| dc.description.abstract | This research aims to analyze how the teacher's interpersonal communication model develops self relliance for junior high school deaf students at the Pembina Aceh Tamiang State Special School.Not only that, what communication barriers occur and efforts to overcome these communication barriers.Researchers use the interpersonal communication model and symbolic interaction theory from George Herbert Mead. This research uses descriptive research methods with a qualitative approach, with research subjects consisting of 4 middle school level teachers who are deaf. This research uses descriptive research methods with a qualitative approach, with research subjects consisting of 4 middle school level teachers who are deaf.Data collection techniques were semi-structured interviews, passive participant observation, and documentation. Data analysis uses Miles, Huberman and Saldana theoretical techniques, namely data collection, data condensation, data presentation, and conclusion drawing/verification. The data validity technique that researchers use is source triangulation.
The research results show that the teacher's interpersonal communication model in developing student self relliance at SLB Negeri Pembina Aceh Taming uses non-verbal and verbal communication. In this case, the most frequently used form of communication is sign language.or non-verbal communication due to students' limitations in hearing, making teachers and deaf students when interacting predominantly using non-verbal communication.The effectiveness of teachers' interpersonal communication with deaf students can be seen through 4 aspects: openness, empathy, supportiveness and positiveness. There are 4 inhibiting factors in teachers' interpersonal communication with deaf students in increasing their attitude of self relliance, namely: physical noise, physiological noise, psychological noise and semantic noise. | en_US |
