| This research aims to investigate pre-service teacher’s perceptions on pronunciation competence; their own pronunciation competence, impact on students by experience, and preferred pronunciation learning methods. There were 32 participants in total for this research, which are students of Atma Jaya Catholic University who major in English Language and Education batches 2018, 2019, 2020, and 2021. Methods to collect data that were used in this research are Likert-scale statement questionnaire and semi-structured interview which expands on questionnaire results. The data was then analysed using descriptive data analysis, where findings were known several things surrounding pre-service teacher’s perception of pronunciation competence. Pre-service teachers judge someone with good pronunciation by intelligibility and clarity, which most of them think that they have acquired. They think that their pronunciation competence also impacts students’ learning and perceive themselves as role models for students. To learn pronunciation, pre-service teachers prefer face-to-face learning over learning through social media, because of the benefits which include exposure to the language, corrective input, and practice with interlocutors. Further research on how online learning environment during the COVID-19 pandemic may affect some perspectives could be explored. The findings of this research may provide more insight on pronunciation competence, impact on student’s pronunciation learning, along with relevance on pronunciation learning methods. |