Penelitian ini bermaksud untuk menguraikan secara mendalam tentang Aktivitas Komunikasi Siswa Tunadaksa di SLB-ABC & Autis YPLAB Lembang dalam Berinteraksi di Lingkungan Sekolahnya. Untuk menjabarkan fokus penelitian, maka peneliti membagi ke dalam beberapa sub-sub masalah mikro yaitu situasi komunikatif, peristiwa komunikatif, dan tindakan komunikatif siswa tunadaksa di SLB-ABC YPLAB Lembang dalam berinteraksi di lingkungan sekolahnya. Metode Penelitian ini adalah metode kualitatif tradisi etnografi komunikasi dengan teori pendukung yang diangkat yaitu interaksi simbolik. Subjek dalam penelitian ini berjumlah 4 (empat) orang, terdiri dari 2 (dua) informan dan 2 (dua) informan pendukung yang diperoleh melalui teknik purposive sampling. Teknik pengumpulan data melalui wawancara mendalam, Observasi, Dokumentasi, Internet Searching dan Studi Pustaka. Teknik uji keabsahan data dengan cara meningkatkan ketekunan, triangulasi, dan diskusi dengan teman sejawat. Hasil Penelitian menunjukkan bahwa, Situasi komunikatif siswa tunadaksa saat berinteraksi di lingkungan sekolahnya yaitu tetap sama walaupun lokasinya berubah. Peristiwa komunikatif, terdapat beberapa komponen yang peneliti uraikan, yaitu melalui kata SPEAKING, yang terdiri dari: setting/scence yaitu di lingkungan sekitar sekolah, partisipants yaitu guru dan teman-temannya, ends yaitu rasa ingin tahu, act sequence yaitu isi pesan saat sedang berinteraksi, keys yaitu nada emosi yang digunakan, instrumentalities yaitu bahasa dan gaya berbicara, norms of interaction yaitu nasihat dan arahan, genre yaitu jenis komunikasi personal. Tindakan komunikatif, secara umum anak tunadaksa cenderung menggunakan komunikasi verbal dibandingkan komunikasi non verbal ketika berkomunikasi dengan guru dan teman-temannya. Simpulan dari penelitian ini bahwa Aktivitas Komunikasi siswa tunadaksa dalam berinteraksi di lingkungan sekolahnya yaitu anak tunadaksa diberi kelebihan dalam berkomunikasi verbal dengan cakap walaupun komunikasi tersebut sederhana, sehingga dari hal tersebut dapat menimbulkan aktivitas khas yang kompleks yang di dalamnya terdapat peristiwa-peristiwa khas komunikasi yang melibatkan tindak-tindak komunikasi tertentu dan dalam konteks komunikasi yang tertentu pula. Saran dari penelitian ini adalah SLB-ABC & Autis YPLAB Lembang terus memberikan motivasi pada siswa tunadaksa melalui kegiatan dan program tertentu di luar program pembelajaran, agar siswa tunadaksa tetap semangat dan menumbuhkan percaya dirinya untuk berkomunikasi, dan menganggap semua kekurangan itu sebagai suatu kelebihan.

This research intended to describe the Communication Activity of Quadriplegic Students at SLB-ABC & Autism YPLAB Lembang in interacting with Their School Environment. To describe the focus of the study, thus the researcher divided it into several micro-problem sections such as communicative situations, communicative events, and the quadriplegic studentsÂ’ communicative actions at SLB-ABC YPLAB Lembang in interacting with their school environment.The method used in this research was qualitative tradition of communication ethnography with symbolic interaction supporting theory. The sample of this research were 4 (four) samples, they are 2 informants and 2 supporting informants by using purposive sampling. The data collection technique used in this research was deep interview, observation, documentation, internet searching and literature study. The triangulation technique was used in persistent observation, testing the validity of the data, and, peer debriefing.The result of the study shows that the communicative situation of quadriplegic students in interacting at the school environment was still the same although it took place at different location, while, it also can be changed in the same location. Communicative events, to analyze the communicative events of quadriplegic students in interacting with their school environment, there were several components which described by the researcher, namely SPEAKING, such as: setting/scene is in the neighborhood school, partisipants the teacher and his friends, the ends of curiosity, act sequences that content when interacting, the emotional tone keys used, instrumentalities the language and style of speaking, norm of interaction the advice and guidance, and genre that kind of personal communication. Generally, the communicative action of quadriplegic students tend to use verbal language than nonverbal language in interacting with their interlocutors.The conclusion of this research shows that the communication activity of quadriplegic students at the school environment is quadriplegic students were given strengths in verbal communication fluently although the communication itself was simple, thus, that point generates compound special activity which has special communication events involving particular communication events and particular communication context also.The suggestion of this research is SLB-ABC & Autism YPLAB Lembang keep motivating the quadriplegic students through particular program besides the teaching and learning program, so that the students are able keep the spirit and grow their self-confidence to communicate, and, think that their weakness as a gift.

https://elib.unikom.ac.id/gdl.php?mod=browse&op=read&id=jbptunikompp-gdl-syarahanay-34881