Pelatihan Bahasa Isyarat untuk Mahasiswa Pendidikan Bahasa Inggris UMS: Kesiapan Mengajar di Kelas Inklusif
Keywords:
Pendidikan Inklusif, Pelatihan Bahasa Isyarat, Kuantitatif Deskriptif, Kesiapan MengajarAbstract
Pendidikan inklusif menuntut calon guru untuk memiliki beragam kompetensi komunikasi, termasuk kemampuan berinteraksi dengan peserta didik penyandang hambatan pendengaran. Mahasiswa Pendidikan Bahasa Inggris Universitas Muhammadiyah Surakarta (UMS) sebagai calon pendidik perlu dibekali keterampilan bahasa isyarat guna meningkatkan kesiapan mereka dalam mengajar di kelas inklusif. Penelitian ini bertujuan untuk mengkaji efektivitas pelatihan bahasa isyarat terhadap kesiapan mengajar mahasiswa Pendidikan Bahasa Inggris dalam konteks pendidikan inklusif. Penelitian ini menggunakan desain kuantitatif deskriptif untuk mengukur perubahan kesiapan mengajar mahasiswa. Data dikumpulkan melalui kuesioner yang diberikan sebelum dan sesudah pelatihan. Hasil analisis deskriptif menunjukkan adanya peningkatan signifikan dalam kesiapan mengajar mahasiswa, dari rata-rata 62% sebelum pelatihan menjadi 85% setelah pelatihan. Peningkatan ini terlihat jelas pada aspek keterampilan komunikasi, kepercayaan diri dalam mengajar, dan kesadaran terhadap praktik pendidikan inklusif. Oleh karena itu, pelatihan bahasa isyarat dinilai efektif dan sangat relevan untuk diintegrasikan ke dalam kurikulum Pendidikan Bahasa Inggris guna mempersiapkan calon guru secara lebih optimal dalam menghadapi kelas inklusif.
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