Penelitian ini bertujuan untuk mendeskripsikan tahapan proses transformasi lirik lagu menjadi gerak tari pada siswa tunanetra dalam kegiatan pembelajaran tari di SLB A Bina Insani Bandar Lampung. Penelitian ini menggunakan metode kualilatif dengan pendekatan deskriptif. Subjek penelitian terdiri atas empat siswa tunanetra dan satu guru pembimbing kegiatan tari. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Analisis data dilakukan melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diperoleh melalui triangulasi teknik dan triangulasi sumber. Hasil penelitian menunjukkan bahwa proses transformasi lirik lagu menjadi gerak tari pada siswa tunanetra berlangsung melalui lima tahapan yaitu mengapresiasi lirik lagu, memahami maknanya, menceritakan kembali dengan bahsa sendiri, menambahkan episode khayal, dan Mengubahnya menjadi gerak tari. Penggunaan lirik lagu Braille membantu siswa tunanetra memahami alur pembelajaran tari serta memudahkan mereka dalam merespons imajinasi dari awal hingga akhir lirik lagu yang didengarkan. Variasi gerak yang dihasilkan menunjukkan adanya perbedaan interprestasi yang dipengaruhi oleh kemampuan, pengalaman, dan daya imajinasi masing-masing. Oleh karena itu, dapat disimpulkan bahwa lirik lagu dapat bertransformasi menjadi gerak pada proses pembelajaran tari pada siswa tunanetra.

This study aims to describe the stages of the process of changing song lyrics into dance movements for visually impaired students in dance learning activities at SLB A Bina Insani Bandar Lampung. This study used a qualitative method with a descriptive approach. The research subjects consisted of four visually impaired students and one dance teacher. Data collection techniques were carried out through observation, inteRViews, and documentation. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing, while data validity was obtained through technique triangulation and source triangulation. The results showed that the process of transforming song lyrics into dance movements for visually impaired students took place through five stages, namely appreciating song lyrics, understanding their meanings, retelling them in their own words, adding imaginative episodes, and transforming them into dance movements. The use of Braille song lyrics helped visually impaired students understand the flow of dance learning and made it easier for them to respond imaginatively from the beginning to the end of the song lyrics being listened to. The variations of movements produced indicated differences in interpretation influenced by each student’s abilities, experiences, and imagination. Therefore, it can be concluded that song lyrics can be transformed into movements in the dance learning process for visually impaired students.