AKTIVITAS KOMUNIKASI NONVERBAL GURU PADA ANAK TUNAGRAHITA DALAM PROSES BELAJAR MENGAJAR (Studi Pada Guru SDLB Negeri Kedungkandang)

Children with intellectual disabilities have slow learning problems in the learning process, the different from normal children in general. So they must get special attention by the teacher to get optimal learning outcomes, but before that the teacher must know how the activities or activities of their students in the classroom during the teaching and learning process. In the definition of non-verbal communication as communication using sign language such as body movements, facial expressions, eye contact and voice intonation is very effective for continuity in the teaching and learning process, so students can easily understand what is conveyed by the teacher. That way verbal communication will be more effective if supported by nonverbal communication. The research method used is a qualitative descriptive method, starting with in-depth interviews with the teacher, direct observation of spaciousness when the learning process of students with special needs (ABK) mentally retarded and taking documentation when the learning process takes place to prove the validity of the data obtained. The theory used in this study is the Cumulative Structure Theory which is a theory that means non-verbal communication in the form of body movements and facial expressions. From the results of the study concluded that in nonverbal communication activities, teachers approach students personally, provide subjects in accordance with the level of understanding of mentally retarded students supported by several tools provided by schools and in non-verbal communication activities applying some form of haptic, kinesic communication , paralinguistic and gesture so that the learning process can run according to teacher expectations