EFFECT OF THERAPY IN IMPROVING speech ORAL

LANGUAGE ABILITY deaf in SLB STATE LAND OF HERBS IN

2020
 
Ritna Udiyani ¹ , Tika Sari Dewy ² , Bayu Purnama Atmaja ³
¹ Program Study of Science of Nursing , STIKES Darul Azhar Batulicin
² Nurse Professional Study Program , Stikes Darul Azhar Batulicin
³ Nurse Professional Study Program , Stikes Darul Azhar Batulicin
Email: ritnaudiyani33@gmail.com
 
 
ABSTRACT
 
Hearing impairment is a disorder of organs of hearing are not functioning as
a maximum . Error speak or error articulation often encountered in children with hearing
impairment when the child speaks . Kids with hearing
impairment often times do omissions , substitutions , distortion , and addition . So it
takes a therapy to be able to improve the ability of language that , one of
the therapies that are therapy coached speech . Objective research is to know the effect of the
provision of therapy coached speech in improving the ability to speak verbal children with
hearing impairment in SLB Negeri Tanah Bumbu .
The research method used a quasy experimental design with a pre and post test
design without control. The number of samples that are used as much
as 7 students . Sampling technique with total sampling method . The instrument that is
used is SOP therapy speech and 20 questions to measure the ability
of language verbal children with hearing impairment . Interventions do as much as 12 times face
to face with the total time for 4 weeks .
The results of the
study univariate obtained that before do therapy speech- average ability languages spoken child
deaf how the category is less so with the value of 43.57 and then once done therapy of speech as
much as 12 times the face-to -face average ability verbal language children with hearing
impairment ride into good . Multivariate analysis using repeated measure ANOVA by previously
seeing the sphericity assumption test obtained p value 0.003 ( p <0.05), which means that the
variance assumption test is not the same so that using Greenhouse-Geisser obtained p value
0.000 ( p <0.05) which can be obtained. it means that there is an effect of speech therapy in
improving the oral language skills of deaf children in Tanah Bumbu State Special School .
 
Keywords: speech building, spoken language, deaf
 
 
PRELIMINARY
 Kids with hearing impairment is a child who lost whole or in part the power of
hearing that suffered disruption to communicate it verbally (Gunawan & Rusyani ,
2016) . Inability to speak or talk caused by three factors among others: acceptance
of sound through the hearing is not quite as bait back to vocalize sounds , acceptance of the
language of the person who accidentally invited talk is not enough to support his
hearing , and children with hearing impairment are not able to hear a sample language
of people to talk ( Rahmawati , Juhaeni, Aisah, Kinasih, & Shibyany, 2019) . As a result they
cannot capture and receive information through their sense of hearing and to develop their
potential, special education services are needed (Awalin, 2017) .
Special School, hereinafter abbreviated as SLB, is a form of special education unit that is
integrated into the formal pathway for primary education to secondary education in one
management (JDIH BPK RI, 2019) . Recorded in Indonesia the number
of services education specialized in the teaching of 2018/2019 as many
as 2 . 212 schools with the number of 29 464 students recently were enrolled in schools outside
the regular (PDSPK Kemendikbud, 2018) , then in the teachings
of 2019/2020 registered 2,270 schools to get pupils new number of 33
955 students . Increasing the number of schools and students new this indicates that the number
of people with children with disabilities specifically in Indonesia is
getting increasing from year to year . Whereas in South Kalimantan
region alone recorded consisted of 31 s ekolah , both domestic as well as private by the
number of students just as much as 533 students in the teaching of 2018/2019 and
in the teachings of 2019/2020 the number of schools that there is decreased into 28 schools ,
but the number of students new almost the same with the teachings earlier that as many
as 527 students recently were registered (Pusdatin Kemendikbud,
2020) . B forgetting again coupled with the number of students long time is taking education
in schools outside the ordinary , such as the recently recorded the number
of overall students SLB region of South Kalimantan in the teachings of 2018/2019 a number
of 2264 students , the teaching of 2019/2020 as many as 2420 students and the teaching
of 2020/2021 totaling 2446 students . Increasing the number of
students SLB is not accompanied by the amount of power the teacher , the teacher
data from Data Basic Education Directorate General of Early Childhood Education, Primary
Education and Secondary Education since the teachings of 2019/2020 to the teachings
of 2020/2021 experienced a decrease in the amount of the initial amount of 604 become 596
teachers (Ministry of Education and Culture, 2020) .
According to the Government Regulation of the Republic
of Indonesia Number 19 of 2017, teachers are professional educators with the main task of
educating, teaching, guiding, directing, training, assessing, and evaluating students in early
childhood education through formal education, basic education, and secondary education ( JDIH
BPK RI, 2017) . According to Dwi Siswoyo, et al (2011: 130) in (Ariyanti, 2015) requirement of
competence which should be possessed by the teacher is the competence
of pedagogic, competence personality , competence and professional competence
of social. In fulfilling pedagogic competence, teachers are required to be able
to understand and develop
the potential of students , plan and implement learning and evaluate learning as well as master
the science of education . Given the task of a teacher is not easy especially students who need
to be educated is a child needs special which requires a level
of attention and interaction is large compared with children who not needs special , so should the
number of teachers to educate and teach students with disabilities specifically balanced by the
number of his students .
Conditions above depicted in SLB Tanah Bumbu which is one of the parts of the
district of South Kalimantan only has the only school with children with
disabilities specifically .  In previous research (Udiyani, Dewy, & Atmaja,
2020) , a preliminary study was found that most deaf students who are currently in SDLB
experience delays in language and speech skills because at school there are no sufficient facilities
and human resources to develop language and speech skills of the
students . So the researchers do therapy coached speech in children with hearing impairment as
much as six times the face-to- face with the results
of average ability languages spoken child with hearing impairment before
the given therapy coached speech amounted to 43.57 are in the category of less
than once , but after given therapy speech increased into 65.00
which means that the oral language skills of deaf children
are quite good . Although seen from the results of research that there are differences in the ability
of the language spoken after given therapy coached speech but still felt less of a target
that should have the ability languages spoken minimal increase menajdi well . Then also based
on the opinion (Nofiaturrahmah, 2018) where k Capacity of talking to a deaf child will grow
by itself, but requires continuous effort and practice and guidance in a professional
manner. So researchers continue therapy coached speech on the efforts to improve the ability
of language verbal children with hearing impairment .
Developments language is capacity of to obtain and use the symbol verbal or non-
verbal of the concept or definition in accordance with the rules of linguistic ( semantic
and  sintatik  ) which is used by the environment . Meanwhile, speech development is
the ability of language behavior ( verbal behavior ) which is quite a lot to
be used in daily communication . The stages of language development
are divided into three, namely : 1) The formation of language elements , takes place at the age
of 1 to 1.6 years where the child begins
to learn language sounds in relation to certain concepts or meanings ; 2) Development of languag
e understanding and vocabulary , children begin to pay more attention
to various events and incidents in their environment ; 3) The use of language , after the age
of 3 years old children begin to master the language , pembendaharaan language that is quite a
lot to be used in communication daily . Fa c tors that affect the development
of language and speech of children , namely : the condition of the physical , the
ability motoric, health general , intelligence , personality , status of socio-economic , the attitude
of the environment , the type of sex , bilingualism e (Setyono, 2000) .
Scheme mechanisms talk humans through several stages as follows : 1) The organs
of hearing , any sound that is generated by the source of the sound or vibration of
air received by the ear converted into impulses mechanical ( ear middle )
and then converted into impulses electrical ( ear inside ) which is passed through
the nerve hearing ( the austic nerve ) leads to the auditory cortex in
the brain . 2) Center Perception ( Wernickle ), impulses are received by the cortex of
hearing in the brain (Center Wernickle  ) further processed and observed by the center
of perception that occurred process differentiation stimulation with
the background behind , storage stimulation , the formation of structure and analysis. 3)
The Sound Bank , a part of the imaginary to imagine the existence of a section that serves as a
relay station that connects between the central perception of the central notion to be processed is
more advanced . 4) The center of understanding , at the center of this understanding ,
the received stimulus ( after going through a process of sensation and perception )
is then associated with the understanding that
is already owned through the thought process, finally the stimulus becomes a concept . The
concept is then stored and ready to be used in the process
of association , reproduction , imagination , abstraction and at the same
time will function in the thought process . 5) engram bank is also a part of the
imaginary that serves as the central store of the pattern of movement of the sound ( especially the
sound of speech ) are received , the pattern of movement of the sound will be helpful at the time
of a person about to express an idea or concept that they are
listed be accepted and understood by the listener in accordance with the intention of the
speaker . 6) Central Motor (Broca) serves to control the mechanism
of respiration , phonation , articulation and resonance when speaking , mechanisms are in
accordance with the pattern of movement which has been determined by the engram
bank . 7) Speech organ includes all organs in the process
of respiration , phonation , articulation and resonance . Organ breathing is the diaphragm , the
muscle chest, muscular stomach and channel breathing . The phonation organs, namely
the larynx, especially the vocal folds . The articulation organs as well as resonators are
the labium, palate , tongue and teeth and pharynx. 8) Feed back is a process of
sensory to control the movement of organs talk , feed back can be distinguished into two kinds ,
namely a) the bait behind the auditory where the time is less than one hundredth
of two twenty- five seconds (0.008 seconds ) someone will hear his own ,
b) Feed back kinesthetic , where at the time a motoric impulse occurs from nerves to muscles ,
a person will simultaneously feel the movements that occur (Setyono, 2000) .  
The development of language and speech in children tun a hearing stops at the beginning
of babble. The absence of feedback on his own voice and the attention of people around him
causes the development of language and speech not followed by the next development phase.
" At the time of imitating children with hearing impairment limited to the imitation of nature
visual namely motion and gesture ( Mohammad Efendi 2005: 76 in (Qoimudin,
2016) . Therefore because the children with hearing impairment have limitations in the ability
of language / speech , to speak for children with hearing impairment require
a power that many , say the letter a child with hearing impairment requiring exercise
intensive and sustained . therapy bina1 speech is one therapy that can develop language skills
and talk to children experiencing barriers to speak mainly on deaf . the use
of therapeutic speech through Exercise articulation mem possess several benefits for develop the
ability to speak , namely : 1) Mem shape pattern greeting sound language that is in
accordance with rule 2) Mem enable the organs of speech are experiencing stiffness 3)
Me Anticipating that any patterns of words when coupled between one to the other can cause the
meanings of certain 4 ) spared of wordiness 5) M en dd vocabulary words for the benefit
of communication 6) Me ngembangkan potential and personality (Udiyani, Dewy, and Atmaja,
2020) . The mechanism of articulation is the process of formation of a wave of air that has
the intensity and frequency of certain into sounds that meant . In the process of forming sound ,
in essence the sound that occurs is a continuum . To Analyze function language , the sound
of which is the continuum are cut in pieces, which of sentences into words, of words into parts of
words, of the tribe of words into phonemes and phoneme differentiated into vocals
and consonants (Setyono, 2000) .
The implementation of speech building with articulation exercises consists of 1) Initial
activities, namely doing exercises of the vellum muscles, cooperation of the muscles of the
vellum and other articulation muscles, exercises for the lips and tongue, consonant exercises,
vocal exercises, exercises to improve sound and rhythm, exercises to prevent grin, exercise
prevents glottal stops . 2) Prepare speech building teaching materials consisting of phonological
materials, syntactic materials, semantic materials and extra-linguistic materials. 3) Method of
speech bina implementation can use a variety of methods, among others: the agency said method,
a method of speech sounds (phonemes), babling method, acoustic method, the method of
concentric, TVA method K ( tactile , visual , auditory and kinesthetic  ) . 4) Facilities and
infrastructure that must be prepared in the development a) learning facilities for breathing
exercises include: ping pong balls, thin paper, candles, straw pipes, water pipes (plastic hoses),
whistles and cotton b) other learning facilities, among others: mirrors and tongue spatula c)
electronic means, namely a speech trainer, tape recorder, audiometer, d) materials or materials
such as: written symbols / words, written materials composed of vowel sounds, picture cards,
how to arrange vowels and consonants of words object e) a speech building room which should
be soundproof with a minimum size of 2x2 m, sufficient lighting and air circulation. 5)
Evaluation of speech coaching can be done by doing some tests namely : a ) Skills listen / listen ,
b) Skills speaking , c) Skills reading and d) Skills writing ( Edja Sajah 2005 in (Light, 2016) .
Some studies are supportive of speech therapy among other things: (Afiati,
2017) ; (Zusfindhana, 2018) ; (Lestari, 2009) ; (Qoimudin, 2016) ; (Light, 2016) ; (H & Rini,
2015) ; (Setiyoso, 2009) ; which showed pen e litiannya showed that language and speech ability
deaf children increased after therapy coached speech. This therapy is to train skilled system
using the encoding form of kemampua n use the organ to speak, move the arm and body of
the other, as well as facial expressions. Whereas in the knowledge of children, it is expected
that they will be able to understand how to pronounce all the sounds of the language correctly,
evaluate their own speech based on visual, auditory, and kinesthetic observations (Sunanik,
2013)
Based on the above problems, the researchers are interested in researching the effect of
speech development therapy in improving spoken language skills in deaf children in SLB Negeri
Tanah Bumbu. The purpose of research is to know the effect
of therapy coached speech in improving the ability of the language spoken in children with
hearing impairment in SLB Tanah Bumbu .
MATERIALS AND METHODS
This study used a quasi-experimental design with a pre and post test design without
control group design (Dharma, 2011) . The independent variable is speech development
therapy and the dependent variable is the ability of spoken language. This research was
conducted in 12 meetings, 3 times a week for 4 weeks and SDLB students for the academic
year 20 20/202 1 , totaling 7 students as research respondents. Sample selection
using total  sampling . The data collection technique uses three stages, namely the preparation
stage, the implementation stage and the termination stage. During the preparation stage
researchers me ngajukan test conduct research in the Committee of
Ethics STIKES Darul Azhar Batulicin , after received permission from the committee of
ethics researchers did test expert instrument SOP therapy speech to
the expert therapists speech and the ability of the language spoken in the form of matter as much
as 20 to teachers in schools SLB Tanah Bumbu (Sardjono,
2014) . Oral language skills are divided into 5 categories which are: very poor with a value of ≤
54, less 55-59, quite 60-75, good 76-85 and very good 86-100 (Qoimudin, 2016) . During the
implementation phase of pen e Liti will do a pre-test of the ability of the language spoken in
students SDLB, then provide treatment methods bina speech therapy for two weeks. The
research was conducted in six meetings, after which the speech development therapy method was
applied, the respondents were again given a post test using the same instrument. In the
termination stage, the researcher collects the data that has been obtained and then processes the
existing data for analysis. Data were analyzed by univariate and bivariate test paired t
 tests were previously done u ji normality using Shapiro Wilk Test which obtained the data p
value> 0.05, which means that the data distribution is normal. Then continued
with the multivariate test using repeated measure  anova  with the help of the SPSS 16.0 for
windows program  (Dahlan, 2014) .
RESULTS
a. Respondent Characteristics
The results of the analysis of the characteristics of the respondents in this study describe
the distribution of respondents which can be seen in the following table :
Table 1.1  Frequency Distribution of respondent characteristics
No Variable F %
.
1 type sex    
Women 5 71
Male 2 29
2 Age    
6-11 years 6 86
12 -16 years 1 14
3 Grade Level at School    
Grade 2 1 14
Grade 3 4 58
4th grade 1 14
Grade 5 1 14
Source: (Udiyani, Dewy, & Atmaja, 2020)
 
Based on table 1.1 above obtained information that most large (71%) of
respondents manifold sex women with age almost entirely (86%) in the range of 6-11 years ,
while the level of the class at school most of large (58%) were in grade 3 elementary school.
 
b. Analysis Univariate ability Speak Oral Children tuna impaired in SLB
Tanah Bumbu Year 2020
Table 1.2 Frequency Distribution of the Oral Language Ability of Deaf Children in
Tanah Bumbu State Special School in 2020
Category
No Pre Test Post Test 1 Post Test 2 Post Test 3 Post Test 4
. % F % F % F % F %
1 Less than Once 5 71 3 43 2 29 0 0 0 0
2 Less 2 29 1 14 1 14 2 29 0 0
3 Enough 0 0 2 29 2 29 3 42 2 29
4 Good 0 0 1 14 1 14 0 0 2 29
5  good 0 0 0 0 1 14 2 29 3 43
  Total 7 100 7 100 7 100 7 100 7 100
S ource: Data Primer, 2020
 
 Based on table 1.2 above obtained information that prior to do therapy and speech
impaired ability languages spoken son tuna Accessible most large (71%) were in the category
of less than one , then after a given therapy speech meeting first to third obtained the data that
the ability of the
language spoken son tuna impaired partially small ( 43%) were categorized less once . Further
more, after a given therapy speech of meeting the
fourth to the sixth ability languages spoken son tuna impaired nearly half (29%) were categori
zed fairly and on meeting the
seventh to ninth ability languages spoken son tuna impaired nearly half (42%) are still the
same in the category enough . While at the meeting of the
tenth to the twelfth ability languages spoken son tuna impaired nearly half (43%) increase be 
good .
c. Bivariate analysis
Table 1.3 Analysis of Differences Before and After Therapy Dialogue Meeting of unity , until a third of
the ability of language spoken son tuna impaired
No Category Mean P value
.
1 Pre Test 43.57 . 000
2 Post Test 1 58.57
              Source : Primary Data, 2020
 
Based on table 1.3 above by using the test paired t test obtained result p value of 0.000
(p <0.05), which is meaningfully that Ho refused and H1 accepted so it can be
interpreted that there is a difference before and after given therapy speech to the ability
of English spoken son tuna impaired at meeting first to third .
 
Table 1.4 Analysis of Differences Before and After Therapy Dialogue Meeting of unity until the sixth to
the ability of language spoken son tuna impaired
No Category Mean P value
.
1 Pre Test 43.57 . 000
2 Post Test 2 65.00
              Source : Primary Data, 2020
 
Based on table 1.4 above by using the test paired t test obtained result p value of 0.000
(p <0.05), which is meaningfully that Ho refused and H1 accepted so it can be
interpreted that there is a difference before and after given therapy speech to the ability
of English spoken son tuna impaired at meeting first to sixth .
 
Table 1.5 Analysis of Differences Before and After Therapy Dialogue Meeting of unity until the
ninth against the ability of language spoken son tuna impaired
No Category Mean P value
 .
1 Pre Test 43.57 . 000
2 Post Test 3 71.14
              Source : Primary Data, 2020
 
Based on table 1.5 above by using the test paired t test obtained result p value of 0.000
(p <0.05), which is meaningfully that Ho refused and H1 accepted so it can be
interpreted that there is a difference before and after given therapy speech to the ability
of language spoken son tuna impaired at meeting first to ninth .
 
Table 1.6 Analysis of Differences Before and After Therapy Speech meeting of unity until the twelfth to
the ability of language spoken son tuna impaired
No Category Mean P value
.
1 Pre Test 43.57 . 000
2 Post Test 4 80.00
              Source : Primary Data, 2020
 
Based on table 1.6 above by using the paired t test  , the p value is 0.000 (p <0.05),
which means that Ho is rejected and H1 is accepted so that it means that there is a difference
before and after speech therapy is given to the oral language skills of deaf children at the
meeting. first to twelfth
d. Multivariate Analysis
Table 1.7 Analysis of Effects
of Therapy Development Dialogue on Improving Ability Language Spoken Children
Tuna Deaf in SLB Tanah Bumbu Year 2020
No Measurement Time Mean Mauchly's Test Greenhouse- Geisse
b
. of Sphericity  r
1 Pre Test 43.57 .003 .000
2 Post Test 1 58.57
3 Post Test 2 65.00
4 Post Test 3 71.14
5 Post Test 4 80.00
Source : Primary Data, 2020
Based on table 1.7 above in mind that the average ability to discuss a verbal deaf
children before the speech therapy at 43.57 which is the category of oral language skills
are less so and after the speech therapy treatment 12 times face to face increasing by an
average 80.00 which means that they are in the good category (Gunawan & Rusyani,
2016) (Gunawan & Rusyani, 2016) . Then carried out a multivariate test  using repeated
measure ANOVA  by previously seeing the sphericity assumption test obtained p value
0.003 (<0.05), which means that the variance assumption test is not the same so that
 using the Greenhouse-Geisser obtained a p value of 0.000 (<0.05) which means
that there is the effect of speech therapy in improving the oral language skills of deaf
children at SLB Negeri Tanah Bumbu
DISCUSSION
Developments b ahasa and talk to the child normally through 5 phases , namely phase
of the first reflective vocalization (during crying ) which begins from the child newly born , the
sound of crying which issued the beginning of basic language and take place in a
reflex less over 2-3 weeks later the
child can distinguish some stimuli that about himself and reaction to stimuli begin
to differ . Phase two babble ( babling ) occurs around the age of 6-7 weeks , the child began
to show awareness of
the sound with some reactions that arise in automatic or caused by an excitatory did a lam childre
n ( internal stimulation  ) , the sound of the spoken form of the sound of the
language mother and around it . Phase three Lalling started at the age to 6 months , hearing plays
a role important in the child's response to a stimulus that is obtained from the
environment around and the children began to imitate the voices of
others. The fourth phase of echolalia ( imitation period ) occurs around the age of 9-
10 months , children can determine the sound of other people in line with their environment so
that the maturity level of imitating all the sounds they have ever gotten is better . The true
speech phase is the last phase when normal children begin to be able to speak, such
as pronouncing sounds , sounds or words
that match their observations and hearing . Usually this phase begins at the age of 12-18 months .
In deaf children, the development phase of language and speech stops in the second phase 
, namely meraban , for the next phase it can not develop as a
result of hearing organs in deaf children experiencing deaf
hearing or deafness . However not mean the ability of the language they are
left alone without any l atihan / therapy , organ talk to others still can be maximized through
the exercise routine and structured . In the mechanism of talk usually starts from the organ of
hearing get a stimulus in the form of sound and then forwarded to the center
of perception ( Wernicke ) which impulses are received will be
processed , observed and kept then followed by sound banks that are part
of imaginary to imagine and interpret stimuli are received to be processed more go to the center
of understanding . At the center of sense stimuli are received ( after through the process
of sensation and perception ) subsequently associated with the understanding that has
been owned by the process
of thinking eventually stimuli into a concept . Concepts are subsequently stored and ready to be
used in the process of association , reproduction , imagination , abstraction and at the same
time will function in the process of thinking and then in conjunction with the engram
bank worked to save the patterns of movement of sounds which serve to someone to express an
idea or concept to the listener . Then followed by the central motoric ( Broca ) to move
the organ to speak so forth sound by the organs
of speech by involving organ respiration , phonation , articulation and resonance . Having someo
ne to talk to pass the feed through in the auditory ( hearing his own ) and kinesthetic ( movement
of the organs of speech ). Through the mechanism of the child with hearing
impairment is the condition where not able or less accept that the sound bank, the central notion ,
engram bank is not able to keep stimulus from the outside that finally the central motoric
also affected for not doing the movement so that the organs
of speech was not functioning up to generate word / sentence . So that a kid with hearing
impairment often times do omissions , substitutions , distortion ,
and addition . Error speak it raises the
perception that differ between children who say the opponents of speech .  
Therapeutic speech through practice articulation is one of the solutions to fix the
error speak on children with hearing
impairment . Exercise articulation begins with practice relaxation member body hands and
feet, exercise movement motoric which consists of : the movement of the tongue , the movement
of the lips , velum jaw and practice breathing . Exercise pelemasan is intended for the
functioning of the organs of speech are experiencing stiffness effect of children with hearing
impairment are lacking or do not receive stimulus sound of the organ of
hearing so orga n speech ( central motor ) is not able to perform the
movement as not no stimulus from the center of understanding and engram
bank. Furthermore, children are trained to learn
to pronounce start of phonemes that form : speech vocals and consonants , tribe , word
and become sentences by using methods
of visual , audi tor i , kinesthetic and tactile (VAKT) . Exercise articulation with VAKT be kept c
onstantly to improve the performance of contraction of the organs of articulation and the center
of the language that is contained in
the lobes frontal gyrus prasentralis , gyrus supramarginal, gyrus angularis, gyrus inferior
parietal, lobes of the temporal as well as part of the anterior of
the lobe occipital . So through methods have children with hearing impairment can maximize the
function of auditory , visual and motor skills to enrich pembendaharaan words that saved the
brain so that the ability of the language spoken can be increased . It is evident from the results
of research it which shows that there is influence by significantly improving the ability
of b ahasa verbal children with hearing impairment after
a given therapy coached speech . Besides that it is strengthened by research (Light, 2016) ; (H &
Rini, 2015) ; (Zusfindhana, 2018) ; (Lester, 2009) which showed that there were changes in the
ability of language spoken after given therapy coached wicar a head over better than before to
do therapy such .
              Fa c tors that affect the development of language and speech of children ,
namely : 1) K ondisi physical , condition physically that either allow someone the child to
observe and feel the events and changes that occur in their environment . The
more substantial the possibility to observe and feel the events , then increasingly large also the
possibility to obtain input in the process of formation of the concept
of language and pembendaharaan understanding . It is in line with the results of the
research is that which when research takes place entirely of children with hearing
impairment are at conditions well so that it is possible one of the factors that influence
the success of therapy coached speech is due to the condition of the physical child of
deaf 's own . 2) K Capacity of hatched k , ability motoric were used to explore the
neighborhood include motoric coarse , fine and organs
of speech . Activity therapy bina speech through practice articulation with methods VAKT invol
ving the organ of hearing , vision , movement motoric and stimulation in the form
of vibration so where p exist when children begin able to observe stimulation of the
auditory of the environment , are gradually -angsur she also will perform the movement
of muscles - the muscles organs
of speech . motion muscular organ talk is associated with stimulation of the
auditory were received . Events This is
an exercise for children to connect between stimuli are received by the sounds are produced . At
the first sound that is produced does not correspond with the heard . The difference is to
be observed and step- by- step error that will be corrected , so that eventually the child is able
to say the right . Given in children with hearing impairment does not have barriers in their
motor then the quality of inputs used to establish the concept
of language and vocabulary will grow as well, so it will be increasingly perfected the
concept b ahasa and treasury understanding . 3) K poor living conditions
Health general are well able to support the growth and perke m ment
of children , as well as with the development of speech . In general the health of children with
hearing impairment in the study is not experiencing the problem so
that factor is also becoming one of the factors that can increase
the success in implementing therapy coached speech . 4) K ecerdasan or intelligence is the ability
of a
person to think and act directed , processing and mastering environment is effective . In general, 
children with hearing impairment are not experiencing problems in terms
of intelligence by because it is in the application of therapeutic speech very allows to be able
to improve the ability of the language of children with hearing impairment . 5) J enis sex , are the
biological children of women in general, more quickly reach the age of
maturity when compared with the children of men . Achieving maturity influence
the development and the ability
to function physically and psychologically child which will determine the readiness of
children to receive and process
the stimuli and experiences were received from lingkungannnya . It is in accordance with the
results of the research is that where the respondents most large diversified sex women so that it is
possible as a result of maturity both in physical as well
as psychic children women can me ningkat k an ability language of children with hearing
impairment . 
 
CONCLUSION

1. Most great ability languages spoken child with hearing impairment before

the given therapy coached speech in the category of less than once in SLB
Tanah Bumbu .
2. Almost half of the ability of b ahasa verbal children with hearing impairment after
a given therapy coached speech is in the category of good in SLB Tanah Bumbu .
3. There is a difference before and after given therapy coached speech to the ability
of b ahasa verbal children with hearing impairment in SLB Tanah Bumbu .
4. There is
an effect of speech development therapy in improving spoken language skills in deaf c
hildren at SLB Negeri Tanah Bumbu .

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