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.