Junior High School EFL Students’ Pronunciation Learning Strategy (PLS): A Study At SMP Adik Irma

soeripno martosaputro; siti zulaiha, m.a., ph.d.; dr. syaadiah arifin, m.pd.;

This study investigates the pronunciation learning strategies (PLS) employed by intermediate-level EFL students at SMP Adik Irma and examines their perceptions regarding the implementation of these strategies. Using a qualitative method, data were collected through interviews and analyzed thematically. The findings reveal that cognitive, metacognitive, and memory strategies are the most commonly used. Students tend to rely on independent and technology-based approaches, such as repetition, self-monitoring, and applications like Google Translate and Duolingo, rather than compensation or social strategies. The low use of social strategies appears to stem from learners’ lack of confidence and limited exposure to native speakers. Nonetheless, students acknowledged the effectiveness of PLS in enhancing pronunciation and reported increased confidence and comprehension. This study suggests the need for balanced instruction combining both independent and interactive strategies to improve pronunciation skills in EFL contexts.