KOMUNIKASI DAN PEMEROLEHAN BAHASA ANAK TUNARUNGU MELALUI METODE MATERNAL REFLEKTIF (MMR) USIA 5 - 6 TAHUN DI SLB B KARNNAMANOHARA

Maulida Nurlaila, NIM.: 22104030083 (2026) KOMUNIKASI DAN PEMEROLEHAN BAHASA ANAK TUNARUNGU MELALUI METODE MATERNAL REFLEKTIF (MMR) USIA 5 - 6 TAHUN DI SLB B KARNNAMANOHARA. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

Preview	Text (KOMUNIKASI DAN PEMEROLEHAN BAHASA ANAK TUNARUNGU MELALUI METODE MATERNAL REFLEKTIF (MMR) USIA 5 - 6 TAHUN DI SLB B KARNNAMANOHARA) 22104030083_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf - Published Version Download (6MB) | Preview
	Text (KOMUNIKASI DAN PEMEROLEHAN BAHASA ANAK TUNARUNGU MELALUI METODE MATERNAL REFLEKTIF (MMR) USIA 5 - 6 TAHUN DI SLB B KARNNAMANOHARA) 22104030083_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf - Published Version Restricted to Registered users only Download (12MB) | Request a copy

Abstract

This research is motivated by the importance of communication and language acquisition for deaf children from an early age. It aims to analyze the implementation of communication and language acquisition among deaf children aged 5–6 years using the Maternal Reflective Method (MMR) at SLB B Karnnamanohara, as well as to assess the challenges encountered and the efforts made by the school to overcome them. This study employs a qualitative method with a descriptive approach. The research subjects consist of one school principal and two teachers from the "Taman 2" class, with observations focused on the children in that class at TK SLB B Karnnamanohara. Data collection was conducted through observation, interviews, and documentation. Data analysis utilized the Miles and Huberman model comprising data condensation, data display, and conclusion drawing while data validity was verified through source and technique triangulation. The research findings indicate that: (1) Communication for deaf children aged 5–6 years using the Maternal Reflective Method (MMR) is facilitated through conversations based on the children's daily experiences, supported by play activities, storytelling, sign language, and learning aids, thereby enabling the gradual development of their communication skills. (2) Language acquisition occurs gradually through meaningful learning experiences, characterized by an expanding vocabulary, language comprehension, the ability to construct simple sentences, the use of spoken language and sign language, and basic reading and writing skills. (3) Factors supporting communication and language acquisition include teacher competence in implementing MMR, the availability of learning media, a communicative learning environment, and cooperation between the school and parents. Conversely, inhibiting factors include a lack of communication and language stimulation within the family environment and a limited variety of play activities. These obstacles are addressed through parenting programs, strengthened collaboration with parents, and the development of more innovative learning media and activities to support the communication and language acquisition of hearing-impaired children.

Share this knowledge with your friends :

Actions (login required)

View Item