THE CORRELATION BETWEEN ENGLISH EDUCATION STUDY PROGRAM STUDENTS’ STRATEGIES IN LEARNING ENGLISH PRONUNCIATION AND THEIR ACHIEVEMENT IN SPEAKING

Abstract: The aim of this research was to identify students’ pronunciation
learning strategies and speaking achievement among students of the English Study
Program at Universitas Bengkulu. Then, the research would like to find out
whether or not there was any significant correlation between both variables. The
research was a correlational research. The population consisted of 79 students of
the English Education Study Program at Universitas Bengkulu in Aademic Year
2018/2019. The total sample included 79 students. The instruments were
pronunciation learning strategies questionnaire and students’ scores in speaking
for presentation course from the lecturer. The collected data were analyzed by
Pearson Product Moment formula. The result of this research showed that the
Social Strategy was the most frequently used with a mean score 3.9 (“often”
category). Then, high achievement students and middle achievement studets used
all strategies. The means of strategy score for high achievement students was 3.9
and the middle achievement students was 2.98. The result of this research also
revealed that there was a correlation between students’ pronunciation learning
strategies and speaking achievement because the correlation coefficient was
0.595, in “moderare” correlation category. It is concluded that it is needed to
strength students’ achievement through introducing pronunciation learning
strategies deeply.
Keywords : Correlation, Pronunciation, Learning, Strategies, Speaking,
Achievement