LANGUAGE DISORDERS IN CHILDREN'S SPEECH DEVELOPMENT

TBI-D/Rizal Rifkiyanto (19381031189)

1
English Department, Faculty of Tarbiyah, IAIN Madura University, Panglegur, Tlanakan District,
Pamekasan, East Java 69371, Indonesia
2
English Department, Faculty of Tarbiyah, IAIN Madura University, Panglegur, Tlanakan District,
Pamekasan, East Java 69371, Indonesia

ARTICLE INFO ABSTRACT

Keywords: The problem in this article was about the language disorder
in the speech development of children. The language
disorder, language,
disorder on the speech development of children were one of
development, speech,
the type of communication disorder that indicate the
children
children who experience the disorders process to use any
symbols in language. The language disorder on speech
development of children was happened cause there was a
Article History: disorder on nerves system or abnormalities in related organ
Received: dd/mm/yyyy that related to the process to use the language and to
Accepted: dd/mm/yyyy childrens' speech which occurs due to injury or trauma
Available Online: when they were in prenatal, natal and postnatal. Beside that
dd/mm/yyyy
it could be also caused by the environment at the age of the
development of the childrens' language and speech they
were did not got a good stimulus. The childrens who
experience those difficulties were late in having language
development skills. This things could occur in phonology,
semantics, and syntax problems so that the childrens was
experience the difficulties in transformation that were highly
required in communication activities. The handling goals
that can be done for the children who had the language
disorders in speech development was speech therapy, oral
motor, and melody intonation.

A. Introduction writing. Language skills consist of four

Language is a means of communication
between humans in the form of symbol of
sound produced by human speech.
Language is considered the most perfect
and capable tool bring thoughts and
feelings, good about things that are
concrete nor abstract. In line with the
development of science and Human
technology is required to have good
language skills good. Someone who has
good language skills will easier to absorb
and convey information, both orally and in
aspects, namely listening or listening,
speaking, reading, and writing. Humans
must master these four aspects in order to
be skilled in language. One aspect of
language that must be mastered is
speaking, because speaking skills support
other skills (Tarigan, 2008: 86). This skill
is not a skill that can be passed down from
generation to generation, although
basically naturally every human being can
speak. In line with the development of
abilities and physical maturity, especially
those related to the speech process, the

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communication is increasing and
expanding. The development of the
language always increases according to the
increasing age of the child.
Early speech development in children,
namely mumbling and parrot. A baby
from day to day will experience the
development of language and speech
skills, but of course each child is not
exactly the same attainment, some are
quick to speak some are not takes some
time. To help the mother's development
help provide adequate stimulation tailored
to the uniqueness of each child. Parents
should always pay attention to these
developments because at this time, it
really determines the learning process.
This can. This is done by setting a good
example, motivating children to learn and
so on.
In this modernization era, we are often
faced with various cases of language
disorders or disorders, one of which is
speech disorders. These disorders are
experienced by some small children who
are still relatively toddlers. These
disorders are often considered normal and
normal. However, few parents are aware
that the child has a speech disorder, and
only realized after growing up.
Various disturbances that appear
usually occurs at the age of less than 5
year. When his peers have can say certain
words he still mumbled like a breath. As
For example, a child can say a few words,
but at a certain age they disappear,
including babbling from what was
previously active to being passive and
quiet. Speech disorders consist of
problems with articulation, voice, fluency
(stuttering), aphasia (difficulty in using
words, usually due to brain injury) and
delays in speech. Speech delays can be
caused by a variety of factors including:
environmental factors or hearing loss.
Speech disorders too closely related to
other areas that support the process such
as functions oral muscles and hearing
function. Delays and glitches can start
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from simple forms such as sound an
"abnormal" voice (nasal, hoarse) to the
point of being unable to understand or use
language, or the inability of the oral motor
mechanism in its function to speak.
If parents don't understand about child's
activity, there will be a speech delay
which will be very fatal. Usually parents
will consider things it's normal despite
speech development each individual is
different. However, must Watch out if the
child has a speech impediment. Therefore,
from the explanation in this article, the
following points will be presented: (1) the
stage of language development (speaking)
of children in general and (2) speech
disorders in speech development in
children. The purposes of writing this
article are: (1) to determine the stage of
language development (speaking) of
children in general, (2) to find out the
causes of speech and language disorders,
(3) to find out the symptoms and how to
treat speech and language disorders.
B. Method
In this method we can use qualitative
research methods, because this study uses
non-numeric research data. Qualitative
methods pay attention to natural data or
reality, data related to the context of their
existence. It is these ways that encourage
qualitative methods to be considered as
multi-methods. Because research in turn
involves a large number of relevant social
phenomena.
From the explanation above, it can be
concluded that the qualitative method is a
method that is often used in reality
analysis. Because in qualitative research
many use searches in the form of direct
observation of the field, theory from an
expert, opinion from a witness, or stories
that can be analyzed. In the acquisition or
search of data through qualitative methods
can be in the form of interviews,
observations, documentation, and others.
C. Results And Discussion
As we already know, language
process begins with encoding semantics,
grammatical encoding, and encoding
phonology. Semantic encoding and
encoding grammar takes place in the
brain, while the phonological encoding
starts from the brain then continued its
implementation by speech tools that
involve the system brain nerves
(neuromuscular). Therefore, it can be said
that language is a process bring out
thoughts and feelings (from brain) orally
in the form of words or sentences (Chaer,
2009:146).
1. Stages of Language Development in
Children
Language development is divided
into two major periods, namely: period
Prelinguistics (0-1 years) and Linguistics
(1-5 years). This linguistic period start the
child's desire to say words the first, which
is the most amazing for parents. according
to Fatmawati (2015:70-71) stadia early
speech development in children divided
into 3 stages, namely: (a) stadia naming or
phase one word (holophrase), (b)
telegraphic stage/phase of more than one
word, (c) transformational stage and
morphemic/differentiation phase. Next
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Natsir (2017:2-27) explains that the stages
Children's language acquisition is divided
into four, namely: (a) the babbling stage
(babbling stage), (b) one word one stage
phrase (holophrastic stage), (c) stage two
word one phrase, (d) stage resembling
telegram.
a. Stadia/Babbling Stage
At this stage the child is about six
months old, he begins to babble. In this
stage the child utters a number of
meaningless word sounds and a small part
resembles a meaningful word or word
fragment by chance.
b. Stadia/Stage One Word/Holophrase
At this stage the child uses one
word to express complex thoughts,
whether in the form of desires, feelings or
findings without clear differences. For
example, the word sitting, for children can
mean "I want to sit", or the word chair, can
also mean "mama is sitting". Parents can
only understand and understand what the
child means if we know in what context
the word is said, while observing the facial
expressions of movement and other body
language. In general, the first word
anointed by the child is noun, after some
time followed by a verb.
c. Telegraphic Stadia/More than One
Word Stage
The two-word stage appears in
children around 18 months of age. At this
stage the child is able to make simple
sentences consisting of two or three words.
The sentence sometimes consists of a
subject and a predicate, sometimes a
sentence subject with an object with
incorrect grammar. After two words,
three-word sentences appear, followed by
four words and so on. In this period the
language used by children is no longer
egocentric, from and for themselves. Start
communicating with other people
smoothly. Parents began to ask questions
with children in a simple way. Children
also begin to be able to tell stories in their
own simple sentences.
d. Transformational and Morphemic
Stadia (Differentiation Stage)
The last stage of toddlerhood
which lasts between the ages of two and a
half to five years. Children's speaking
skills begin to run smoothly and develop
rapidly. In speaking, children not only
increase their amazing vocabulary, but
children begin to be able to pronounce
word for word according to its type,
especially in the use of nouns and verbs.
The child has been able to use the personal
pronoun "I" to refer to himself, able to use
words in the plural, prefix, suffix and
communicate more smoothly with the
environment. Children begin to be able to
criticize, ask, answer, command, tell and
other forms of sentences that are common
for an adult "style" conversation.
2. Influencing Factors Children's
Language Development
Early language recognition is needed
to acquire good language skills. Yusuf
(2014:153-158) says that language
development is influenced by 5 factors,
namely: health factors, intelligence,
socioeconomic status, gender, and family
relationships. In detail, a number of factors
that influence language development can
be identified as follows.
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a. Cognition (Process of Acquiring
Knowledge)
The level of individual cognitive
abilities will affect the speed of individual
language development. This is relevant to
the previous discussion that there is a
significant correlation between thoughts
and one's language.
b. Communication Patterns in the
Family
In a family whose communication
patterns are multi-directional, accelerate
the development of the family language.
c. Number of Children or Number of
Families
A family that has many family
members, children's language
development is faster because there is a
variety of communication compared to
those with only one child and no other
members other than the nuclear family.
d. Birth Order Position
The language development of a
child whose birth position is in the middle
will be faster than that of the eldest or
youngest child. This is because the eldest
child has a downward communication
direction only and the youngest child only
has an upward communication direction.
e. Bilingualism (Use of two languages)
Children who are raised in families
who use more than one or more languages
are better and faster in language
development than those who only use one
language because children are accustomed
to using languages in a variety of ways.
For example, at home he uses the local
language and outside the home he uses
Indonesian.
Some things that support the potential of
children to speak are as follows.
a. Speech maturity
The ability to speak also depends
on the maturity of the speech apparatus.
For example, the throat, palate, the width
of the oral cavity and others can affect the
maturity of speech.
b. Readiness to speak
Mental readiness of children is
very dependent on the growth and
maturity of the brain. This readiness
usually starts from the age of 12-18
months, which is called the teachable
moment of speech development. At this
time the child is really ready to learn to
speak the truth.
c. There is a good model for children to
emulate
Children may need a certain model
to be able to pronounce the word correctly
so that it can be combined with other
words so that it becomes a meaningful
sentence. The model can be obtained from
other people, such as parents or siblings,
from the radio that is often listened to or
from TV, or movie actors who speak
clearly and meaningfully.
d. Opportunity to practice
Children who don't get speaking
skills practice will be frustrated and often
even angry whose causes are not
understood by their parents or their
environment. In turn, children lack the
motivation to learn to speak, which is
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generally called "this child is slow" in
speaking.
e. Motivation to learn and practice
Motivating and training children to
speak is very important because it fulfills
their needs and utilizes children's
potential.
f. Guidance
Guidance for children is very
important to develop their potential.
Therefore, parents should like to provide
examples or models for children, speaking
slowly which is easy for children to
follow. Such guidance should always be
carried out continuously and consistently.
Furthermore, the steps to help children's
language development are described are as
follows.
a. When parents read, point to the picture
in the book and say the name of the picture
aloud. Ask the child to point to the same
picture as the one mentioned earlier. Make
reading activities fun and interesting for
children and do it every day.
b. Introduce new words to the child every
day, it can be the names of plants, the
names of animals or the names of the food
prepared for him.
c. Try not to finish the child's sentence.
Give him a chance to find the right words
for himself.
d. Talk to your children every day, and
look at them when you talk or listen to
them. Let them know that they are very
important.
 Here are some ways to stimulate
your toddler's speech development to be
more fluent and he likes to talk.
a. Tell me about your busy life.
Say aloud what you're doing and
ask toddlers questions. "Keep talking even
if you look silly because toddlers can't
answer."
b. So 'role models'.
If your toddler says
“grandchildren” for milk, use the correct
pronunciation when you respond, “This is
your milk.” Improve your language skills
by adding new words, for example, “Your
milk is white, it's delicious.” This strategy
will not only increase the number of
vocabulary but also teach you how to
combine words.
c. Acting "stupid".
Give your toddler a chance to ask
for and express his needs before you give
it to him. For example, during play, he
rolls the ball and you know he wants you
to return the ball to him, pretend you don't
understand, put on a confused expression
and ask, "What do you do?" Pauses like
this will encourage him to communicate.
d. Stay real.
Avoid saying excessive words or
speaking in slang or social language that
toddlers aged 1-2 years do not understand.
Parents are required to speak in regular
sentences and in the correct language,
which will help the child understand how
to combine words into meaningful
sentences.
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3. Delays and Disorders in Children's
Speech Development
The level of speech development
of a child is below the level of quality of
speech development which can generally
be seen from the accuracy of the use of the
child's vocabulary (language) when with
his peers conversing/talking. Speech
delays not only affect a child's academic
and personal adjustment, the most serious
effect is on the ability to read at the
beginning of the child entering school.
Many causes of speech delay in children,
generally are: (1) low level of intelligence
that makes it impossible for children to
learn to speak as well as their peers, whose
intelligence is normal or high; (2) lack of
motivation because children know that
they can communicate adequately from the
encouragement of parents/adults; and (3)
limited opportunities to practice speaking
due to strict limits on how much they are
allowed to talk at home.
One of the most common and most
serious causes is undoubtedly the inability
to encourage/motivate a child to speak,
even when the child begins to chatter. If
the child is not given stimulation
(stimulation) is encouraged to chatter, this
will hinder the use of good and correct
language/vocabulary. This lack of
encouragement is a serious cause of
speech delays in children, it can be seen
from the fact that if parents not only talk to
their children, but also use a wider and
varied vocabulary. children from the more
or middle class whose parents are eager to
tell them (children) to learn to speak
earlier (faster) and better. Very less likely
to experience speech delays in children.
Children who come from lower classes
whose parents are not able to provide such
encouragement for them, do they lack
time/because they do not realize how
important speech development is in these
students.
4. Language Disorders (Speaking)
Language disorders are often also
referred to as disorders of speech
development and expressive language.
Language disorders or disorders are one
type of communication disorder with an
indication that someone is experiencing a
disturbance in the symbolic process. This
difficulty causes a person to be unable to
provide symbols or symbols that are
received and vice versa unable to change
the concept of understanding into symbols
that can be understood by others. If
someone cannot communicate with each
other perfectly, they can be said to have a
language disorder or disorder. Language
disorders can occur if a person's
communication deviates far from the
language used by normal children.
5. Causes of Language Disorders
The causes of speech and language
disorders are many and extensive, all
disorders ranging from the process of
hearing, transmitting impulses to the brain,
brain, muscles or organs that make sounds.
Several studies have shown that the cause
of speech disorders is a dominant
hemisphere disorder.
According to Efendi as quoted by
Nurhidayati, etal (2013: 4) there are
several causes of speech disturbances or
delays are as follows.
a. Medical Factor
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The medical factor that most plays
a role in language learning difficulties is
the absence or lack of functioning of the
central nervous system caused by injury or
bruising. In this connection, it is known as
aphasia, which is the loss of the ability to
speak due to disturbances in the central
nervous system. Injuries or bruises to the
brain can occur due to various events such
as trauma when the mother is pregnant,
excessive drug use, premature birth,
physical impact, receipts, and poisoning.
b. Physiological Conditions
What is meant by physiological
conditions is the ability of the organs
involved in carrying out their functions to
support the fluency of children in pursuing
the task of developing speech and
language. These organs include the
nervous system (senso-motor nerves), the
condition of the hearing organs and speech
organs.
c. Environmental conditions
The family environment should
create a conducive situation, to make a
positive contribution to the development
of children's speech and language. The
active role of parents or families in
providing verbal stimulation can
encourage children to further improve the
quality or quantity of speech and language
skills.
6. Forms of Language Disorders
Language disorder is a form of
abnormality or disturbance in
communication with an indication that the
client has difficulty or loss in the
symbolization process. This difficulty in
symbolizing causes a person to be unable
to provide symbols that are received and
vice versa unable to change the concept of
understanding into symbols that can be
understood by others in their environment.
According to Tarmansyah quoted
by Nurhidayati, et al (2013:5-10) "there
are forms of language disorders including
delays in language development and
aphasia".
1. Delay in Language Development
Is a form of language disorder
characterized by the client's failure to
reach the stages of language development
in accordance with the language
development of normal children his age.
The delays in language development
include intellectual mental retardation,
deafness, congenital aphasia, nutism,
minimal brain dysfunction and learning
difficulties. Children who experience the
difficulties mentioned above are late in
language development skills, can occur in
phonology, semantics, and syntax, so that
children experience difficulties in the
transformation that is needed in
communication activities. In addition to
the disturbance of transformation and
symbolization, it is also accompanied by
behavioral disorders. These behavioral
disorders greatly affect the language
acquisition process, including lack of
attention and interest in the surrounding
stimuli, shifting attention, poor
concentration, seeming easily confused,
and giving up quickly.
2. Aphasia
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Aphasia is a type of language
disorder caused by damage to the language
centers in the cerebral cortex. The
presence of lesions in the language centers
of the cerebral cortex causes the client to
have difficulty and/or lose the ability to
symbolize either actively or passively.
When examined clinically, aphasia can be
divided into several types, namely sensory
aphasia, motor aphasia, conductive
aphasia, and amnesic aphasia.
a. Sensory Aphasia
This disorder is characterized by
difficulty in providing the stimulus
it receives. Spontaneous speech is
usually fluent but sometimes less
relevant to the conversation
situation or the context of
communication.
b. Motor Aphasia
Another term for motor aphasia is
expressive nonfluent aphasia, or
Broca's aphasia. Clients who
experience motor aphasia have
difficulty coordinating or arranging
thoughts, feelings and desires into
symbols that are meaningful and
understood by others. One thing to
note is that they understand and
can interpret the stimuli they
receive, just to express their
difficulties. This type of motor
aphasia can occur, namely he has
difficulty in writing / graphics, this
type is called agraphia. As
described above, this disorder can
be experienced by both children
and adults. This occurs because of
damage to Broca's center in the
interior temporal lobe, interior
 parietal lobe or posterior frontal
lobe.
c. Conductive Aphasia
Another term for conductive
aphasia is dynamic aphasia, or
ranscortic sensory aphasia. This
client is characterized by difficulty
in imitating repeated language
sounds. Generally the ability to
understand stimuli is relatively
good, but sometimes there is
interference. At the time of
speaking quite fluently, especially
in short sentences, but in longer
sentences the fluency was
disturbed. This aphasia is caused
by damage to the arcuate fascius
and the inner supramarginal gyrus
in the superior temporal lobe.
d. Amnestic Aphasia
Another term for amnestic aphasia
is also called nominal aphasia, or
anomia. This client is characterized
by difficulty in selecting and using
the right symbols. Generally the
symbols that are difficult to choose
are those related to names,
activities, situations related to life
activities. This aphasia occurs
because of damage to the angular
gyrus in the temporal lobe of the
left hemisphere. In addition to
delays in language development
and aphasia, there are also several
sections regarding the location of
nerve damage in children with
language difficulties.
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3. Speech Organ Disorders
These abnormalities include a short
tongue, deformity of the teeth and
mandible (lower jaw), cleft lip deformity
(palatoschizis/cleft palate), deviated nasal
septum, adenoid or laryngeal
abnormalities. In short tongue there is
difficulty sticking out the tongue so that it
is difficult to pronounce the letters [t, n,
and l]. Deformities of the teeth and
mandible result in wheezing sounds such
as [f, v, s, z, and th]. Cleft lip
abnormalities can cause resonance
deviations in the form of rhinoliaaperta,
namely nasal sounds (nasal) in high-
pressure letters such as [m, n, ny, ng, s, k,
and g].
4. Hearing Loss
Children who have hearing loss are
less able to hear the conversation around
them. Hearing loss should always be
considered when there is a speech delay.
There are several causes of hearing loss,
could be due to infection, trauma or
congenital abnormalities. Infection can
occur if you have repeated infections of
the organs in the auditory system.
Congenital disorders are usually due to
genetic disorders, maternal infection
during pregnancy, drugs consumed by the
mother during pregnancy, or if there is a
family history of deafness. Hearing loss
can also occur when the baby has a severe
infection, brain infection, use of certain
drugs or heavy jaundice (hyperbilirubin).
Treatment with the installation of hearing
aids will be very helpful if this
abnormality is detected early. In children
who have hearing loss, but normal
intelligence, language development up to
6-9 months seems normal and there is no
deterioration. Then the mumbling will go
away followed by the loss of another voice
and the child seems very quiet. The
presence of this setback is also often
suspected as a degenerative neurological
disorder.
5. Emotional and Behavioral Disorders
Speech disorders are usually
accompanied by minimal brain
dysfunction, the symptoms that occur are
so minimal that they are not easy to
recognize. Usually accompanied by
learning difficulties, hyperactivity,
unskilled, and other subtle symptoms.
6. Autism
Severe speech and language
disorders can be caused by autism. Autism
is a pervasive developmental disorder in
children characterized by disturbances and
delays in cognitive, language, behavior,
communication and social interactions. In
the book Children With Starving Brains by
Jaquelyn Mecandless mentions that autism
is a genetic problem of the digestive and
immune systems, the invasion of viruses,
fungi and other pathogenic bacteria.
7. Handling in Distraction speak
Handling of speech disorders
begins with patient identification (Sastra,
2011:30) such as, medical history,
speaking skills, listening skills, cognitive
abilities, and communication skills. Then
the treatment is continued with the
diagnosis of the disorder experienced by
the patient. After the results of the
diagnosis are obtained, then appropriate
therapy is applied to the patient.
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a. Speech Therapy.
Speech therapy usually uses audio or
video and mirrors. Children's speech
therapy usually uses play approaches,
puppets, role playing, pairing pictures or
cards. Adult speech therapy usually uses
the direct method, namely through practice
and practice. Articulation therapy in adults
focuses on helping patients to produce
sounds properly, including how to position
the tongue properly, shape the jaw, and
control the breath to produce sounds
properly.
b. Oral Motor Therapy.
This therapy uses exercises that do not
involve speech, such as drinking through a
straw, blowing a balloon, or blowing a
trumpet. This exercise aims to train and
strengthen the muscles used for speech.
c. Melody Intonation Therapy.
In our melodic intonation therapy, we can
apply it to stroke patients who have
language disorders. The music or melodies
used are usually slow, lyrical, and have
different stresses.
D. CONCLUSION
From the description above, it can
be concluded that language and speech
disorders are one of the types of
communication disorders which are
indicated to have disturbances in the
symbolic process. The causes of language
and speech disorders are extensive. This
can be caused by disturbances in the
nervous system or abnormalities in organs
related to language and speech processes
that occur due to injury or trauma during
prenatal, natal, and postnatal. In addition,
it can be caused by the environment where
at the age of speech and language
development the child does not receive a
good stimulus from the environment.
Children who experience these difficulties
can occur in phonology, semantics and
syntax. Thus, children who have difficulty
in transformation really need
communication activities. One of the
symptoms in children with language and
speech disorders is that there are
pronunciation errors, both in the
movement mechanism of the articulation
point and in the pronunciation. Handling
that can be done for children who have
language and speech disorders is to do
speech therapy, oral motor, and melodic
intonation.
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