<![CDATA[Iskandar, Ismi Berliantika. 2014. Analysis of English Learning Strategies Used by the Deaf Student in SLB-B Karya Mulia Surabaya: a Case Study. Study Program of English, Department of Language and Literature, Faculty of Cultural Studies, Universitas Brawijaya. Supervisor: Endang Sasanti; Co-supervisor: Emy SudarwatiKeyword: Language Learning Strategies, DeafEnglish is the most widely used language for International communication that has been recognized worldwide. So now in Indonesia, English is given to almost all students, including students with special needs is also commonly called disables. However, the deaf students still have difficulty in applying English. This occurs because English is a foreign language in Indonesia. Another cause of difficulty in learning English is about students’ habit. Facing that phenomena, the language learning strategies are needed. This study only focuses on the learning strategies performed by the deaf student when learning English. The approach used is qualitative study. This study was a case study. The respondents of this study were two students, male and female. The writer conducted the interview with the respondents and teacher. The writer collected the data by selecting deaf student attending class 2, recording and conducting interviews, identifying the learning strategies used by the student, and classifying the learning strategies used by the student. The data analysis was conducted by analyzing the results of the interview, comparing the results of interview with students' English grades for learning and drawing conclusion based on the problems of study and the result of data analysis. The result of this study shows that memory strategies are the most strategy used by respondents whereas affective strategies are the least strategy used. In addition to using these strategies, the support from teachers and parents is very important to help them learn a new language. The writer suggests for the students to combine learning strategies with each other. The writer also suggests the teacher to add other teaching innovations that can help students learning English lessons. The last suggestion is for the future researchers to do a closer and spacious study with deaf students.]]>
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