1.3.

3 RESEARCH HYPOTHESIS
Based on the research objectives and questions, the researcher has come out
with the hypothesis as follows:
1. There is a significant difference in terms of preferred pronunciation learning strategies
in improving polysyllabic words between male and female.

1.4 RESEARCH LIMITATION

This research will be conducted at IPG Kampus Dato’ Razali Ismail in Kuala Nerus,
Terengganu. The sample of this research is the intake 2022 cohort of PISMP TESL
students at IPG Kampus Dato’ Razali Ismail. The total of the forementioned cohort is 127
people which is divided into six units.

1.5 RESEARCH SIGNIFICANCE

The result of the research was expected to give significance not only theoretically but
also, practically. The study will aid the TESL students by providing information about the
pronunciation learning strategies used by their peers in improving polysyllabic words. The
information provided can be seen as an effective intervention that they can use to learn
and improve their English pronunciation. Furthermore, they are able to map their strategies
in learning pronunciation in a better way after knowing what strategic learning is needed.
In addition, this data can be one of references for English Language Education in creating
additional productive activities for students in learning pronunciation.

1.6 OPERATIONAL DEFINITIONS

1) Language Learning Strategies

The term strategy used in the field of second language learning was first introduced
by Rubin in 1975, and notwithstanding dozens of different ideas such as learning
behaviours, techniques or tactics, strategy anchored and is applied nowadays in the
wildest popularity (Griffiths, 2004). Language Learning Strategies have become a key
factor in language learning since 1970s and is acknowledged as one of the most
important aspects in learning, especially learning in English as foreign language
because English is not a part of Malaysian national language. Language learning
strategies can be defined as a learner’s consciously picked instruments for dynamic,
self-directed improvement of language learning (Oxford et al., 2014). Utilizing
compelling language learning strategies during self-study is urgent for positive long
haul learning results and scholastic accomplishment (de Boer et al., 2014).