A PEDAGOGICAL INTEGRATION OF DEEP LEARNING AND REFLECTIVE MATERNAL METHOD FOR DEVELOPING VERBAL COMMUNICATION IN DEAF AND HARD OF HEARING (DHH) STUDENTS
DOI:
https://doi.org/10.21009/ishel.v2i1.67822Keywords:
reflective maternal method, verbal communication development, deaf and hard-of-hearingAbstract
Verbal communication development for deaf and hard-of-hearing (DHH) students often relies on mechanical drill-based tasks that fail to generalize into functional spoken interaction. This study aims to conceptualize a pedagogical integration of deep learning principles and the Reflective Maternal Method (RMM) to address this gap by promoting authentic verbal communication. As a preliminary needs-analysis phase of a Research and Development (R&D) framework, this qualitative study used semi-structured interviews with three experienced teachers at a public special elementary school in Jakarta, supported by document reviews, yielding 160 coded quotations for analysis. Thematic analysis, following Miles, Huberman, and Saldaña, was conducted using ATLAS.ti 24. Co-occurrence analysis using Jaccard coefficients also quantified relationships among pedagogical practices. Findings reveal that teachers implicitly enacted deep learning principles (mindful, meaningful, joyful learning) and RMM practices (contextual conversation, linguistic reflection) to foster verbal communication. Co‑occurrence analysis confirmed the strongest integration between phonological teaching and strategies to elicit verbal communication skills (coefficient 0.10) and between joyful learning and verbal elicitation (0.10). The proposed pedagogical integration model links technical phoneme practice with authentic, meaningful verbal communication, supported by multisensory (VAKT) approaches, total communication, cooperative-communicative environments, and tripartite collaboration (teacher-peer-parent). This conceptual model offers a systematic evidence‑based framework to guide verbal communication development in special education settings. This study offers a novel contribution by integrating deep learning and RMM into a coherent pedagogical framework for DHH verbal communication education, an area previously underexplored in Indonesian special education contexts.
References
Aanondsen, C. M., Jozefiak, T., Lydersen, S., Heiling, K., & Rimehaug, T. (2023). Deaf and hard-of-hearing children and adolescents’ mental health, quality of life and communication. BMC Psychiatry, 23(1), 297. https://doi.org/10.1186/s12888-023-04787-9
Aini, S. N., & Handriani, P. (2024). Panduan Guru Pengembangan Wicara bagi Peserta Didik dengan Hambatan Pendengaran untuk SDLB, SMPLB, SMALB. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Aldemir, H., Solís-Campos, A., Saldaña, D., & Rodríguez-Ortiz, I. R. (2023). A Systematic Review and Meta-Analysis of Vocabulary Interventions for Deaf/Hard of Hearing Children and Adolescents. In Journal of Speech, Language, and Hearing Research (Vol. 66, Number 8, pp. 2831–2857). American Speech-Language-Hearing Association. https://doi.org/10.1044/2023_JSLHR-22-00570.
Andres, E. M., Earnest, K. K., Zhong, C., Rice, M. L., & Raza, M. H. (2021). Family-based whole-exome analysis of specific language impairment (SLI) identifies rare variants in BUD13, a component of the retention and splicing (RES) complex. Brain sciences, 12(1), 47. https://doi.org/10.3390/brainsci12010047.
Antia, S. D., Jones, P. B., Reed, S., & Kreimeyer, K. H. (2009). Academic status and progress of deaf and hard-of-hearing students in general education classrooms. Journal of Deaf Studies and Deaf Education, 14(3), 293–311. https://doi.org/10.1093/deafed/enp009.
Antia, S. D., Lederberg, A. R., Easterbrooks, S., Schick, B., Branum-Martin, L., Connor, C. M., & Webb, M. Y. (2020). Language and Reading Progress of Young Deaf and Hard-of-Hearing Children. Journal of Deaf Studies and Deaf Education, 25(3), 334–350. https://doi.org/10.1093/deafed/enz050.
Arif, M. N., Parawansyah, M. I., Huda, F. H., & Zulfahmi, M. N. (2025). Strategi menumbuhkan minat belajar siswa melalui pendekatan deep learning. Jurnal Muassis Pendidikan Dasar, 4(1), 8–16. https://doi.org/10.55732/jmpd.v4i1.989.
Bagaskorowati, R., Bintoro, T., & Winarsih, M. (2023). Teacher’s understanding, and experience of socio-emotional learning (SEL) in strengthening of student character education curriculum during new-normal era in pandemic Covid-19: A phenomenological study in the Islamic boarding school in Indonesia. AIP Conference Proceedings, 2805(1), 020002. https://doi.org/10.1063/5.0149489.
Baker, J. R. (2022). Investigating the effects of signal words on the readability of writing centre self-access library materials. The Language Learning Journal, 1–11. https://doi.org/10.1080/09571736.2022.2099958.
Bat-Chava, Y., & Deignan, E. (2001). Peer relationships of children with cochlear implants. Journal of Deaf Studies and Deaf Education, 6(3), 186–199. https://doi.org/10.1093/deafed/6.3.186.
Bergeron, F., Berland, A., Demers, D., & Gobeil, S. (2020). Contemporary speech and oral language care for deaf and hard-of-hearing children using hearing devices. Journal of Clinical Medicine, 9(2), 378. https://doi.org/10.3390/jcm9020378.
Bernstein, D. K., & Tiegerman, E. (1993). Language and communication disorders in children.
Biggs, J., & Tang, C. (2011). Train-the-trainers: Implementing outcomes-based teaching and learning in Malaysian higher education. Malaysian Journal of Learning and Instruction, 8, 1–19.
Bintoro, T. (2011). Kemampuan komunikasi anak tunarungu. Perspektif Ilmu Pendidikan, 23(XIV), 12–40.
Bintoro, T. (2023). Kurikulum Berbasis Komunikasi dan Bahasa untuk Pendidikan Anak Berkebutuhan Khusus (Orasi Ilmiah Pengukuhan Guru Besar Bidang Ilmu Pendidikan Bahasa untuk Anak Berkebutuhan Khusus Fakultas Ilmu Pendidikan Universitas Negeri Jakarta). UNJ Press.
Bintoro, T., Fahrurrozi, Kusmawati, A. P., & Dewi, R. S. (2023). The teacher strategies in teaching sign language for deaf students in special schools Jakarta. Cogent Education, 10(2), 2258294. https://doi.org/10.1080/2331186X.2023.2258294.
Birsh, J. R. (2011). Multisensory teaching of basic language skills. ERIC.
Boothroyd, A. (1982). Hearing Impairments in Young Children. Prentice Hall, Inc. Englewood Cliffs.
Borg, W., & Gall, M. D. (2003). Educational Research: An Introduction Seventh Edition Boston. Pearson Education, Inc.
Bowen, D. J., Kreuter, M., Spring, B., Cofta-Woerpel, L., Linnan, L., Weiner, D., Bakken, S., Kaplan, C. P., Squiers, L., & Fabrizio, C. (2009). How we design feasibility studies. American Journal of Preventive Medicine, 36(5), 452–457. https://doi.org/10.1016/j.amepre.2009.02.002.
Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide.
Budiarto, Rasyid, Y., & Lustyantie, N. (2023). Creating cooperative-communicative learning environment in speaking class through think-pair-share and roleplay: An action research at STIBA IEC Jakarta. AIP Conference Proceedings, 2621(1), 060008. https://doi.org/10.1063/5.0142505.
Bunawan, L., & Yuwati, C. S. (2000). Penguasaan Bahasa Anak Tunarungu. In Jakarta: Yayasan Santi Rama.
Cacciato, K., & Reed, C. M. (2022). Visual Phonics: An Effective Instructional Tool for d/Deaf and Hard of Hearing students. TCNJ Journal of Student Scholarship, 24, 1–6.
Calderon, R., & Greenberg, M. (2010). 13 Social and Emotional Development of Deaf Children: Family, School, and Program Effects. The Oxford Handbook of Deaf Studies, Language, and Education, Volume 1, 188.
Cannon, J., Guardino, C., & Paul, P. (2022). Deaf and hard of hearing multilingual learners: Foundations, strategies, and resources. Routledge.
Chaer, A. (2021). Linguistik Umum. Jakarta: Rineka Cipta.
Ching, T. Y. C., & Cupples, L. (2015). Phonological awareness at 5 years of age in children who use hearing aids or cochlear implants. Perspectives on Hearing and Hearing Disorders in Childhood, 25(2), 48–59. https://doi.org/10.1044/hhdc25.2.48.
Couvee, S., Wauters, L., Knoors, H., Verhoeven, L., & Segers, E. (2024). Predicting variation in word decoding development in deaf and hard-of-hearing children. Reading and Writing, 37(5), 1317–1339. https://doi.org/10.1007/s11145-023-10444-0.
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
Curtin, M. , Dirks, E. , Cruice, M. , Herman, R. , Newman, L. , Rodgers, L. , & Morgan, G. (2021). Assessing parent behaviours in parent–child interactions with deaf and hard of hearing infants aged 0–3 years: A systematic review. Journal of Clinical Medicine, 10(15), 3345. https://doi.org/10.3390/jcm10153345.
Fajri, H. M., Supena, A., & Bintoro, T. (2024). Implementation of Inclusive Education for Students with Hearing Impairment (Deaf): A Study in Elementary School. JIP Jurnal Ilmiah PGMI, 10(1), 27–36.
Fauziah, U. N., Arman, A., Ramadani, S., Mahfuroh, L., Adetia, M. F., & Sutari, D. (2025). Implementasi Prinsip-prinsip Deep Learning dalam Pembelajaran di Sekolah Dasar. Edukasi Tematik: Jurnal Pendidikan Sekolah Dasar, 6(3), 171–176.
Fernald, G. M. (1943). Remedial techniques in basic school subjects.
Friese, S. (2019). Qualitative data analysis with ATLAS. ti.
Fullan, M., & Quinn, J. (2020). How Do Disruptive Innovators Prepare Today’s Students to Be Tomorrow’s Workforce?: Deep Learning: Transforming Systems to Prepare Tomorrow’s Citizens. Inter-American Development Bank. http://dx.doi.org/10.18235/0002959.
Graham, P., Kurz, C., & Batamula, C. (2023). Finding Vygotsky in early childhood deaf education: Sociocultural bodies and conversations. American Annals of the Deaf, 168(1), 80–101. https://doi.org/10.1353/aad.2023.a904168.
Habibah, S. M., Usmi, R., Sari, B. I., & Istianah, A. (2026). PENDEKATAN DEEP LEARNING DALAM PENDIDIKAN: Landasan Teoretis, Strategi, dan Praktik Pembelajaran Abad 21. CV. Ruang Tentor.
Hattie, J. (2009). The black box of tertiary assessment: An impending revolution. Tertiary Assessment & Higher Education Student Outcomes: Policy, Practice & Research, 259, 275.
Hilton, M. L., & Pellegrino, J. W. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. National Academies Press.
Kart, A. N. (2022). Systematic review of studies on visual phonics. Communication Disorders Quarterly, 43(4), 261–271. https://doi.org/10.1177/15257401211024536.
Kementerian Pendidikan Dasar dan Menengah, & Republik Indonesia. (2025). Naskah akademik pembelajaran mendalam menuju pendidikan bermutu untuk semua. Pusat Kurikulum Dan Pembelajaran Badan Standar, Kurikulum, Dan Asesmen Pendidikan Kementerian Pendidikan Dasar Dan Menengah Republik Indonesia.
Kronenberger, W. G., Xu, H., & Pisoni, D. B. (2020). Longitudinal development of executive functioning and spoken language skills in preschool-aged children with cochlear implants. Journal of Speech, Language, and Hearing Research, 63(4), 1128–1147. https://doi.org/10.1044/2019_JSLHR-19-00247.
Kushartanti, B., Yuwono, U., & Lauder, M. R. M. T. (2024). Pesona Bahasa Edisi Kedua: Langkah awal untuk memahami linguistik. Gramedia Pustaka Utama.
Kvale, S., & Brinkmann, S. (2009). Interviews: Learning the craft of qualitative research interviewing. Sage.
Lederberg, A. R., Branum-Martin, L., Webb, M.-Y., Schick, B., Antia, S., Easterbrooks, S. R., & Connor, C. M. (2019). Modality and interrelations among language, reading, spoken phonological awareness, and fingerspelling. The Journal of Deaf Studies and Deaf Education, 24(4), 408–423. https://doi.org/10.1093/deafed/enz011.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
Marschark, M., & Spencer, P. E. (2016). The Oxford Handbook of Deaf Studies in Language (M. Marschark & P. E. Spencer, Eds.). Oxford University Press.
Marton, F., & Säljö, R. (1976). On qualitative differences in learning: I—Outcome and process. British Journal of Educational Psychology, 46(1), 4–11. https://doi.org/10.1111/j.2044-8279.1976.tb02980.x.
Massaro, D. W. (2008). Just in time learning: implementing principles of multimodal processing and learning for education of children with special needs. WOCCI, 9. https://doi.org/10.1145/1322192.1322195.
Miles, H., & Huberman, A. M. (2020). Saldana.(2014). Qualitative data analysis: A methods sourcebook. New York: Sage Publications, Inc.
Moores, D. F. (2001). Educating the deaf: Psychology, principles, and practices. Houghton Mifflin Company.
Mursita, R. A., Bintoro, T., Winarsih, M., & Nuraini, S. (2025). Pengaruh pelaksanaan pembelajaran berbasis proyek dalam Profil Pelajar Pancasila (P5) terhadap kemandirian dan kemampuan komunikasi peserta didik disabilitas rungu. Jurnal Pendidikan Kebutuhan Khusus, 9(1), 22–37.
Nittrouer, S., Lowenstein, J. H., & Antonelli, J. (2020). Parental language input to children with hearing loss: Does it matter in the end?. Journal of Speech, Language, and Hearing Research, 63(1), 234–258. https://doi.org/10.1044/2019_JSLHR-19-00123.
Patton, M. Q. (2002). Qualitative research and evaluation methods 3rd. ed. Sage publications.
Paul, P. V, & Whitelaw, G. M. (2010). Hearing and Deafness:. Jones & Bartlett Publishers.
Pinker, S. (2003). The language instinct: How the mind creates language. Penguin uK.
Purbaningrum, E., & Rofiah, K. (2020). Bina Bicara Bagi Anak Berkebutuhan Khusus. Jakad Media Publishing.
Rotfleisch, S., & Martindale, M. (2023). Listening and spoken language therapy for children with hearing loss: A practical auditory-based guide. Plural Publishing.
Sari, A. W., & Arta, D. J. (2025). Implementasi deep learning: Suatu inovasi pendidikan. WASPADA (Jurnal Wawasan Pengembangan Pendidikan), 13(1), 121–126. https://doi.org/10.61689/waspada.v13i1.727.
Septiani, D., Koebanu, S., & Lustyantie, N. (2025). Exploring Writing Challenges in Deaf and Hard of Hearing Students with Cochlear Implants: The Role of Dysgraphia. JURNAL EDUSCIENCE, 12(3), 874-885. https://doi.org/10.36987/jes.v12i3.7208.
Septiani, D., Rafli, Z., & Murtadho, F. (2024). The Acquisition of Word Classes in the Indonesian Language by Students with Hearing Impairments. Jurnal Sastra Indonesia, 13(3), 252-263. https://doi.org/10.15294/h6f1as93.
Tisdell, E. J., Merriam, S. B., & Stuckey-Peyrot, H. L. (2025). Qualitative research: A guide to design and implementation. John Wiley & Sons.
Tomasello, M. (2005). Constructing a language: A usage-based theory of language acquisition. Harvard university press.
Tomblin, J. B., Oleson, J., Ambrose, S. E., Walker, E. A., & Moeller, M. P. (2020). Early literacy predictors and second‐grade outcomes in children who are hard of hearing. Child Development, 91(1), e179–e197. https://doi.org/10.1111/cdev.13158.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (Vol. 86). Harvard university press.
Wadnerkar Kamble, M., Lam-Cassettari, C., & James, D. M. (2020). Communication skills and communicative autonomy of prelinguistic deaf and hard-of-hearing children: Application of a video feedback intervention. Frontiers in Psychology, 11, 1983. https://doi.org/10.3389/fpsyg.2020.01983.
Wainscott, S. D., & Spurgin, K. (2024). Differentiating language for students who are deaf or hard of hearing: a practice-informed framework for auditory and visual supports. Language, Speech, and Hearing Services in Schools, 55(2), 473–494. https://doi.org/https://doi.org/10.1044/2023_LSHSS-22-00088.
Walker, K. A., Shah, J. K., Alexander, L., Stiell, S., Yoshinaga-Itano, C., & Uhler, K. M. (2025). The Role of Phoneme Discrimination in the Variability of Speech and Language Outcomes Among Children with Hearing Loss. Behavioral Sciences, 15(8), 1072. https://doi.org/10.3390/bs15081072.
Waqar, F., Fatima, G., & Riaz, S. (2023). Role of Speech Language Therapy in Academic Achievements of Students with Hearing Impairment at Special Education Schools and Centers. . Pakistan Languages and Humanities Review, 7(3), 526–536. https://doi.org/10.47205/plhr.2023(7-III)45.
Werfel, K. L., Reynolds, G., & Fitton, L. (2022). Oral language acquisition in preschool children who are deaf and hard-of-hearing. Journal of Deaf Studies and Deaf Education, 27(2), 166–178. https://doi.org/10.1093/deafed/enab043.
Winarsih, M., Bintoro, T., Bagaskorowati, R., & Nanik, U. (2023). Student Performance Application in the Practice of Teaching Deaf Students Based on Reflective Maternal Method (RMM). Mimbar Ilmu, 28(2), 231–239. https://doi.org/10.23887/mi.v28i2.59979.
Yin, R. K. (2017). Case study research and applications: Design and methods. Sage Publications.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Dwi Septiani, Totok Bintoro, Yumna Rasyid
This work is licensed under a Creative Commons Attribution 4.0 International License.
