Stuttering from a Psycholinguistic Perspective: Social and Academic Implications for Eighth-Grade Students
(Gagap dari Perspektif Psikolinguistik: Implikasi Sosial dan Akademik bagi Siswa Kelas Delapan)
DOI:
https://doi.org/10.20625/theosyn.v1i2.048Keywords:
Psycholinguistics, Psychological, Speech Difficulty, Student, StutteringAbstract
This study aims to provide an in-depth description of the speech difficulties experienced by an eighth-grade student who stutters. The research employed a qualitative approach using a single case study method, with data collected through direct classroom observation. The findings reveal that the student exhibited various forms of disfluency, including sound repetitions, prolongations, extended pauses, and speech blocks. These speech difficulties were influenced not only by linguistic and motor aspects but also by psychological factors such as anxiety, fear of negative evaluation, and low self-confidence. Such conditions affected the student’s participation in classroom activities, social interactions with peers, and overall academic performance. The study emphasizes the crucial role of teachers in creating a supportive, patient, and pressure-free learning environment to help students who stutter communicate more confidently and engage more actively in their learning process.
Bahasa Indonesia
Studi ini bertujuan untuk memberikan deskripsi mendalam tentang kesulitan berbicara yang dialami oleh siswa kelas delapan yang gagap. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus tunggal, dengan data dikumpulkan melalui observasi langsung di kelas. Temuan tersebut mengungkapkan bahwa siswa menunjukkan berbagai bentuk kelancaran, termasuk pengulangan bunyi, perpanjangan, jeda yang diperpanjang, dan blokade bicara. Kesulitan berbicara ini tidak hanya dipengaruhi oleh aspek linguistik dan motorik, tetapi juga oleh faktor psikologis seperti kecemasan, ketakutan akan evaluasi negatif, dan kurangnya kepercayaan diri. Kondisi tersebut memengaruhi partisipasi siswa dalam kegiatan kelas, interaksi sosial dengan teman sebaya, dan kinerja akademik secara keseluruhan. Studi ini menekankan peran penting guru dalam menciptakan lingkungan belajar yang mendukung, sabar, dan bebas tekanan untuk membantu siswa yang gagap berkomunikasi lebih percaya diri dan terlibat lebih aktif dalam proses belajar mereka.
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