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Language Development: Early Detection of Speaking Disorders and

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Eduvest – Journal of Universal Studies

Volume 2 Number 4, April, 2022

p- ISSN 2775-3735- e-ISSN 2775-3727

LANGUAGE DEVELOPMENT: EARLY DETECTION OF

SPEAKING DISORDERS AND THE PROCESS OF

TREATING

Juni Ahyar

, Yusri Ibrahim

, Jumadil Saputra

, Zikri Muhammad

Malikussaleh University, Indonesia

Email: [email protected], [email protected],

[email protected], [email protected].my

ABSTRACT

The old paradigm states that speech disorders in children are normal, so when they

become disorders, it will have an impact on the process of language development

from childhood into adulthood. The number of cases of speech disorders found in

children is caused by the delay in early detection by parents. This is due to the lack

of information regarding children's speech disorders. The purpose of writing this

article is to 1) find out the stages of children's language development, 2) find out

the causes of speech and language disorders in children, and 3) find out the

symptoms and process of handling speech and language disorders in children. The

article writing methodology uses a systematic literature review approach for 39

articles. The results of the writing revealed four stages of children's language

development, namely the babbling stage, the holophrastic stage (the one-word,

one-phrase stage), the two-word, one-phrase stage (telegraphic), and the

differentiation stage. Every child has a different range of stages. Factors that cause

children's speech disorders can be caused by medical factors, physiological factors,

and environmental factors. Children's speech disorders can take the form of delays

in language development, aphasia, speech organ disorders, hearing problems,

autism, and emotional and behavioral disorders. Treatment of speech disorders can

be done with speech therapy, oral motor therapy, and melodic intonation therapy.

The implications of writing this article can be used as a reference by parents and

health practitioners for early detection and treatment of speech disorders.

KEYWORDS

Early Detection, Speech Disorders, Treatment Process

This work is licensed under a Creative Commons Attribution-

ShareAlike 4.0 International

 
 
Juni Ahyar, Yusri Ibrahim, Jumadil Saputra, Zikri Muhammad 
Language Development: Early Detection of Speaking Disorders and The Process of 
Treating     736 
INTRODUCTION 
 
Misbahuddin (2020) defines language as a symbol of sound that serves as a means 
of  communication  and  interaction  between  humans  and  is  produced  by  speech  tools. 
Language is one of the components that exist in humans to be able to represent the contents 
of feelings and thoughts (Simarmata and Sulastri, 2018). Each individual can improve his 
or her language skills as time progresses. Individuals who have optimal language skills will 
be able to absorb various types of information and news both in written and oral form. In 
essence, language skills consist of listening aspects, speaking aspects, reading aspects, and 
writing aspects (Erka, 2014). Each individual must be able to master these aspects so that 
they can be skilled in language. One aspect of language skills that must be mastered by 
individuals is speaking skills. 
Speaking skills are non-genetic skills that cannot be inherited naturally from parents. 
This speaking skill is one that has a great influence on other skills. Along with individual 
development,  the  process  of  physical  maturation,  and  components  related  to  speaking 
skills, these skills will expand and increase. This will depend on the child's developmental 
stage. 
The early development of children's speech starts with the process of muttering and 
continues with the process of imitating language (parroting) (Setyawan, 2016). Every baby 
will  go  through  the  process  of  language  development  on  a  daily  basis.  However,  this 
developmental  process  is  different  for  every  baby.  There  are  babies  who  have  a  slow 
development process, and there are also babies who have a fast development process. In 
this case, a mother has an important role in providing stimulation to be able to trigger the 
development of the baby. The best way for the mother to stimulate the baby and for the 
baby to stimulate the mother is for the mother to model language or provide motivation to 
train the baby's speaking skills so that they can be used to their fullest. 
It  is  undeniable  that  many  problems  were  discovered  in  this  era  in  the  form  of 
language disorders and other disorders, including speech disorders. This speech disorder is 
mostly experienced by small children who are under five years old (Nilawati and Suryana, 
2012;  Dewanti  et  al,  2016;  Azizah,  2018).  Many  people  believe  that  toddler  speech 
disorders are normal and natural (Idris, 2019; Masitoh, 2019). So many parents are late in 
realizing that their child has a speech disorder. Many speech disorders can be detected early 
in toddlers. For example, if there is a child who is the same age as a baby and who can say 
words but who still can only mutter like breath sounds, it can be assumed that the child has 
a speech disorder. Another example is when a child is able to say a few words, but at a 
certain age the words are lost. It can also be assumed that the child has a speech disorder. 
Speech  disorders  are  related  to  problems  with  the  voice,  articulation,  stuttering 
(fluency of speech), difficulty using words (aphasia), and speech delay (Amalia et al, 2019). 
This speech delay can be caused by various factors, including the loss of hearing ability 
(Chamidah, 2019). Speech disorders are also related to the function of the oral and auditory 
muscles. This speech disorder can be recognized by simple things such as voice sounds that 
are  not  like  normal  (unusual),  nasal,  and  hoarseness,  as  well  as  not  being  able  to  use 
language and not understanding the meaning of language. There is also an issue with the 
oral motor apparatus not being able to turn on the ability to speak. 
It is the duty of everyone, especially parents, to be able to detect early delays in 
children's speech in order to reduce the risk of child development. The health paradigm that 
states that children's speech development disorders are common needs to be changed so 
that it does not have an impact on children's growth and development. This paradigm shift 
is the reason for the author's decision to develop this article. So the purpose of writing this 
article is (1) to find out the stages of children's language development, (2) to find out the 

Eduvest – Journal of Universal Studies

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737 http://eduvest.greenvest.co.id

causes of speech and language disorders in children, and (3) to find out the symptoms and

the process of handling speech and language disorders in children.

RESEARCH METHOD

This research is survey-based descriptive research using the SLR (systematic

literature review) method. The survey was conducted using secondary data, namely

research articles on online learning in mathematics at every level of education, which

includes teachers and students.

This research consists of data collection, data analysis, and drawing conclusions. The

data collected is in the form of research articles published in national journals located in

the Google Scholar database. Articles were detected, and only articles that met the inclusion

criteria could be used. The article inclusion criteria used are as follows:

1. The article is the result of research related to language and speech disorders

2. The time span of the article is 2012-2021.

This study's population consisted of all research articles on language and speech

disorders. After conducting a search, a sample of 39 articles was obtained that matched the

inclusion criteria. The research instrument was in the form of an observation sheet linked

to inclusion and exclusion criteria that were grouped based on the year of study, research

subjects, methodology, and research results.

RESULT AND DISCUSSION

The discussion in this article is divided into three main parts: the stages of language

development in children, the causes of speech disorders and language disorders in children,

and the symptoms and process of handling speech and language disorders in children.

A. Stages of language development in children

In general, children's language development consists of two stages, namely pre-

linguistic stages and linguistic stages (Darwansyah et al, 2013). The pre-linguistic stage is

a stage that is between 0 and 1 years old, where the child's desire begins to say the first

word. While the linguistic stage is a stage that occurs between the ages of 1 and 5 years

where children are able to start talking like adults, Fatmawati stated that there are three

stages of early speech development in children, namely (a) holophrase (one word phase or

naming stage), (b) more than one word phase (telegraphic stage), and (c) morphemic stage

(transformational stage) (Masitoh, 2019) . Natsir also said that learning a child's language

happens in stages: the babbling stage, the holophrastic stage (the one-word, one-phrase

stage), the telegraphic stage (the two-word, one-phrase stage), and the differentiation stage

(Masitoh, 2019).

Juni Ahyar, Yusri Ibrahim, Jumadil Saputra, Zikri Muhammad

Language Development: Early Detection of Speaking Disorders and The Process of

Treating 738

a. Babbling Stage,

This stage is also known as the chattering stage. Stages begin at the age of six

months. At this stage, the child will pronounce sounds that have no meaning, but also, by

coincidence, will convey the experience of meaningful words that have meaning (Marsis

and Annisa, 2018).

b. Holophrastic Stage (One Word One Phrase Stage).

At this stage, the child will express his or her thoughts and feelings using only one

word (Murny, 2011). This can be in the form of feelings, desires, or things he encounters

without a clear process of defining differences. For example, "sick" means that the child is

sick. "Eat" means the child wants to eat. At this stage, parents must be able to understand

what the child means so that the child's desires can be fulfilled. Understanding this word

can also be seen in the mimicry and body language of the child.

c. Stage Two Words One Phrase (Telegraphic)

This stage is at the age of approximately 18 months. At this stage, the child is able

to compose simple sentences (2–3 words) (Rezeki and Sagala, 2019). At this stage, the

child is no longer egocentric. At this stage, the child has started the process of

communicating with the closest person. At this stage, parents are also able to carry out a

simple question-and-answer process. At this stage, the child is able to tell simple stories.

d. Stages of differentiation (transformational and mophemy stages)

This stage is the last one for toddlers who are in the 2.5–5-year age range. At this

stage, children's language development progresses rapidly. Children are able to string

words together optimally. At this stage, the child is able to use and understand words to

convey the contents of his mind and heart (Aprilia, 2020).

This stage must be mastered by parents in order to maximize the language potential

of their children. In addition, language development is also influenced by several factors,

namely:

a. Cognitive factors

Cognitive factors greatly affect children's language skills (Ssiron, 2016). Children

with strong cognitive abilities will have an easier time improving their language skills. On

the other hand, it is hard for children with low cognitive skills to learn language skills.

b. Family communication pattern factors

Communication patterns affect children's language development. Families that

have multi-directional communication within the family will be able to develop children's

speaking skills (Astuti et al, 2019).

c. Number of family or number of children

Children who are in a large number of families will tend to have more varied

communication skills than single children. Because there are so many people in the family,

there will be a lot of different ways to talk to each other.

d. Birth order

The order of a child's birth also affects the development of a child's language

(Rahayu, 2019). Middle children will tend to have good language development because

they have the opportunity to communicate with their brothers and sisters. The eldest and

youngest children communicate only with younger and older siblings.

e. Bilingual

Bilingualism is the use of two or more everyday languages in the family

environment. Children who use more than one language will have varying language

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abilities. However, in toddlers, it will cause speech delay (Ladyani, Pinilih, and Faqih,

2019).

In addition to the things listed above, it is important to pay attention to the

following things that can help children learn to speak:

a. Maturity of tools for speech

The process of speaking is influenced by the tools of speech. The speech apparatus

is the width of the oral cavity, palate, throat and other tools. If one of these speech tools is

problematic, it will have an impact on the child's speaking process (Masitoh, 2019).

b. Readiness to speak.

Readiness to speak is related to the mental readiness of children. Children are

mentally ready to talk, which is around the age of 12-18 months. This phase is called the

teachable moment phase. In this phase, the child is ready to speak (Putra, Yudiernawati,

and Maemunah, 2018).

c. There is modeling.

Modeling means that children need a model to be able to pronounce words. This

model can be adults, radio, television and other media.

d. Opportunity to practice.

Children who are accustomed to being trained in their speaking skills by adults will

have good speaking skills. Therefore, there is a need for innovations made by parents to

train children to speak (Masitoh, 2019).

The things above are ways to support children's ability to speak. Here are some

ways to help young children, especially toddlers, develop their speech skills:

a. Tell us about our activities. Talk to your toddler about your daily activities in a firm

manner. Tell toddlers anything that can be told. Even though it will look strange, it will be

able to stimulate toddler's speaking ability (Nasriah and Yanti, 2019).

b. Doing modeling. Parents must be able to be good speech models for toddlers (Astikasari

and Weto, 2018). For example, if a toddler says "mamam," then the parent must explain

that the correct sentence is "this is food." Then develop these words into new ones, such as

"this is cake, the most delicious food." This not only increases a toddler's vocabulary

regarding vocabulary but can also be used as a toddler's process to combine various kinds

of words.

c. Provide opportunities for toddlers. Give opportunities for toddlers to express their needs

through their speaking skills (Susanti, 2018). For example, a child wants to ask for a doll

while pointing at the doll. However, they act like they don't know the child's will while

asking the child to explain what to do.

d. Avoid using redundant sentences or slang.

B. Causes of speech and language disorders in children

Children's speech development can be seen in the accuracy with which they use

vocabulary when interacting with their peers. Children who do not experience delays or

speech disorders will more easily interact with their peers. However, children who

experience speech delays will have problems interacting with peers. The delay in speaking

will affect the child's personal and academic abilities (Hartanto et al., 2016). Children who

experience delays will have problems at the beginning of school, especially with the ability

to read. Therefore, it is necessary to understand the causes of speech disorders.

The causes of speech disorders start with the disturbance of the hearing process,

the distribution of impulses (signals) to the brain, brain processes, muscle processes, and

Juni Ahyar, Yusri Ibrahim, Jumadil Saputra, Zikri Muhammad

Language Development: Early Detection of Speaking Disorders and The Process of

Treating 740

processes contained in the sound-making organs (Humaeroh, 2017). In general, speech

disorders are caused by a disturbance in the dominant hemisphere that occurs in the speech

process (Melati, 2019). However, there are several causes of speech disorders or delays,

namely:

a. Medical factor

Medical factors are related to the non-optimal functioning of the central nervous

system. This dysfunction is caused by an injury to that part of the nerve. This case is called

aphasia. Aphasia is an individual's inability to speak caused by a disturbance in the central

nervous system (Melati, 2019).

This injury occurs in the brain caused by trauma experienced by the child. This

trauma can occur when the child is still in the mother's womb. In addition, premature

events, physical impact, excessive drug consumption and poisoning can also trigger trauma

to the child's brain. Therefore, further medical examination is needed to determine this

problem.

b. Physiological conditions.

Physiological conditions relate to the ability of the organs that support the ability

to speak to be able to carry out their functions. This organ can be in the form of sensory

nerves, the condition of the speech organs (mouth, throat, tongue, lips, and so on), and the

condition of the hearing organs (earlobe, and so on) (Masitoh, 2019).

c. Environmental conditions

The environment is very influential on the child's speech ability. A conducive

environment will help children's speech development (Sumaryanti, 2017). Parents who are

active in providing verbal stimulation to children will be able to improve their children's

speaking skills.

So, it can be concluded that the causes of speech disorders and delays in children

can be caused by medical factors, physiological factors, and environmental factors.

C. Symptoms and the process of handling speech and language disorders in children

Language disorders are closely related to speech disorders. This language disorder

is a disorder faced by individuals in the communication process, especially those related to

symbolic processes. This results in individuals not being able to convert a concept into a

symbol that is understood by others. There are several forms of speech and language

disorders, namely:

a. Language development delay

Delay in language development is a disorder experienced by children when they

fail to reach the stages of language development. This lack of developmental achievement

is caused by several factors, including mental and intellectual problems, learning

difficulties, minimal brain dysfunction, nutism, congenital aphasia, and deafness (Masitoh,

2019). Children with language problems and delays can have trouble with phonological,

semantic, and syntactic processes, which can cause problems in the way they communicate.

In addition, a disturbance in the transformation will also have an impact on behavior

disorders. Behavioral disorders will result in a lack of interest in and attention to the

surrounding environment.

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b. Aphasia

Aphasia is a language disorder that happens when there is damage to the cortex of

the brain (Hidayanti, 2020). In the cerebral cortex, there are lesions that make it difficult

for children and even cause them to lose the ability to understand symbolism both passively

and actively. Clinically, aphasia is divided into three types: sensory aphasia, conductive

aphasia, and amnestic aphasia. The explanation is as follows:

1) Sensory aphasia

Sensory aphasia is a disorder characterized by difficulty in providing stimuli that

the patient receives (Astriani et al., 2019). In this case, the patient will speak spontaneously.

Sometimes it is also found that the patient is fluent but does not fit the context of the

conversation.

2) Motor aphasia

Motor aphasia is also known as Broca's aphasia and can also be referred to as

nonfluent aphasia or expressive aphasia (Astriani et al., 2019). In his case, patients who

experience this aphasia will find it difficult to organize thoughts, desires, and feelings into

symbols that can be understood by everyone. Patients who experience this are able to

receive stimuli, but it is difficult to express them. This motor aphasia can be seen from the

patient's difficulty in writing. In general, patients who experience motor aphasia have

damage to Broca's center in the interior temporal lobe, posterior lobe, or interior parietal

lobe.

3) Conductive aphasia

Conductive aphasia is also known as dynamic aphasia or as ranscortic sensory

aphasia (Luria and Tsyetkoya, 2014). Patients with conductive aphasia have difficulty

imitating repeated sounds of language. In certain cases, the patient is fluent in delivering

short sentences, but in long sentences, the patient will be overwhelmed. The arcuate fascius

and the inside of the supramarginal gyrus in the superior temporal lobe are damaged or

broken, which is what causes this aphasia.

4) Amnestic aphasia

Amnestic aphasia is also known as nominal aphasia or anomia. Patients with

amnestic aphasia find it difficult to select and use appropriate symbols. In his case, the

symbols that are difficult for the patient to choose are those that relate to the situation,

activity, and name. Patients with this type of aphasia have it because the left temporal lobe's

angular gyrus has been damaged.

c. Speech organ disorders

Speech organ abnormalities are deviations from the normal functioning of the speech

organs. These speech organ abnormalities include a short tongue, deformities of the lower

jaw (mandible) and teeth, palatoschizis/cleft palate (cleft lip), laryngeal (adenoid)

abnormalities, and deviation of the nasal septum (Nilawati and Suryana, 2012). In the case

of a short tongue, the patient will find it difficult to pronounce the letters t, n, and l. In the

case of patients with deformities of the lower jaw (mandible) and teeth, this will result in a

wheezing sound when pronouncing the letters f, v, z, s, and th. In the case of a patient with

a cleft lip, it will cause a resonance discrepancy in the form of rhinolia aperta.

Rinolaliaaperta is the presence of a nasal sound when pronouncing high-stressed letters d

hearing disorders.

Patients who experience hearing loss will result in speech disorders (Dewanti et al,

2016). Hearing loss can occur due to trauma, infection, or congenital abnormalities

(Ariesanti, 2020). Infection can occur if there is an infection in the hearing apparatus. While

Juni Ahyar, Yusri Ibrahim, Jumadil Saputra, Zikri Muhammad

Language Development: Early Detection of Speaking Disorders and The Process of

Treating 742

congenital abnormalities can occur due to genetic factors, drug consumption during

pregnancy, or a family history of deafness, Furthermore, disturbances in infants can occur

if they do not have an infection, have a severe infection, use drugs, or are exposed to

hyperbilirubin.

e. Emotional and behavioral disorders

The presence of disturbances in the ability to speak is closely related to minimal

brain dysfunction (Putri Andini, 2020). This disorder is accompanied by learning

difficulties, unskilled, and hyperactive.

f. Autism

Autism can cause severe speech impairment. Autism is characterized by problems

in pervasive development that result in cognitive, communication, behavioral, and even

social interactions (Widiastuti, 2014). Autism is a problem related to digestion, the body's

immune system, fungal invasion, viruses, bacteria, and other pathogens.

Based on this description, it can be seen that there are many speech disorders that

can be experienced by each individual. However, the speech disorder can be treated in order

to optimize the ability to speak. The crew's first step in dealing with speech disorders is to

identify the patient. Patient identification can be done by knowing the medical history,

listening ability, speaking ability, communication ability, and cognitive ability. After that,

it is continued by conducting an examination and diagnosis of the disorders and problems

faced by the patient. Once the disorder is known to be experienced, therapy is started. The

types of therapy that can be given are:

1) Talk therapy

Speech therapy can be done through audio and video shows or by also using a mirror

(Sunanik, 2013). This therapy can be done by combining play techniques such as playing

with dolls, role playing, putting up pictures, or placing cards. Adults, on the other hand,

use direct methods such as practice methods and practice methods.

Therapy for adults is focused on articulation so that the patient is able to produce the

right sound. This therapy can be done by positioning the tongue properly, positioning the

jaw, and regulating breathing so that it can produce the right sound.

2) Oral motor therapy

Oral motor therapy is done without involving the process of speaking, such as by

blowing a balloon, drinking through a straw, or blowing a trumpet. This therapy aims to

train the muscles that are part of the speech apparatus (Ary, 2019; Masitoh, 2019).

3) Melodic intonation therapy

This therapy is focused on stroke patients (Indreswari, 2018; Tomo et al., 2020). This

therapy is done by playing music that is slow, lyrical in nature, and has a different melodic

pressure. There are various kinds of therapy that can be done to treat patients who have

speech disorders.

CONCLUSION

The stages of children's language development consist of the babbling stage, the

holophrastic stage (the one-word, one-phrase stage), the two-word, one-phrase

(telegraphic) stage, and the differentiation stage. Every child has a different range of stages.

Children who do not develop their speech process are likely to have a speech disorder.

Factors that cause children's speech disorders can be caused by medical factors,

physiological factors, and environmental factors. Children's speech disorders can take the

form of delays in language development, aphasia, abnormalities of the speech organs,

Eduvest – Journal of Universal Studies 
Volume 2 Number 4, April 2022 
 
743    http://eduvest.greenvest.co.id 
hearing loss, autism, and emotional and behavioral disorders. Handling speech disorders 
can be done with speech therapy, oral motor therapy, and melody and intonation therapy. 
 
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