STUDENTS’ STRATEGIES IN PRONOUNCING THE ENGLISH WORDS

Abstrak

This study aims to analyze students' responses to the strategies they use in learning pronunciation in learning English, and to observe how teacher teach pronunciation of a vocabulary in English sentences. Participation in this study were third grade students at MAN 2 Aceh Besar with a total of 20 students, and one participation in the interview instrument, which involved an English teacher. The instruments of this research were questionnaire, interview, and observation. The results of the questionnaire showed strategy they used was through listening and writing videos, films, songs and online dictionaries. While, in interview obtained that  teacher's way of teaching pronunciation was through internet media, asked students to see Google Translate and play the sounds in it. Besides, in observation found that the teacher did not always teach pronounciation with supported the good strategy, the teacher pronounce the English words and ask students to repeat them, the teacher did not always fix the wrong pronounciation made by students. In this research, the strategy was adopted from Oxford (1990:16) which consists of six strategies, they are; (1) Cognitive strategies (2) metacognitive strategies (3) memory strategies (4) compensatory strategies (5) social strategies (6) affective strategies. Overall data obtained strategy used by students to learn pronunciation is “Pronunciation in Cognitive strategies” which students find their own way of pronuncing some words that they want to know and practice it. However, as for the dominant strategy that students like the most is learning through videos, because it is considered fun and inadvertently they know the reading of a sentence. Besides, less dominant strategy in learning pronunciation was used manual dictionary media, because it is not practical to carry everywhere, has an inflexible size, is incomplete, and sometimes does not support finding a goal that students mean, especially pronunciation.