PENGUASAAN KOSAKATA ANAK TUNARUNGU DALAM PEMBELAJARAN MEMBACA MELALUI PENERAPAN METODE MATERNAL

Abstract

Mastery of vocabulary is one of the fundamental skills that are
critical to the implementation of the communication process.
Communication is both verbal communication or written
communication or reading. Persons with hearing impairment to the
condition causing the loss of auditory function process control
upgrades vocabulary can not evolve naturally and result in limited
communication capabilities. For that, the increase in vocabulary
mastery for them must continue to be made and pursued in particular.
One effort that can be done to improve the mastery of the vocabulary
of children with hearing impairment through reading instructional with
maternal reflective approach. There are two steps in reading
instructional with maternal reflective method, that is ideo-visual
reading, and receptive reading. But reading the receptive itself is
divided into two phases, namely reading stage receptive vocabulary,
and reading the receptive stage of the structure. Thus to improve the
mastery of the vocabulary of children with hearing impairment
through the maternal method, the ideo-visual literacy, and reading
should be instilled early receptive. This instructional must be
implemented correctly, systemic-systematic, programmed, and
sustainable of all the teachers.