CHAPTER I

INTRODUCTION

1.1 Background of the Study

People speak to others and listen to other’s utterances every day. It is the way they keep
communicating with others. In daily conversations, people speak when they want to deliver
messages or ideas, or share their experiences with other people. On the other hand, people
listen to other’s utterances if they think that the utterances are important or interesting. These
situations can happen in formal and informal occasions.
In a conversation, it cannot be denied that sometimes people fail to perceive the
utterances correctly. This is when slips of the ear happen. Slip of the ear is a phenomenon
where a hearer fails in perceiving messages and how the hearer recognizes words (Bond,
2005).
Most people cannot hear the words, which are being uttered, clearly in crowded
places or there are some sounds which can cause misheard or slips of the ear. Besides, slips of
the ear can happen because of a similar sound of word or phrase in speech or conversation
(Nordquist, 2013). In English, for example, “quiet” and “quite” have almost similar sounds
in pronunciation but have different meanings. Slips of the ear can show the way people catch
what another speaker tends to say by looking at their linguistics knowledge. When the hearer
perceives differently from what the speaker has said, the hearer tries to recover the utterances
(Bond, 2005).
In fact, when people listen to music in a different language from their own mother
tongue, misperception might occur. It cannot be determined whether the hearer misperceives
the lyrics because of the “noise”, the unfamiliar words, or dialects and accents (Field,
2004). In slips of the ear, the speaker produces the words correctly but the mistake is made
by the hearer.
The phenomenon slips of the ear is interesting to be investigated because slips of the
ear can happen everyday in every conversation but not many linguists have investigated this
field (Perwitasari, 2003). There are some related previous studies which deal with slips of
the ear. Kusumarasdyati (2005) discusses that slips of the ear, which are performed by non-
native speakers,and analyze the slips of the ear in four linguistic levels.

Among those previous studies, none of them investigates slips of the ear which occurs
in listening to music. Those previous studies focus on slips of the ear which occur in
listening to conversations. Therefore, the present study aims at transcribing the utterances
by examining the slips of the ear which uses songs as instrument of analysis and find out
what is the factors influences slip of the ears by respondents. In addition, to obtain the result of
the research question, the writers uses four respondents which are adults and child and
conducting the hearing test by giving them two different songs for each age, and find out is
there any a problem or miss hearing when them asked to repeat a song which already heard.

1.1 Research questions

In order to achieve the aims of this study, the writers formulated two research questions
as follows:
1. What are the slips occurs/ produce by respondents during the test?

2. What are the factors causes slips of the ear by respondents?

1.2 Aims of the study

This study aims to investigate the phenomenon of the slips of ears produce by the
respondents chosen, and figure out what is the factors causing slip of the ear.
 CHAPTER II
LITERATURE REVIEW

2.1 Theoritical framework

2.1.1 Error in Speech/ Language
The term error has a diverse understanding, while the error that occurs during speech is an
aberration which people do in a systematic and consistent way. According to Djargo Tarigan
(1997: 29) speech errors is the use of language both in orally and in writing that deviates from
the determinants of communication and language rules.

Errors during the speech itself is related to language learn, language acquisition, bilingualism,
and interferences which causes the occurrence of speech errors during listenining, or the problem
of the lack of comprehension with language the language heard. In the case of this study, the
error of the language that occurs is caused by the slips of the ear by the respondent, which can be
analyze with two factors causing the slip of the ear as follow :

1. Interlingual Factor
The intralingual factor is a factor that causing the phonemic changes present in the
language environment. According to Allen and Corder (1974), Interlingual errors caused of
transfer error. Touchie (1986) suggested that interlingual errors caused mainly by mother tongue
interference. Another researcher is Al-Khresheh (2010), he suggested that interlingual errors
committed by literal translation.
1) Transfer Error: error caused by interference from mother tongue. A student who has not
known the rules of target language will use the same rules as he obtained in his native language.

2) Mother tongue Interference: errors are produced in the learners‟ attempt to discover the
structure of the target language rather than transferring models of their first language.

3) Literal Translation: errors happen because a student translates his first language sentence or
idiomatic expression in to the target language word by word.
2. Extralingual Factor

Richard (1974: 120) classifies the Extralingual or intralingual errors into four categories
including over generalization, ignorance of rule restrictions, incomplete application of the rules,
and false concept hypothesized or semantic errors.
1) Overgeneralization: it happens when a learner creates a deviant structure on the basis of his
experience of other structure in the target language.
Litlewood(1984) cites the example of forming plural by adding “s” to even irregular plurals, also
generalizing the “-ed” past form.

2) Ignorance of Rule Restrictions: James (1998: 63) that ignorance is specific in the sense that
one is normally said to be ignorant of structure; the learner of the second language does not obey
the structure of the target language. In this type of error, the learner fails to observe the
restrictions of existing structures. Some rule restriction errors may be accounted for in terms of
analogy and may result from the role learning of rules.

3) Incomplete Application of the Rules: this error may occur when learner fails to apply the rules
completely due to the stimulus sentence.

4) False Concept Hypothesized: learners‟ faulty understanding of distinctions of target language

items leads to false conceptualization. Learners‟ faulty understanding of distinctions of target
language items leads to false concept hypothesized.

2.2 Review of Related Studies

Kusumarasdyati (2005) discusses that slips of the ear, which are performed by non-
native speakers, could occur in four linguistic levels: phonological, morphological, lexical,
and sentential. When people could not hear what words had been said by the speaker, they
would try to interpret the words as close as the original by omitting, adding or substituting the
sounds, morphemes, words and sentences. The slips of the ear can occur for some reason, it
can be the unfamiliar words, lack of lexical knowledge, and dialect. It cannot be denied that
sometimes the listener perceives non words or adds words and the result is different from
the original utterance.
 CHAPTER III
RESEARCH METHOD

3.1. Research Approach

Qualitative approach is a research involved description and analysis rather than,
for example, the counting of features. The emphasis is on exploring the types of strategy
that particular speakers use in specific contexts with particular people (Wray & Blommer,
97).

The researcher chooses this approach because in qualitative approach, the data is
in the form of spoken and written in some parts of the video, so it will not need numbers.
This research also combines library and video research. Library research is to get the
supporting data and video research as the primary data. Therefore, the researchers will do
observation and watch videos.

3.2. Sources of Data

The population in this research are the male and female who are in the age of adult
(30 and above) and also kids (10 and above) and also clustered into genders, male and
female. There are two songs used to test the slips of the ear. For adult, the writers used
Shawn Mendes’s song entitled “Treat You Better” and for kids, the writers use Idina
Menzel’s song entitled “Let it Go” (Frozen’s Original Soundtrack).
The reason for choosing those songs because even those songs are popular, the
songs are quite difficult whether it is for adult or kids and it will be make the easier to
analyze the slips of the ear. In other words, it is not easy when you are trying to perceive
the songs if you are not have a good English listening skill, unless you are memorizing the
songs
3.3. Techniques of Data Collection and Analysis
First, we collect and the download the data. We collect (download) the songs to our
respondents (Shawn Mendes’ Treat You Better and Idina Menzel’s Let It Go).
Second, we test the respondent to listen the song(s). We play the song(s) and then
we pause it for a while and try ask them to repeat it. If they are missed the whole lyrics in
 one stanza, then we repeat the recording. While we are testing them, we are also recording
the data.
Third, we transcribe and analyze the data. We transcribe the speech into writing. In this
tradition, transcription conventions are used to express features of speech, such as intonation,
hesitations, or pauses, which are not normally expressed in writing. We also see to the omission
or addition in the speech they perceived. We are also interpret the data after we transcribe.

CHAPTER IV
ANALYSIS AND DISCUSSION

4.1. Slips of the Ear Produced by Jennyfer (10 years old, from Mary Queen Catholic
Elementary School)

Our respondent for 10 years old girl is Jennyfer Flavia Kerryanto. She is now in the fifth
grade of Mary Queen Catholic school. Jennyfer said that in her school, English is the second
language in her school and also her English teacher always uses English when they are learning
English in class. Our assumption is that slips of the ear produced by her is not as much as
children who do not learn English in their school. To know more, we test her with “Let it Go
song.

First part is “The snow glows white on the mountain tonight not a footprint to be seen”.
In the first part, she perceived “on” as “and” also she adds suffix -s becomes “footprints”. This
is an example of extralingual factor. Al-Khresheh (2010) said that Mother Tongue Interference is
when errors are produced in the learners’ attempt to discover the structure of the target language
rather than transferring models of their first language. In this case of “on” as “and”, there is a
possibility that she is interfered with her mother tounge, so she perceived as “and”.

Second part is “The kingdom of isolation and it looks like I’m the queen”. For the
sentence “The kingdom of isolation is done by her with no problem, but “it looks like I’m the
queen”, she perceived it as “its look like I’m the queen”. She put the -s after “it” and delete the
-s after “look”. This is also an example of extralingual factor. Ignorance of Rule Restrictions:
James (1998: 63) that ignorance is specific in the sense that one is normally said to be ignorant of
structure; the learner of the second language does not obey the structure of the target language.
In this type of error, the learner fails to observe the restrictions of existing structures. Some rule
restriction errors may be accounted for in terms of analogy and may result from the role learning
of rules. This child is actually still should learn about English grammar rule.

Third part is “The wind is howling like this swirling storm inside”. There is no slip for
this happened in this part. This part of lyric can be mentioned well by her.

Fourth part is “Couldn't keep it in;

Heaven knows I've tried”. Slips is happened here. “Heaven knows I've tried” is perceived by her
as “Heaven knows I've tired”. The intralingual factor is a factor that causing the phonemic
changes present in the language environment. Tried becomes tired is one of the phonemic
change happened here.

Fifth part is “Don't let them in,

don't let them see
Be the good girl you always have to be.” Slips is happened when she says “Don’t let demin”
while actually it is supposed to be “Don't let them in”. In this case, the factor why she slips is
Incomplete Application of the Rules. This error may occur when learner fails to apply the rules
completely due to the stimulus sentence. Them in should be read separately, not once to be
pronuounced.

Sixth part is “Conceal, don't feel,

don't let them know
“ There is no slip for this happened in this part. This part of lyric can be mentioned well by her.

Seventh part is “Well now they know….. Let it go, let it go

Can't hold it back anymore…… Let it go, let it go
Turn away and slam the door
I don't care
what they're going to say”. There is no slip for this happened in this part. This part of lyric can be
mentioned well by her.

Eighth part is “Let the storm rage on.

The cold never bothered me anyway” What she perceived and says is “The cold never bother
me anyway” In this case, the factor why she slips is Incomplete Application of the Rules. This
error may occur when learner fails to apply the rules completely due to the stimulus sentence.
Bothered with -ed indicates past tense, but she perceived as the present tense.

Ninth part is “It's funny how some distance

Makes everything seem small”. Slips happened when she said “It's funny and some distanc”. It
is actually so far between “how” and “and”. It could be happened because of False Concept
Hypothesized. Here, learners’ faulty understanding of distinctions of target language items leads
to false conceptualization. Learners‟ faulty understanding of distinctions of target language items
leads to false concept hypothesized.

Tenth part is “And the fears that once controlled me

Can't get to me at all”. There are slips here. She perceived “And the fear that once controlled me
can’t cat just me at all”. First, fear which supposed to be fears. It could be happened because of
Incomplete Application of the Rules. This error may occur when learner fails to apply the rules
completely due to the stimulus sentence. Second, the word “get” perceived as “cat” and then she
adds the word “just”. Those cases happened because of False Concept Hypothesized. Here,
learners’ faulty understanding of distinctions of target language items leads to false
conceptualization.

Eleventh part is “It's time to see what I can do To test the limits and break through No
right, no wrong, no rules for me,
I'm free! Amostly perfect for this part, unfortunately she missed “I’m free” even the recording
has been played several times. Touchie (1986) suggested that interlingual errors caused mainly
by mother tongue interference. That is a possibility why she missed this part.

Twelfth part is “Let it go, let it go I am one with the wind and sky”. She perceived “I am
the one with wind and sky.” Here, she seemed do the overgeneralization. it happens when a
learner creates a deviant structure on the basis of his experience of other structure in the target
language. We can see that she puts “the” after I am and before one.
Thirteenth part is “Let it go, let it go You'll never see me cry”. There is no slip happened
here.
Fourteenth part is “Here I stand and here I'll stay Let the storm rage on”. She perceived
“Here I stand and here I stay Let the storm rage on”. She deletes “ll” which means will. Here,
she seemed do the overgeneralization. it happens when a learner creates a deviant structure on
the basis of his experience of other structure in the target language.
Fifteenth part is “My power flurries through the air into the ground My soul is spiraling
in frozen fractals all around and one thought crystallizes like an icy blast I'm never going back,
the past is in the past.” There is no slip here. She said the sentences smoothly.
Sixteenth part is “Let it go, let it go and I'll rise like the break of dawn.” Unfortunately,
she cannot perceive what the sentence is as the bolded (expected) one. Touchie (1986) suggested
that interlingual errors caused mainly by mother tongue interference. That is a possibility why
she missed this part.

Seventeenth part is “Let it go, let it go That perfect girl is gone”. There is no slip here.
She said the sentences smoothly.
Eighteenth part is “Here I stand in the light of day Let the storm rage on The cold never
bothered me anyway!” There is no slip here. She said the sentences smoothly.

4.2. Slip of the ear produced by Eni Mufidah, 30 years old, a females worker, work
on company

In here,the respondence is an female, she is still on the thirty years old. She is a teacher in
school of surabaya. She is Eni. For giving the analysis, First of all in her lyric voice there is no
the word that slip, so the woman ears is clearly right. But when the next second part the woman
try not catch the word of shawn mende’s lyric. The wrong lyric had given by and you can ...(
extralingual theory)but I see on your face. It should be you can tell me if I am off.
In the next lyric, she also not getting longer lyric. For the lyric is when you say
that....(extralingual theory) But, it should be when you say that, he is the one that you want
and you are spending all your time. Then shawn mendes try to the beat song but the
respondences not all to catch the lyric song, the lyric that respondent did not catch is it in this
wrong situation and anytime you want it to stop (extralingual theory).
In the next lyric, she catch the word better than before but there were lexical item item
that is slip such as the word cause change to miss (interlingual theory). Cause I know I can
treat you better than he can and any girl like you deserve a gentle man, but she said miss I
know I can treat you better than he can and any girl like you deserve a gentle man.
 In the next lyric, she did not clear to mention the word where and we (interlinggual
theory) and she not mention the word are instead of we, and they should be why are (
interlingual theory). In the lyric of tell me why are we wasting time, on all your wasted
crying. But she mention tell me why where (interlingual theory) we wasting time, on all on
your wasted crying. In the last lyric, she mention all the lyric well and clearly enough.

4.3. Slip of the ear in Alfat, he is 10 years old, he is a male student

In this participant he is alfat, he is still student, he is ten years old. here the respondence
try to not missing the lyric. For the first sentence lyric in the song of Indina Menzel song’s with
the tittle Let It go. He mention well such as let it go,let it go can not hold back it anymore. So in
the first sentences he did well.
In the next part he tried not getting well lyric, there are some missing lyric such as the
sentences are let it go,let it go, run way back (interlingual theory) and It should be let it go,
let it go. Turn away and slip the door. On the same hand. He tried to sang a song lyric with
the snow glows white on the mount... (blank) he got blank lyric (extralingual), but it should
be the snow glows white on the mountain tonight.
In the next part he also not mention getting well with the part of the wind is howling
like the swirling strom inside.....(blank) (extralingual) then he got blank lyric and continue
with the sentences of knows I triiit (interlingual). Next lyric he more did not have any ide, he
got the slip of ear almost. But in the lyric of do not them let it, do not let them see. He
mention well, but not with the lyric of be the god girl you always had have to be, but is should be
the good girl you alwys have had to be.
In the next part he mention the word sentence Gonkeel, don't feel, don't like them
know, that it should be Conceal, don't feel, don't let them know (interlingual). In the next
part he mention well, with the lyric such as let it go,let it go. Can not hold it back anymore,
he mention with the same lyric. But inthe part of turn away and slam the door,he not
mention well he tried to turn my black and..(blank) (extralingual).
 4.4 Slip of the ear in Erwin Yuniwiansyah, he is 30 years old, he is an male worker

In this participant, he is erwin, he is still working on one of the company in textile, he is

now thirtty years old. When he is mention all the lyric that come from shawn mendes’s lyric, he
tried not good pronounciation and spelling such as the word just not right for you, he got slip
of the ear. when the next sentences appear he tried the best such as the sentences of when you
say that he is the one that you want.
In the next section, he tried to not clear hearing,they had missing lyric on the sentences in
(blank)... (extralingual) spet all your time, that is should be And you are spending all your
time. Next lyric he got a great job,no slip of the ear which is in the sentences of In this wrong
situation. Then He got slip of the ear again or he can not answer the lyric well. Such as in the
sentences of And .... (blank)stop (extralingual), that it should be And anytime you want it to
stop.
In the last section, all the point he did not get at all such the sentences of I know I can
treat you better And ... (blank)gentleman, Tell me.. ... ( blank), And..... (blank) crying, .....
(blank) (extralingual) instead of I Know I can treat you better, Better than he can. It
should be I know I can treat you better,And any girl like you deserves a gentleman, Tell me
why are we wasting time, On all your wasted crying, When you should be with me instead,
I know I can treat you better, Better than he can.
 CHAPTER V
CONCLUSION
In the conclusion we can conclude that there are some misttaken while produce the
sound, in the anlysis while respondence produce sound in the lyric song, he might or not able to
getting all the lyric but when all the lyric song are blanks we named as extralingual theory on
the other hand when the song are completed but no the error just o lexical item we named as
interlingual theory.
 REFERENCES
Bond, Z. (2005). The handbook of speech perception. (D. Pisoni, & R. Remez, Eds.) Malden:
Blackwell

Nordquist, R. (2013). Grammar.About.com. Retrieved from About.com:

http://grammar.about.com/od/rs/g/Slip-Of-The-Ear.html

Field, J. (2004). Psycholinguistics: The key concepts. New York: Routledge.

Kusumarasdyati. (2005). ’I’m orangeful’ or ‘i’m already awful’: Slips of the ear performed by
learners of English as a foreign language. Journal of Psycholinguistic Research, 1-8.

Richards, J, C. 1971. A Non- Contrastive Approach to Error Analysis. Richards, J.C edition.
 APPENDICES
Transcript of Jennyfer, a 10 Years Old Girl (Let It Go by Idina Menzel)

*The Song is Playing*

F : (Pause the song) Tadi kata apa yang kamu dengar?

J : Itu tadi yang di dengar terakhir

F : Apa? Serius

J : The snow glows white on the mountain tonight Not a footprint to be seen.

F : (Pause the song)

J : A kingdom of isolation, and it looks like I'm the Queen

F : (Pause the song) and it look like I’m the queen? (Play and pause again)

J : The wind is howling like this swirling storm inside Couldn't keep it in; Heaven
knows I've tried

F : Apa? Keras sedikit. Tadi apa, golden…?

J : The wind is howling like this swirling storm inside Couldn't keep it in; Heaven
knows I've tried (still slow)

F : Tadi kamu bliang apa?

J : The wind is howling like this swirling storm inside Couldn't keep it in; Heaven
knows I've tried (still slow)

F : (Play and pause) kata apa tadi? (Repeat)

J : Don't let them in, don't let them see Be the good girl you always have to be

F : (Play and pause) kata apa tadi?

J : Conceal, don't feel, don't let them know Well now they know

F : (Play and pause) kata apa tadi? (Repeat)

J : Let it go, let it go Can't hold it back anymore

F : (Play and pause) kata apa tadi? (Repeat)

J : Let it go, let it go Turn away and slam the door I don't care what they're going to
say Let the storm rage on. The cold never bothered me anyway

F : (Play and pause) kata apa tadi? (Repeat)

J: : It's funny how some distance Makes everything seem small

F : Apa?

J : Hah?

F : Ok, saya ulang

J : And the fears that once controlled me Can't get to me at all

F : (Play and pause) kata apa tadi? (Repeat)

J : It's time to see what I can do To test the limits and break through No right, no
wrong, no rules for me, I'm free!

F : (Play and pause)

J : Let it go, let it go I am one with the wind and sky Let it go, let it go You'll never
see me cry

(More completed conversation can be seen in the recording)

Female Respondent age 30 Song: Shwan Mendes- Treat you Better

Actual Lyric Song Respondent Prerceive

I won't lie to you, I won't lie to you,

I know he's just not right for you I know he's just not right for you

And you can tell me if I'm off And you can to …(blank)

But I see it on your face But I see it on your face

When you say that he's the one that you want When you say that You….(blank

And you're spending all your time

In this wrong situation (..blank…)

And anytime you want it to stop

Cause I know I can treat you better than he can (miss) I know I can treat you better than he can

And any girl like you deserves a gentleman And any girl like you deserves a gentleman

Tell me why are we wasting time Tell me where we wasting time

On all your wasted crying (blank)

When you should be with me instead When you should be with me instead

Cause I know I can treat you better than he can Cause I know I can treat you better than he can
male Respondent age 10 Song: Idina Menzel- Let it go

Actual Lyric Song Respondent Preceive

Let it go, let it go Let it go, let it go

Can't hold it back anymore Can't hold it back anymore

Let it go, let it go Let it go, let it go

Turn away and slam the door! Run way back an

The snow glows white on the mountain tonight The snow glows white on the mount ….(blank)

….

The wind is howling like this swirling storm inside The wind is howling like the swirling strom inside

Couldn't keep it in, heaven knows I tried! ………….(blank) ,..Knows I triit

Don't let them in, don't let them see Don't let them in, don't let them see

Be the good girl you always have to be Be the god girl you always had have to be

Conceal, don't feel, don't let them know Gonkeel, don't feel, don't like them know

Well, now they know! Well, (blank) they know!

Let it go, let it go Let it go, let it go

Can't hold it back anymore Can't hold it back anymore

Let it go, let it go Let it go, let it go

Turn away and slam the door! Turn my back and..(blank)

Male respondent age 30 Song Shawn Mendes: Treat you Better

I won’t lie to you I won’t lie to you

I know he is just not right for you, and you can I know he is .......(blank)face

tell me if I am off

But I see it on your face

When you say that he is the one that you want When you say that he is the one that you want

And you are spending all your time (blank)... spet all your time

In this wrong situation In this wrong situation

And anytime you want it to stop And .... (blank)stop

I know I can treat you better I know I can treat you better

And any girl like you deserves a gentleman And ... (blank)gentleman

Tell me why are we wasting time Tell me.. ... ( blank)

On all your wasted crying And..... (blank) crying

When you should be with me instead ..... (blank) instead

I know I can treat you better I Know I can treat you better

Better than he can Better than he can

Female Respondent Age 10
Actual Lyric Song
The snow glows white on the mountain tonight
not a footprint to be seen”
“The kingdom of isolation and it looks like
I’m the queen”.
Couldn't keep it in, heaven knows I tried
Don't let them in, don't let them see
Be the good girl you always have to be
Conceal, don't feel, don't let them know
Well, now they know!
The cold never bothered me anyway
“It's funny how some distance Makes everything
seem small”
“And the fears that once controlled me
Can't get to me at all”.
“It's time to see what I can do To test the limits
and break through No right, no wrong, no rules
for me,
I'm free!
“Here I stand and here I'll stay“
“Let it go, let it go and I'll rise like the break
of dawn.”
Song: Let it Go-Idina Menzel
Respondent Preceive
The snow glows white and the mountain
tonight not a footprints to be seen”
“The kingdom of isolation and its look like
I’m the queen”.
Couldn't keep it in, heaven knows I tired
Don't let demin, don't let them see
The cold never bother me anyway
“It's funny and some distance Makes everything
seem small”
“And the fear that once controlled me can’t cat
just me at all”.
“It's time to see what I can do To test the limits
and break through No right, no wrong, no rules
for me, (blank)!
Here I stand and here I stay
“Let it go, let it go and (blank)
 PSYCHOLINGUISTICS GROUP ASSIGNMENT

SLIPS OF THE EARS BASED ON SHAWN MENDES LYRIC AND INDINA MENZEL

By:

Surya Andi N. 121511223009

Febrian Falentino F. 121411231017

Althaf Fina C. 121411231061

ENGLISH DEPARTMENT

FACULTY OF HUMANITIES

AIRLANNGA UNIVERSITY

2017