Komunikasi Humanistik Model Carl Rogers sebagai Terapi Guru pada Anak Tunarungu (Studi Kasus di SLB Negeri Kota Radja Kupang)

PELLOKILA, Amanda Eunike Stela (2025) Komunikasi Humanistik Model Carl Rogers sebagai Terapi Guru pada Anak Tunarungu (Studi Kasus di SLB Negeri Kota Radja Kupang). Undergraduate thesis, Universitas Katolik Widya Mandira.

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Abstract

This research is entitled Carl Rogers' Humanistic Communication Model as Teacher Therapy for Deaf Children (Case Study at SLB Negeri Kota Radja Kupang). Deaf students are children with special needs who experience hearing impairments that affect their ability to communicate and understand information. This condition requires an appropriate communication approach from teachers so that the learning process can take place effectively. One approach that can be used is the humanistic communication model of Carl Rogers, which emphasizes empathy, acceptance, and openness in the interaction between teachers and students. The humanistic approach will be successful if there are empathy, openness, and acceptance. The concept used in this research is humanistic communication as a therapeutic approach by teachers toward deaf students. To examine this study, the researcher used a case study research method with a qualitative descriptive type of research. The data collection techniques were conducted through in-depth interviews, observation, and documentation. The results of the study show that teachers apply humanistic communication through empathy by understanding the needs of deaf students and their emotional conditions, openness through patient and honest communication, and acceptance by accepting students as they are without distinguishing the abilities of each deaf student. The humanistic communication model of Carl Rogers as a therapeutic approach can help deaf students feel accepted, increase their self-confidence, and create a safe and comfortable learning environment. This study concludes that humanistic communication plays an important role in supporting the development of deaf students in the learning process. Suggestions for future researchers include involving the role of parents in the research process. Parental involvement is important because they play a major role in assisting deaf children within the family environment.

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