need for cooperation with school staff to maximize the development of oral communication in hearing-impaired students. Advice to the head of SMPLB is to provide structured and programmed oral communication training services to students with hearing disabilities. Advice to the BK program, especially in the deepening of the Inclusive Education course, is expected to include learning and discussions on the role of BK teachers in developing oral communication for hearing-impaired students.