Investigating Students’ Pronunciation Learning Strategies

This study aims to investigate students' pronunciation learning strategies and also to determine the frequently used strategy by the English language education department students. The researcher utilized a quantitative descriptive as a research design, and the population of this research was English Language Education Department students in the academic year 2017. This research chose 47 students from 236 populations using a purposive sampling technique. The questionnaire was used as the research instrument that consisted of 20 statements dealing with pronunciation learning strategies: input/practice, noticing/feedback, hypothesis forming, and hypothesis testing. The result of the data showed that the English Department students had used all four pronunciation learning strategies at a different rate. Students' level of strategy demonstrated that four strategies were on a high level of use, with the mean score of all strategies is 4.01. The four strategies are Input or Practice (M=4.15), Noticing / Feedback (M=3.77), Hypothesis Forming (M=3.96), and Hypothesis Testing (M=4.14). Additionally, the most frequently used strategy by students is the input/practice strategy which the total score is 4.15.