ABSTRACT
The impact of hearing loss may be directly associated with impaired language skills thus causing delay and difficulty in communication, especially verbally both receptively and expressively. Therefore, language development services for children with hearing impairments must be provided programmatically to minimize the impact. However, language development programs conducted by teachers in the classroom have not been integrated and structured according to the needs of children. Therefore, this research-based article draws attention to formulating oral language skills as a guide for teachers in training children with hearing impairments so they can communicate effectively. Conducted through descriptive qualitative method, the subjects on the current project were class teachers and students of grade 3 at Special School Negeri Cicendo Bandung. The results showed that oral language skills included the development in speech reading and speaking. Reading utterances include receptive semantics (picture vocabulary), receptive phonology (word discrimination), and receptive syntax (sentence comprehension). Speech development includes expressive semantics (oral vocabulary), expressive phonology (phoneme pronunciation), and expressive syntax (sentence imitation). The program can be implemented through three strategies: Integrated in thematic learning; integrated in the field of development of sound and rhythm perception communication; and special articulation programs. This project provides for an opportunity to gain insight into the recommendation of such program as a guide by teachers to improve oral language skills of children with hearing impairment, especially in lower primary classes.
