The purpose of this study is to (1) describe the implementation of Englishspeaking class for students with hearing impairment at the eleventh grade of SLBBYPPALB Magelang, (2) identify the problems which occur during that processand (3) identify the solutions from the teacher regarding to that problems.The method used in this research was descriptive qualitative method. Theresearch was conducted from April to July 2014 at SLB-B YPPALB Jalan CemaraTujuh Magelang . The sources of the data were events, informants, anddocuments. The data were collected through the use of interview, observation, anddocument analysis. The teaching and learning process were recorded andtranscribed. The data were analyzed using interactive model of qualitative dataanalysis technique (Miles and Huberman) including data collection, datareduction, data display, and drawing conclusion/ verification.Based on the finding of this research, it can be concluded that: (1) theteacher has implemented the pre-activity, main activity, post activity and theevaluation based on the lesson plan made although he sometimes improves itaccording to the classroom condition, (2) There were 3 types of problems facedduring the teaching-learning process which were students’ problem, the teacher’sproblem and the problem on the school management, (3) there were somesolutions proposed by the teacher to cope with those problems. The students’problems which occurred during the process of English speaking for hearingimpaired students of SLB-B YPPALB were students’ ability to comprehendcomplex sentences, wrong pronunciation and students’ speech, students’ difficultyin making complex sentences, misplaced structure of sentences, the difficulties inpronouncing the some sounds especially those which needs vibration, studentswere confused to understand different writings and sounds in English, thepossibility of the decreasing level of students’ hearing ability, students who wereeasily get bored during teaching and learning of speaking class, the differentability and concentration of the student in following the class. While the teacher’sproblems were the English teacher’s background is not from English educationprogram and he considered himself as an incompetence teacher because of it. Theproblem of school management were on the facilities provided by school do notmeet the students’ need, there were lack of the appropriate handbooks for theteacher and students, difficulties in finding appropriate material which could suitthe students’ need and also lack of the time allocation for the speaking class ofstudents with hearing impairment.Keywords : teaching speaking, English, hearing impaired, students.