Phatic Communication through Local Folklore-Based Storytelling for Children with Autism at Woha Special School, Bima, West Nusa Tenggara

Erta Mahyudin; Ellys Lestari Pambayun; Solehawati; Siti Nurhayati; Intan Putri Surya

doi:10.55927/mudima.v5i8.510

Authors

Erta Mahyudin UIN Syarif Hidayatullah
Ellys Lestari Pambayun PTIQ University
Solehawati PTIQ University
Siti Nurhayati PTIQ University
Intan Putri Surya PTIQ University

DOI:

https://doi.org/10.55927/mudima.v5i8.510

Keywords:

Phatic Communication, Local Folklore, Storytelling, Children with Autism

Abstract

This study presents phatic communication in the practice of storytelling using local children's stories with autistic students at SLB Woha, Bima, NTB. The background of this research lies in the low level of social communication engagement among autistic children, which requires a relational rather than purely informational approach. The research aims to understand how the functions of phatic communication initiating, maintaining, and closing social relations are carried out through local story media such as Kuda Rawa and The Legend of Tambora. The main theoretical framework includes phatic communication theory (Malinowski, Jakobson) and the concept of storytelling as a culturally contextual educational and relational strategy. A qualitative case study method is employed, involving three subject groups: special education teachers, parents of students, and local religious leaders (ustaz). Data collection techniques include participatory observation, in-depth interviews, and visual documentation. Data is analyzed using thematic descriptive analysis. Findings show that phatic communication through storytelling is effective in building emotional connections, enhancing social responses, and fostering a sense of security. Theoretically, the study extends the application of phatic theory in special education; practically, it supports the development of teaching media based on local culture. In conclusion, local storytelling serves not only as an educational tool but also as a social bridge for autistic children in the context of inclusive education.

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