JHSS (Journal of Humanities and Social Studies) Volume 07, Number 01, March 2023, Page 012-014 https://journal.unpak.ac.id/index.php/jhss e-ISSN: 2598-120X; p-ISSN: 2598-117X - 12 - TEACHER’S STRATEGY IN TEACHING VOCABULARY TO DEAF OR HARD-OF-HEARING STUDENTS Yanti Suryanti a*) , Deddy Sofyan a) , Mursidah Rahmah a) ,Upi Dahlia a) a) Universitas Pakuan, Bogor, Indonesia *) Corresponding Author: yanti_suryanti@unpak.ac.id Article history: received 03 January 2023; revised 02 February 2023; accepted 04 March 2023 DOI: https://doi.org/10.33751/jhss.v7i1.6825 Abstract. Deaf students are students who have little or no speech depending on the severity of the hearing loss, meanwhile hard of hearing students are students who may have speech impairments as a result of their inability to hear their own voices clearly. By applying the qualitative approach with the descriptive method, the study depicts the strategy used by the teacher in teaching vocabulary to seven students of the eleventh grade at SLB Dharma Wanita-Bogor, which was conducted from May 15 to December, 15th 2022. The data were collected through observation, documentation, and interview. The observations were done from August to September 2022, meanwhile, the interview was on 15th October 2022. The participants of the study were two targeted English teachers at SLB Dharma Wanita-Bogor who fulfilled the criteria that they have a background in teaching English, have been teaching English for more than 5 years, are qualified, and are experienced in teaching deaf students. From the observations, the documentation, and the interview, it is revealed that both teachers had carried out the steps written in their lesson plans completely, and the strategy used by both teachers are repetition, lip reading, gesture, body movement, through-the-air language comprehension, and the use of media. In lip reading and through the air communication, they pronounced each word carefully and slowly and asked each student to repeat what they said, used the media/pictures which are available in the class, and asked the students to look up the dictionary to find the words. If the students still find difficulties in saying the words, both of the teachers used sign language, through air conversation or body movement. They confess that the students so far can follow the lesson well, and their final grades are considered enough until good. Keywords: teacher strategy; deaf and hard of hearing; vocabulary I. INTRODUCTION A number of languages in this world are studied by many people as a mother tongue, a second language, or a foreign language. Despite the few elements and rules in the language system, people can create and comprehend an infinite number of phrases by repeatedly mixing the same relatively few pieces in relatively few patterns. Each language variation identifies its speakers' social identities and the context in which it is employed. Through language, people can identify community groups, behavior, and personality of the people who speak it. The role of language as a means of supporting educational success can no longer be ignored. This can be seen from the allocation of language subjects, both Indonesian and foreign languages (English) at every level of primary education, general secondary education, and schools with special needs. There are four fundamental English language acquisition abilities in the communicative approach: listening, speaking, reading, and writing. Reading and listening are called receptive skills since they entail receiving information; meanwhile speaking and writing include creating words, phrases, sentences, and paragraphs, they thus are known as productive skills. Based on the Decree of the Minister of Education and Culture Number 096/1967, and since 1968 English has been designated as a compulsory subject for students in middle and high schools. In general, the purpose of teaching this language at both levels is to provide a general linguistic foundation, to be applied in everyday life [1]. Graduate competency standards (SKL) of English subjects at the junior school level of special needs (SMPLB- A, B, C, D, E) underlined the competencies to be achieved by the students are understanding the meaning of interpersonal written discourse, and simple transactional formal and informal in the form of recount, narrative, procedure, descriptive, and report in the context of everyday life [2]. Due to the fact that listening is a key stimulus for language learning, students who have hearing impairments find it challenging to learn a new language. Because of this, teaching English to deaf or hard-of-hearing students is more difficult than teaching it to hearing students, especially because written and spoken English are different. It definitely makes teaching English more challenging for folks who rely more heavily on their visual than their auditory senses. The teacher must therefore use creativity to design engaging and simple learning activities. The research entitled ‘The words order of sentential construction possessed by the deaf child and normal hearing child’ indicated that from the sentences produced by the deaf child, there are sentences that have standard and non- standard wording in Indonesian [3]. Paul et.al underlined the term hearing impedance is utilized to cover all degrees and sorts of hearing misfortune, ranging from significant deafness to mellow misfortune [4]. On the other hand, Gargiulo stated that hearing disability is a bland term indicating a hearing inability that will range in seriousness from mellow to significant [5]. Deaf or hard- hearing-impaired students have a different learning mode