Keywords: Learning strategies, pronunciation, second-year students

Pronunciation and strategies are important aspects of language learning.
In recent years, research about the use of Pronunciation Learning Strategies has
been increasing. Unfortunately, this research topic is rarely found in Banjarmasin,
Indonesia. Therefore, the present research aims to investigate the frequency level
of Pronunciation Learning Strategies and to determine the most and the least
frequently used by the second-year English Department Students at Lambung
Mangkurat University according to their perception.
To achieve the aim of this research, quantitative approach and descriptive
method were utilized. The researcher applied a questionnaire to 72 students and
analyzed the primary data using descriptive statistics to find out the mean
frequency of use and standard deviation.
The findings showed the general frequency of Pronunciation Learning
Strategies used by the second-year students was at a medium level. Among the six
learning strategies groups, social strategies were the most frequently used with
high frequency, followed by metacognitive strategies, affective strategies,
cognitive strategies, compensation strategies, and the least frequently used was
memory strategies with medium frequency.
Language students are suggested to explore the ways of learning
pronunciation more. Teachers or lecturers need to help the students to be aware of
Pronunciation Learning Strategies and inform the variety of learning tactics they
might consider trying. If social strategies are the students? favorite, it can be an
effective way to them learning pronunciation through a discussion group or social
media. However, the other strategies should not be neglected because each
strategy has an important role in improving English pronunciation.