INKLUSI: Journal of Disability Studies Vol. V, No. 2, Juli-Desember 2018, h. 153-178 DOI: 10.14421/ijds.050201 MULTIMODAL RESOURCES IN TEACHING-LEARNING PROCESS FOR DEAF STUDENTS FATHIMAH SALMA ZAHIRAH, DIDI SUKYADI Universitas Pendidikan Indonesia fs.zahirah90@gmail.com Abstract Bahasa Inggris Deaf students need special treatment for gaining communication skills. Regarding this problem, there has been a new method called Maternal Reflective Method (also known as MRM) that encourages the deaf students to speak using their articulation organs simultaneously with the Indonesian Sign Language. This study aims to discover how nonverbal communication, including touch, body movement, and paralanguage are implemented in a teaching-learning discourse in the kindergarten classroom for the deaf children. The method used by the teacher in delivering the teaching material is the main focus to see the variation of pedagogic multimodal resources. The modes found are also scrutinized due to their communicative implication nature; in regard to Jakobson’s framework on the language functions: referential, emotive, conative, phatic, metalingual, and poetic. The results indicate that most of the time the teacher uses multimodal resources for commanding, prohibiting, and inviting the students in relation to the conative function of language. Keywords: deaf; maternal reflective method; multimodal resources; language function.