<![CDATA[Speech delay in early childhood calls for repeated language stimulation adapted to each child’s communication abilities, yet classroom practice is rarely described as an integrated set of strategies. This study describes teachers’ communication strategies for stimulating the language of children with speech delay at Mekar Indah Kindergarten, Bengkulu City. A qualitative descriptive approach involved three purposively selected informants: a principal who also taught, a homeroom teacher, and a classroom teacher. Data were gathered through classroom observation, in-depth interviews, and documentation, reduced and organized into four communication categories, and interpreted through triangulation of collection techniques. Teachers combined face-to-face interaction, including eye contact, positioning themselves at the child’s level, and modeling pronunciation; mediated communication using pictures, cards, illustrated books, videos, and colored blocks; verbal communication through brief sentences, questions, repetition, and positive reinforcement; and nonverbal communication through facial expressions, gestures, and movement. Observed responses included more focused attention, pointing to pictures, following movements, attempting to imitate sounds, and beginning to say simple words. These forms complemented one another when teachers adapted messages to children’s responses and allowed time to answer without pressure. The findings offer a practical basis for consistent multimodal classroom stimulation, routine records of small gains, and coordination with language activities at home. As the study examined one kindergarten and three teachers, its findings describe situated practice rather than clinical effectiveness or generalizable improvement in language outcomes.]]>
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