The purpose of this study is to (1) describe the implementation of English
speaking class for students with hearing impairment at the eleventh grade of SLBB
YPPALB Magelang, (2) identify the problems which occur during that process
and (3) identify the solutions from the teacher regarding to that problems.
The method used in this research was descriptive qualitative method. The
research was conducted from April to July 2014 at SLB-B YPPALB Jalan Cemara
Tujuh Magelang . The sources of the data were events, informants, and
documents. The data were collected through the use of interview, observation, and
document analysis. The teaching and learning process were recorded and
transcribed. The data were analyzed using interactive model of qualitative data
analysis technique (Miles and Huberman) including data collection, data
reduction, data display, and drawing conclusion/ verification.
Based on the finding of this research, it can be concluded that: (1) the
teacher has implemented the pre-activity, main activity, post activity and the
evaluation based on the lesson plan made although he sometimes improves it
according to the classroom condition, (2) There were 3 types of problems faced
during the teaching-learning process which were students’ problem, the teacher’s
problem and the problem on the school management, (3) there were some
solutions proposed by the teacher to cope with those problems. The students’
problems which occurred during the process of English speaking for hearing
impaired students of SLB-B YPPALB were students’ ability to comprehend
complex sentences, wrong pronunciation and students’ speech, students’ difficulty
in making complex sentences, misplaced structure of sentences, the difficulties in
pronouncing the some sounds especially those which needs vibration, students
were confused to understand different writings and sounds in English, the
possibility of the decreasing level of students’ hearing ability, students who were
easily get bored during teaching and learning of speaking class, the different
ability and concentration of the student in following the class. While the teacher’s
problems were the English teacher’s background is not from English education
program and he considered himself as an incompetence teacher because of it. The
problem of school management were on the facilities provided by school do not
meet the students’ need, there were lack of the appropriate handbooks for the
teacher and students, difficulties in finding appropriate material which could suit
the students’ need and also lack of the time allocation for the speaking class of
students with hearing impairment.
Keywords : teaching speaking, English, hearing impaired, students.
