i ERRORS MADE BY THE SPEAKERS IN FACE TO FACE WITH BILL GATES BROADCASTED ON METRO TV
A THESIS BY
FLORENCE YULY REG. NO. 110705012
DEPARTMENT OF ENGLISH FACULTY OF CULTURAL STUDIES UNIVERSITY OF SUMATERA UTARA
iv Accepted by the Board of Examiners in partial fulfillment of requirements for the degree of Sarjana Sastra from the Department of English, Faculty of Cultural Studies University of Sumatra Utara, Medan.
The examination is held in Department of English Faculty of Cultural Studies University of Sumatra Utara on April 15th, 2015.
Dean of Faculty of Cultural Studies
University of Sumatera Utara
Dr.H. Syahron Lubis, M.A
NIP. 19511013 197603 1 001
Board of Examiners
Dr. H. Muhizar Muchtar, M.S ...
Rahmadsyah Rangkuti, MA. Ph.D ...
Dr. Matius CA. Sembiring, M.A. ...
Dr. Eddy Setia, M.Ed. TESP ...
v AUTHOR’S DECLARATION
I FLORENCE YULY DECLARE THAT I AM THE SOLE AUTHOR OF THIS THESIS EXCEPT WHERE REFERENCE IS MADE IN THE TEXT OF THIS THESIS. THIS THESIS CONTAINS NO MATERIAL PUBLISHED ELSEWHERE OR EXTRACTED IN WHOLE OR IN PART FROM A THESIS BY WHICH I HAVE QUALIFIED FOR OR AWARDED ANOTHER DEGREE. NO OTHER PERSON’S WORK HAS BEEN USED WITHOUT DUE ACKNOWLEDGMENTS IN THE MAIN TEXT OF THIS THESIS. THIS THESIS HAS NOT BEEN SUBMITTED FOR THE AWARD OF ANOTHER DEGREE IN ANY TERTIARY EDUCATION.
Signed :
vi COPYRIGHT DECLARATION
NAME : FLORENCE YULY
TITLE OF THESIS : ERRORS MADE BY THE SPEAKERS IN FACE TO
FACE WITH BILLGATES BROADCASTED ON
METRO TV
QUALIFICATION : S-1/SARJANA SASTRA
DEPARTMENT : ENGLISH
I AM WILLING THAT MY THESIS SHOULD BE AVAILABLE FOR REPRODUCTION AT THE DISCRETION OF THE LIBRARIAN OF DEPARTMENT OF ENGLISH, FACULTY OF CULTURAL STUDIES, UNIVERSITY OF SUMATERA UTARA ON THE UNDERSTANDING THAT USERS ARE MADE AWARE OF THEIR OBLIGATION UNDER THE LAW OF THE REPUBLIC OF INDONESIA.
Signed :
vii ACKNOWLEDGMENTS
First and foremost, I would like to give all my honor and praise to God
Almighty, The Lord Buddha Shakyamuni, for all his blessings and good karmas that
are given to me in this life so that I am able to finish my study.
In the process of completing this thesis, I realize that this thesis will not come
into existence without the help, encouragement and advice from the people around
me. There have been many incredible people who supported and encouraged me to
finish this thesis. Therefore, I would like to deliver my greatest appreciation and
gratitude to all those people.
I would like to thank the Dean of Faculty of Cultural Studies, Dr.H.Syahron
Lubis,M.A, the Head of Department of English, Dr.H.Muhizar Muchtar,M.S and the
Secretary of Department of English, Rahmadsyah Rangkuti, M.A, Ph.D for their
help, suggestions and support related to the completion of this thesis and other
administrative supports.
I would like to thank my Supervisor, Dr.Eddy Setia, M.Ed.TESP and my
Co-supervisor, Rahmadsyah Rangkuti, M.A, Ph.D for all the help, guidance, solutions
and advices in completing this thesis. I also would like to thank all the lecturers in
the Department of English who have shared their excessive knowledge and for their
contributions during the academic years.
My greatest love and gratitude are presented to my beloved family who have
been loving and supporting me sincerely. I present my deepest love to my father
viii grandparents and my aunt for all their love, care, patience and support in every
decision I made so that I can finish my study well without any significant obstacles.
My special thanks are presented to all my friends in IMSI 2011 especially to
Beby, Camelia, Elvi, Altena, Yudha and all my classmates for the joy, laughters,
support and memorable time we share during our academic years in these 4 years. I
also would like to thank my seniors who have shared their information and
experiences during the study.
Medan, March 2015
The Writer,
ix ABSTRAK
Skripsi ini berjudul Errors Made by The Speakers in Face to Face with Bill Gates.Skripsi inimembahas tentang kesalahan-kesalahan ujaran “speech errors” yang ditemukan dalam ujaran-ujaran para pembicara saat sesi wawancara dalam acara Face to Face With Bill Gates yang disiarkan di Metro TV dengan menggunakan studi kepustakaan dan studi lapangan. Analisis dalam skripsi ini difokuskan pada jenis-jenis kesalahan ujaran yang umum (common types of speech errors) sesuai teori Clark and Clark (1977), yaitu silent pause, filled pause, repeat, retraced false start, unretraced false start, correction, stutter, interjection dan slip of the tongue. Dari hasil analisis ditemukan bahwa semua pembicara memproduksi kesalahan dalam ujaran-ujaran mereka. Jumlah kesalahan ujaran yang ditemukan adalah sebanyak 347 kesalahan. Jenis-jenis kesalahan ujaran umum yang dibuat oleh para pembicara adalah filled pause sebanyak 164 kali (47,3%), repeat sebanyak 99 kali (28,4%), silent pause sebanyak 23 kali (6,6%), interjection sebanyak 20 kali (5,8%), correction sebanyak 17 kali (4,9%), unretraced false start sebanyak 8 kali (2,3%), slip of the tongue sebanyak 8 kali (2,3%), retraced false start sebanyak 5 kali (1,5%) dan stutter sebanyak 3 kali (0,9%)
Kata-kata kunci : ujaran, kesalahan, pembicara, wawancara
x ABSTRACT
This thesis entitled Errors Made by The Speakers in Face to Face with Bill Gates. This thesis discusses about the speech errors that are found in the speeches of the speakers during the interview session in Face to Face With Bill Gates broadcasted on Metro TV by using library research and field research. The analysis in this thesis is focused on the common types of speech errors based on Clark and Clark’s (1977) theory such as silent pause, filled pause, repeat, retraced false start, unretraced false start, correction, stutter, interjection dan slip of the tongue. Based on the analysis, it is found that all speakers produce errors in their speeches. The total of speech errors are 347 errors. The common tyoes of speech errors that are made by the speakers are 164filled pauses (47,3%), 99 repeats (28,4%), 23silent pauses (6,6%), 20 interjections (5,8%), 17 corrections (4,9%), 8 unretraced false starts (2,3%), 8 slips of the tongue (2,3%),5 retraced false starts(1,5%) and 3 stutters(0,9%).
xi TABLE OF CONTENTS
AUTHOR’S DECLARATION...v
COPYRIGHT DECLARATION...vi
ACKNOWLEDGMENTS...vii
ABSTRAK...ix
ABSTRACT...x
TABLE OF CONTENTS...xi
LIST OF ABBREVIATIONS...xiii
CHAPTER I INTRODUCTION 1.1Background of The Study...1
1.2Problems of The Study...6
1.3Scope of The Study...6
1.4Objectives of The Study...7
1.5Significance of The Study...7
CHAPTER II REVIEW OF RELATED LITERATURE 2.1Theoretical Background...9
2.1.1 Linguistics...9
2.1.2 Psycholinguistics...11
2.1.3 Competence and Performance...12
xii
2.1.5 Speech Execution...17
2.1.6 Ideal Delivery...20
2.1.7 Speech Errors...22
2.1.8 Common Types of Speech Errors...24
2.1.9 Language and Media ...30
2.2Errors vs. Mistakes Concept...31
2.3Related Researches...32
CHAPTER III RESEARCH METHOD 3.1Data and Data Source...39
3.2Research Methods...39
3.3Data Collection Procedures...40
3.4Methods of Analyzing Data...40
3.5Steps of The Research...41
CHAPTER IV ANALYSIS AND FINDINGS 4.1Data Analysis...42
4.2Findings...68
CHAPTER V CONCLUSION AND SUGGESTION 5.1Conclusion...71
5.2Suggestion...72
xiii LIST OF ABBREVIATIONS
SP = Silent Pause
FP = Filled Pause
Rep = Repeat
RFS = Retraced False Start
UFS = Unretraced False Start
Cor = Correction
Stu = Stutter
Int = Interjection
STT = Slip of The Tongue
DA = Desi Anwar
DST = Dato Sri Tahir
NM = Nafsiah Mboi
BG = Bill Gates
ix ABSTRAK
Skripsi ini berjudul Errors Made by The Speakers in Face to Face with Bill Gates.Skripsi inimembahas tentang kesalahan-kesalahan ujaran “speech errors” yang ditemukan dalam ujaran-ujaran para pembicara saat sesi wawancara dalam acara Face to Face With Bill Gates yang disiarkan di Metro TV dengan menggunakan studi kepustakaan dan studi lapangan. Analisis dalam skripsi ini difokuskan pada jenis-jenis kesalahan ujaran yang umum (common types of speech errors) sesuai teori Clark and Clark (1977), yaitu silent pause, filled pause, repeat, retraced false start, unretraced false start, correction, stutter, interjection dan slip of the tongue. Dari hasil analisis ditemukan bahwa semua pembicara memproduksi kesalahan dalam ujaran-ujaran mereka. Jumlah kesalahan ujaran yang ditemukan adalah sebanyak 347 kesalahan. Jenis-jenis kesalahan ujaran umum yang dibuat oleh para pembicara adalah filled pause sebanyak 164 kali (47,3%), repeat sebanyak 99 kali (28,4%), silent pause sebanyak 23 kali (6,6%), interjection sebanyak 20 kali (5,8%), correction sebanyak 17 kali (4,9%), unretraced false start sebanyak 8 kali (2,3%), slip of the tongue sebanyak 8 kali (2,3%), retraced false start sebanyak 5 kali (1,5%) dan stutter sebanyak 3 kali (0,9%)
Kata-kata kunci : ujaran, kesalahan, pembicara, wawancara
x ABSTRACT
This thesis entitled Errors Made by The Speakers in Face to Face with Bill Gates. This thesis discusses about the speech errors that are found in the speeches of the speakers during the interview session in Face to Face With Bill Gates broadcasted on Metro TV by using library research and field research. The analysis in this thesis is focused on the common types of speech errors based on Clark and Clark’s (1977) theory such as silent pause, filled pause, repeat, retraced false start, unretraced false start, correction, stutter, interjection dan slip of the tongue. Based on the analysis, it is found that all speakers produce errors in their speeches. The total of speech errors are 347 errors. The common tyoes of speech errors that are made by the speakers are 164filled pauses (47,3%), 99 repeats (28,4%), 23silent pauses (6,6%), 20 interjections (5,8%), 17 corrections (4,9%), 8 unretraced false starts (2,3%), 8 slips of the tongue (2,3%),5 retraced false starts(1,5%) and 3 stutters(0,9%).
1 CHAPTER I
INTRODUCTION
1.1Background of The Study
Language is one of the most crucial and important aspects in human life. As
Gleason (1998: 2) mentions that language is so basic to the existence of human that
life without words is difficult to envision. Because speaking, listening, reading, and
writing are such fundamental aspects of daily lives of human, they seem to be
ordinary skills. Language use guides humans through the day. It facilitates humans’
relationships with others and helps humans understand world events, arts and
sciences.
Hartley (1982: 83) states, “Language unifies and divides. It symbolises a
common bond. It ties people together and it marks them off as distinct from others.
At all levels and in all communities, language is a symbol of group and individual
identity.” This statement shows that language is indeed an important thing in human
lives which gives specific characteristics in the communities.
Hartley (1982: 11) defines language as a means of verbal communication. To
communicate by speaking is not a gratuitous act; it is purposeful, and thus language
has an instrumental aspect. Communication can only take place successfully if the
means of communication is agreed upon by its users, and thus language has a social
conventional aspect. Society could not exist without language and indeed, for some,
it is a defining characteristic of the human race itself.
One of the most essential need in human life is communication. As social
2 158) cites, “language is the institution whereby humans communicate and interact
with each other by means of habitually used oral-auditory arbitrary symbols.” Lado
(1961: 2) also mentions that language is primarily an instrument of communication
among human beings in community which speaks the same language.
Furthermore, language also becomes an essential need in human life which
makes human becomes able to express thoughts, needs, emotions and desires through
language. In order to be able to express thoughts, needs, emotions and desires,
language as a system of symbols play a big role in human life. Language as a system
of symbols consists of a system of sounds, grammar and meaning in order to
communicate to one another in communicating ideas, emotions and desires as Sapir
(1949:7) states that language is a purely human and non-instinctive method of
communicating ideas, emotions, and desires by means of a system of voluntarily
produced symbols.
One of the wayof communicating ideas that is mostly done by human is
speaking. Siahaan (2008: 95) states, “Speaking is a productive language skill, it is a
mental process.” This means that it is a psychological process by which a speaker
puts a mental concept into some linguistic form, such as word, phrases, and
sentences used to convey a message to a listener. So the speech production is the
process by which the speakers turn their mental concept into their spoken utterances
to convey message to their listeners in the communicative interaction.
In the process of delivering message or communicating, a speaker transfers
the message to a listener or addressee by uttering words or messages to the listener or
addressee. But before delivering the message, the speaker needs to process what is in
his mind into system of language in order to be uttered and to be understood by the
3 In producing speech or in the process of speech production, people strive to
create relevancy between thought and utterance and also the way to avoid errors or
mistakes in producing speech to ensure that the thought is delivered to be understood
precisely by the listener or addressee. This kind of effort in producing speech is
called “ideal delivery”. Clark and Clark (1977: 261) say that ideal delivery is the
correct way of executing a sentence where the speakers know what they really want
to say and say it fluently.
However, in the reality, some speakers fail to reach the goal of creating ideal
delivery and almost every speaker makes errors unconsciously. Gleason and Ratner
(1998: 312) noted that when we think in words, the thoughts come in grammatical
form with subject, verb, object, and modifying clauses falling into place without our
having the slightest perception of how the sentence structure is produced. It is not
always the case that the thoughtscome in correct grammatical form nor that we
always select the right words to express the meaning we wish to convey. All of us
have experienced, either as speakers or hearers, utterances that seem to have gotten
mixed up on their way out. This shows that speech errors may happen during the
production of speech and they occur mostly without the speakers’ consciousness
while producing speech.
According to Clark and Clark (1977: 268), there are nine types of common
speech errors, namely silent pause, filled pause, repeat (the repetition of one or more
words in a row), retraced false start (the repetition of one or more words before the
corrected words), unretraced false start (the direct correction of a word), correction,
interjection, stutter, and slips of the tongue or tongue-slips. Clark and Clark (1977:
270) divide Tongue-Slips into seven types, they are Anticipations, Perseverations,
4 Clark (1977: 35) says, “ The common speech errors that are often made by
the speakers who broadcast are related to the psychological principles which can be
applied to the practical problem of speech, for instance, speech errors”. This makes
the process of speech production is closely related to the process of thought.
Therefore, speech errors as the field of analysis in this thesis are also related to
psycholinguistics as the study of human mind and language. In addition, it is also
because there is no two disciplines that are more closely related than linguistics and
psychology. Both deal with language, one by definition and the other by necessity
(Bolinger, 1975: 273).
Umar and Napitupulu (1994: 35) states that psycholinguistics investigates the
interrelation of language in mind in processing and producing utterances and
language acquisition.” Stern (1983: 296) states, “Psycholinguistics deals directly
with the process of encoding and decoding as they relate states of message to state
communicators.” So the definitions of psycholinguistics focus on the interrelation of
language producing and perceiving between speaker and listener. The speaker
produces speech and the listener perceives and understands the speech so
understanding the speeches between speaker and listener is an essential thing in
communication as what is going to be analysed in this thesis between the speakers in
the interview.
Hutapea(2009: 21) says that “ideal delivery is frequently heard in the speech
of actor, practiced reader, orator, newsreader, etc. They execute most types of
sentences in a single fluent speak under one smooth intonation.” The statement
concludes that speech errors tend to happen mostly in spontaneous conversations like
daily conversations, formal meetings or interviews and are seldom found in planned
5 TV Program has also been a very influential and essential thing in social life
which brings certain information to people about things that are going on in the
society. The problem is that there are not many TV programs in Indonesia which use
English as the media of broadcasting because English is not considered as first or
second language but as foreign language in Indonesia.
Bloomfield (1953: 57) states that English has been spoken by more native
speakers than any other language. If we count the important factor of foreign
speakers, English is the most widespread of language. So English has been in
consideration of being an international language, and as a matter of fact, English has
also been a compulsory subject learned in many countries around the world including
Indonesia. On account of that reason, the TV Program which uses English seems
important and useful to be analysed.
While watching an interview or talkshow on TV, people rarely notice the
errors that are made by the speakers and even the speakers often make errors
unconsciously in their speeches. Therefore, it is thought to be essential to analyse the
speeches ininterview on TV Program to know the errors that have been created by
the speakers in delivering their speeches. This analysis is also aimed at proving that
ideal delivery is frequently heard in the speech of practiced reader or newsreader, as
found in the speeches of Desi Anwar as the narrator in the TV Program.
Face to Face is an exclusive talk show which interviews world figures that made influence to the world. Face to Face is hosted by Desi Anwar, an Indonesian news presenter who holds her educational background in England. The guests in this
TV program are Bill Gates, Christoph Benn, Dato Sri Tahir and Nafsiah Mboi who
are high-profile figures, executives and philanthropists. Thomas (1999: 12) mentions
6 these are the groups who have most control over it: politicians and lawyers, owners
of international media conglomerates and other influential, high profile
figures.Because of the prestige and popularity of the speakers, the TV Program and
the variations of speakers (native and non-native), the speeches in this interview are
interesting to be analysed.
The speeches of the people who are involved in the interview will be
analysed based on Clark and Clark’s common types of speech errors that have been
mentioned above to find the most dominant type of speech error that is made by the
speakers in the interview, to find the speaker who makes the most error and also to
prove that ideal delivery is frequently found in planned speeches while speech errors
tend to happen mostly in spontaneous conversations like daily conversations, formal
meetings or interviews and are seldom found in planned speeches.
1.2Problems of The Study
In accordance with the title of this thesis, there are three problems that are
going to be discussed in this study:
1. What are the types of speech errors made by the speakers (native and
non-native) in Face to Face with Bill Gates?
2. What is the most dominant type of speech errors made by the speakers (native
and non-native) in Face to Face with Bill Gates?
3. Which speaker in Face to Face with Bill Gates makes the most speech errors? 1.3Scope of The Study
The analysis is limited only in the analysis of speech errors which are found
7 Face to Face with Bill Gates, the most dominant type of speech errors, the speaker who makes the most number of speech errors in the interview and the proof which
shows that ideal delivery is found in planned speeches while speech errors are found
in spontaneous conversations. According to Clark & Clark (1977: 268), the common
types of speech errors are silent pause, filled pause, repeat, retraced false start,
unretraced false start, correction, interjection, stutter, and slip of the tongue or
tongue-slips.
1.4Objectives of The Study
The objectives of doing this study are :
1. To find out the types of speech errors made by the speakers (native and
non-native) in Face to Face with Bill Gates.
2. To find out the most dominant type of speech errors made by the speakers
(native and non-native) in Face to Face with Bill Gates.
3. To find out the speaker in Face to Face with Bill Gates who makes the most speech errors.
1.5Significance of The Study
It is expected that this analysis will be beneficial for the readers who are
interested in the study of speech errors to know further about the analysis of speech
errors found in interview or talk show on TV program. This analysis is intended to
give information to the readers or learners who are interested in the study of speech
errors. This analysis will also give information to the readers about the types of
speech errors and the type which occurs the most in the program.
8 frequently found in planned speech while speech errors are found in spontaneous
speechlike interview. This analysis is also expected to give additional knowledge to
the readers who only used to pay attention to the intentions of the speakers in
interview, to look out beyond the speech, to know the errors that are made by the
9 CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 Theoretical Background 2.1.1 Linguistics
Linguistics can be simply defined as the scientific study of language.
According to Gleason and Ratner (1998: 7), linguistics is the study of language in its
various aspects. As a science, its primary concern is the structure of a particular
language or of languages in general. As stated by Bennet (1968: 17), modern
linguistics works first with the range of spoken language and treats the written
language as one variety, perhaps the most prestigious, yet only one variety of
language. This is the reason why spoken language is interesting to be analysed.
Thomas (1999: 6) states that one of the obvious ways of thinking about
language is as a systemic way of combining smaller units into larger units for the
purpose of communication. For example,the combination of sounds of language
(phonemes) to form words (lexical items) according to the rules of the language.
Those lexical items can be combined to make grammatical structures according to
the syntactic rules of the language.
Gleason and Ratner (1998: 5) also mention that human language is
characterized by its hierarchical structure. This means that the message of language
is divisible into smaller units of analysis. Utterance is a sentence that contains
smaller discrete elements such as words and sounds, and these can be recombined to
make other utterances. Therefore Gleason and Ratner (1998: 8) state that every
human language may be analyzed in terms of its phonology (sound system),
10 combining words into grammatically acceptable sequences), semantics (conventions
for deriving meanings of words and sentences), and pragmatics (rules for appropriate
social use and interpretation of language in context).
In determining the subject of linguistics to be analysed, linguists take what
people say and what people find acceptable in language use as their data. They work
from actual language examples and individual intuitions about whether such
examples are well formed to develop general accounts of the grammar of a language
(Gleason and Ratner, 1998: 7).
In its function for communication, language holds two basic functions
according to Thomas (1999: 9), they are :
1. Referential Function
This function is the one associated with what objects and ideas are called and
how events are described. For example, how people represent the world around them
and the effects of those representationsthe way they think.
2. Affective Function
This function is concerned with who is allowed to say what to whom, which
is deeply tied up with power and social status. For example, saying ‘I think it’s time
you washed your hair’ would be an acceptable comment from a parent to a young
child, but would not usually be acceptable from an employee to their boss.
As a conclusion of the explanations about language, it can be concluded as
what Thomas (1999: 10) says that language is a system, or rather a set of systems (a
system of sounds, a system of grammar, a system of meaning). Within these systems,
there is scope for creativity and invention. How an individual uses the systems
available to them varies according to who the speaker is, how they perceive
11 according to the situation, whether it is public or private, formal or informal, who is
being addressed, and who might be able to overhear.
2.1.2. Psycholinguistics
Hartley (1982: 16) explains that psycholinguistics investigates the
interrelation of language and mind, in processing and producing utterances and in
language acquisition. While Gleason and Ratner (1998: 3) state that
psycholinguistics or the psychology of language is concerned with discovering the
psychological processes by which humans acquire and use language.
Psycholinguistics addresses three major concerns:
1) Comprehension.
It is how people understand spoken and written language. This is a broad area
of investigation that involves scrutiny of the comprehension process at many levels,
including investigation of how speech signals are interpreted by listeners (speech
perception), how the meanings of words are determined (lexical access), how
grammatical structure of sentences is analyzed to obtain larger units of meaning
(sentence processing) and how longer conversations or texts are appropriately
formulated and evaluated (discourse).
2) Speech Production.
It is how people produce language. This major learns speakers’ mistakes
(speech errors) and form breaks in the ongoing rhythm of connected speech
(hesitation and pausal phenomena or speech disfluencies).
3) Acquisition
It is how people learn language. The major focus in this domain has been on
12 Scovel (1998: 31) says, “psycholinguistshave become excited about a new
way of discovering how we put words into our mouths”. There are several processes
that must first be acknowledged by psycholinguist who wishes to understand how a
sentence is processed. As mentioned by Gleason and Ratner (1998: 8) the processes
are :
1) The sounds of the message must be isolated and recognized.
2) The words must be identified and associated with their meanings.
3) The grammatical structure of the message must be analyzed sufficiently to
determine the roles played by each word.
4) The resulting interpretation of the message must be evaluated in the light of
past experience and current context.
2.1.3 Competence and Performance
Competence is individual's ideal knowledge of a language, while
performance is the specific way in which it is used. Gleason and Ratner (1998: 6)
state that languages do not vary infinitely; there appear to be constraints on the
nature of possible linguistic rules that reflect the nature of human cognition. It is
important to analyse language in its form which is isolated from its social context as
stated by Halliday (2007: 205) that in philosophical linguistics, language is isolated
from its social context and studied in an idealized form, with a sharp boundary bound
drawn between the system and the use of the system as what Chomsky called
‘competence’ and ‘performance’.
There is a question made by Hartley (1982: 15) which is, “What data does the
learner need in order to acquire communicative competence?” Then its answer stated
by Hartley is that the rules of grammar produce sentences free from slips of the
13 utterances, containing many or few blemishes, in real situations and for a purpose.
The language learner is faced with the problem of filtering out – on the basis of
non-native intuitions – what is pertinent and what is not in order toextend his knowledge
of the systems which underlie performance. This means being attentive not only to
what is said and what is not said, but also to the actions and intentions of the persons
involved and the situation in which communication takes place.
2.1.4 Speech
“A spoken utterance is mental concept turned by a speaker in speaking,”
(Siahaan, 2008: 94). According to Siahaan, speaking is a productive language skill. It
is a mental process. This means that it is a psychological process by which a speaker
puts a mental concept into some linguistic form, such as word, phrases, and
sentences used to convey a message to a listener. So the speech production is by
which the speakers turn their mental concept into their spoken utterances to convey a
message to their listeners in the communicative interaction (Gleason and Ratner,
1998: 310).
According to Monroe (1949: 372), there are several basic types of speech
based on the purpose of the speakers who want to convey their ideas. They are:
1. The Speech to Entertain
The speech to entertain seeks to make a point through the creative, organized
use of the speaker's humor. Their purpose is to relax the audience, establish some
interaction with them, and set the mood for the rest of the show. If a speaker
combines the following five guidelines with what he already knows about developing
a public speech, he will discover that a speech to entertain is not only challenging but
14 The first requirement for “a speech to entertain” is that it makes a point or
communicates a thesis, no less than the most carefully crafted informative or
persuasive speech. Second is creative. A speaker “speech to entertain” should be
original and creative. It should give the audience a glimpse of the unique view of the
world. Third is organized. It must have an introduction, body, and conclusion just as
informative and persuasive speeches do.
In other words, “the speech to entertain” must convey a sense of moving
toward some logical point and achieving closure after adequately developing that
point.The speech to entertain is difficult to do for a simple reason: Most people
associate entertainment with lots of laughter and feel that if the audience is not
laughing a good deal, they are not responding favorably to the speech. But stop to
consider for a moment the range of things that entertain a speaker, from the
outrageous antics of the comedian Gallagher to the muttered ramblings of Steven
Wright.
Finally, “a speech to entertain” benefits from spirited delivery. People have
often heard good speeches to entertain and looked forward to reading transcripts of
them later. They were usually disappointed. The personality, timing, and interaction
with the audience that made the speech lively and unforgettable could not be
captured on paper. People have also read manuscripts of speeches to entertain that
promised to be dynamic when presented.
One of the primary functions of speech itself is to provide an avenue for the
transfer of knowledge. Somebody is able to give other people that which he has
acquired by his own experience by means of speech. The capability to convey
information in an understandable form through public speech is therefore important.
15 One of the primary functions of speech itself is to provide an avenue for the
transfer of knowledge. Somebody is able to give other people that which he has
acquired by his own experience by means of speech. The capability to convey
information in an understandable form through public speech is therefore important.
The manner of delivering an informative speech will depend almost entirely
upon the subject that the speaker is talking about and the audience he is addressing a
clear understanding of the ideas presented besides to create an interest in the
information.
3. The Speech to Stimulate (or Actuate through Emotional Stimulation)
Another function of speech is to raise the ideals and ambitions of men above
the mediocre level where they habitually fall by stimulating emotional attitudes.
“The speech to stimulate” is purposed to arouse enthusiasm or to deepen emotion,
but this is not all of it.
In presenting “the speech to stimulate”, the presentation should be dynamic,
which means that the outward expression of this dynamic quality will, of course,
vary with the specific purpose of the speaker's speech and the occasion.
4. The Speech to Convince (or to Actuate through Conviction)
The preceding speech explained how support may sometimes be secured by
stimulating emotion and arousing enthusiasm when people already agree in principle
with the speaker. In this way, “the speech to convince” is closely concerned with
conviction, with the necessity not only of arousing n audience, but also of changing
existing beliefs or instilling new ones.
“The speech to convince” is purposed to secure belief or action based on
belief in which it makes the member of the audience want to do what the speaker
16 purposes that a speaker should keep in mind that is to impress the listeners with a
motive for believing, i.e., self-preservation, power, profit, pleasure, pride, etc.
Furthermore, it is to convince them of the logic of the speaker's proposal, i.e., the
relation between cause and effect, theory and practice, etc. Sometimes, the speaker
shall have to create or to retain an emotional attitude favorable to belief in the
proposal such as anger and sympathy.
Everything depends upon the speech situation, and these situations vary more
widely than for any other type of speaking. The style of delivery should be adapted
to the occasion and to the audience. Moreover, the delivery before the audience that
is apathetic to the situation will differ from that which the speaker will employ
before an interested group, or one that is hostile. In general, however, a
straightforward, energetic presentation that suggests enthusiasm without seeming
overemotional is the most effective in securing conviction.
5. Answering Questions and Objection
When someone asks a question or raises an objection to something a speaker
has said, the ultimate object of speaker's answer will be to further the particular
purpose of the speech about which the questions are asked. The immediate purpose
of the answer to the questions, however, will be “to satisfy the questioner”.Questions
are asked for one of two reasons – to secure additional information or to raise se an
objection to what has been said. To satisfy the questioner, therefore, a speaker must
either give the questioner the additional facts he demands or convince him that his
objection is invalid. The second purpose is to satisfy others in the audience.
“Sometimes a speaker may not care what the person who questioned him thinks, but
the point he has raised may be an important one in the minds of other members of the
17 himself but also to the others whose objection he has voiced. The last purpose is to
retain speaker's prestige”.
The method a speaker will use in answering questions or objections must
depend upon the real reasons of those who raise them. A speaker will answer the
mere troublemaker in way different from that in which he will answer one who is
sincerely interested.
2.1.5 Speech Execution
Speaking is a complicated process to analyze. Historically, the study of
speaking has confronted investigators with very tough problems. This occurs because
it is difficult to exert control over what people say. It has been difficult to conduct
experiments to study it. Before delivering speech, there are divisions that speakers
generally take before executing their speech. Here are some processes of how speech
is planned and executed as proposed by Clark and Clark (1977: 224) :
1. Discourse Plans.
The first step for the speakers is to decide what kind of discourse they are
participating in. It is the case that they are telling a story, conversing with other
people, giving instructions, describing an event, or making a pledge. Each kind of
discourse has a different structure, and they must plan their utterances to fit. Each
utterance must contribute to the discourse by conveying the correct messages.
2. Sentence Plans.
Given the discourse and their intention to produce a sentence with the correct
message, speaker must select one that will do this. They must secede on the speech
act, what to put as subject, and given new information, and what to subordinate.
18 the literal meaning of a sentence, or directly, by means irony, understatement, or
other indirect rhetorical devices.
3. Constituent Plans.
Once the speakers decide on the global characteristics of a sentence, they can
begin planning its constituent and put them in the right order. Although they may
have planned the global form of sentence, they normally select specific words only
phrase by phrase.
4. Articulatory Program.
As specific words are chosen, they are formed into an articulatory program in
a memory buffer capable on holding all the words of plans constituent at once. It
contains a representation of the actual phonetic segments, stresses, and intonation
pattern that are to be executed at the next step.
5. Articulation.
This final step is to execute the contents of the articulatory program. This is
done by mechanism that adds sequence and timing to the articulory program, telling
the articulatory program, telling the articulatory muscles what they should do them.
This step results in audible sounds, the speech the speaker intended to produce.
Sources of planning difficulty (Nisa , 2009: 29) :
1. Cognitive Difficulty
Cognitive difficulty might be presumed as the first source of speech planning
difficulty. In this occasion, it took people longer to produce the first words of the
sentence for an abstract than for a concrete topic. Some of the topics, which are
concrete objects, look much easier to be executed than those, which are abstract
concepts. Words like car, house and so on are easier to be explained than sorrow, joy,
19 to explain those things because it will of course take longer time to pick appropriate
words to express the objects that are going to be explained. There are more
hesitations scattered through the explanations than through the description,
presumably because it was harder to come with the explanations and right words to
express them. If these suggestions are correct, topics those are talked about affect to
levels of planning. They delay the planning of sentence skeleton and they delay the
selecting of words to each constituent of the skeleton.
2. Situational Anxiety
A second source of speech errors is situational anxiety. This happens because
of a certain situation that makes a speaker becomes tense, anxious orworry about it.
Then, they try to produce hesitation in speaking. The anxiety breaks up the planning
and execution that become less efficient. For example, the police will be difficult to
get the actual information from somebody who has just been robbed in the market,
because he is still anxious and shocked by what has happened to him. He tends to
produce hesitations and some speech errors in describing and explaining the situation
at that time.
When people talk about topics they are anxious about, they tend to produce
more hesitations in their speaking. According to Volvariaty (2011: 17), one
possibility is that anxiety disrupts the planning and execution processes generally.
Speakers become tense and their planning and execution become less efficient.
Another possibility is that what people talk about when they are anxious is simply
more difficult cognitively. It may be very difficult to verbalize the abstract anxiety
states they want to express, and so they spend more time planning, groping for just
20 pause of any other cognitively difficult talk. It is safest to assume that situational
anxiety affects planning and execution both of these ways.
3. Social Factors
The next source of speech planning difficulty is social reasons. Most people
do the communication in conversation or spoken form rather than the other forms of
communication because listener can grasp the words or messages from the speakers
hesitate too long, the speaker will take over the conversation. So the speakers should
make clear what they want to convey from the beginning to the end without any
speech error.
The last source of speech planning difficulty is social circumference. Under
the press of a conversation, speakers must make a clear speech when they still have
something to say and when they are finished. If they hesitate too long at any point,
someone else may take over the conversation. In this way, the speakers should make
clear when they want to convey from the beginning to the end without any hesitation.
The very same planning difficulty may result in different pattern of speech
errors. One person may plan all of constituent before starting it, another may plan it
after the first word, and a third may forge ahead, make a mistake and then return to
repair the mistake. Although they all strive for the ideal delivery, how they try to
achieve it varies from person to person.
2.1.6 Ideal Delivery
The ideal delivery is a term which is the opposite of speech errors. The ideal
delivery is defined as the correct way of executing a sentence. According to Clark
and Clark (1977:261), “We can call one sentence as the ideal delivery when it is
21 delivery can be settled if the speakers know what they really want to say and say it
fluently except in what we call as Grammatical Juncture. This is because in the ideal
delivery speakers can breathe at juncture but not within clauses.
According to Clark and Clark (1977:297), there are three hesitations points at
which speakers are liable to stop for planning:
1. Grammatical Junctures
It is the logical place to stop and to plan the sentence’s skeleton and the first
constituent of the upcoming sentence. Pause at these junctures tend to be long and
frequent.
2. Other constituent boundaries
Within sentences these boundaries are the appropriate place to stop and to
plan details of the next major constituent. This stopping place typically marked by a
filled pause.
3. Before the first content word within a constituent
This stopping place,like the previous kind, gives speakers time to plan the
very next major constituent. It is typically marked by a silent pause or by a repeat of
the beginning of the constituent.
From the three hesitation points above, it can be found that in ideal delivery
Grammatical Juncture is the only place in sentences where speakers may pause to
take a breath before continuing the sentence without interrupting fluent speech.
Besides, there is another obligatory pause that is called conventional pauses that
serves a specific linguistics purpose. For example:
1) Her brother the dentist is as ugly as a mule.
22 From the examples above, the “comma pauses” in example number two gives
a different interpretation from example number one and must therefore be presented
to signal this interpretation. So, ideal delivery has these characteristics.
In speaking activity, everyone wants to make that ideal delivery. One of the
reasons is to make them better understood because if there are so many breaks in
speech, and not in constituent boundaries, speech is very difficult to understand
(Clark and Clark1977: 261). This is because in ideal delivery, all breaks will be at
grammatical junctures not within clauses. Other reason is that people who speak
fluently are very likely judged cleverer, abler, and more effective than the people
without the same fluency. So, it is natural, in most circumstances, to strive for the
ideal delivery although it is very difficult to make it in the process of speaking. So
even if they should run into difficulty planning a constituent, they should try to
execute it as much as a single unit as they can.
2.1.7 Speech Errors
Speech Errors are some errors made in the process of speech production
which occur regularly in normal conversation so that speech errors are the opposite
of ideal delivery. Gleason and Ratner (1998: 312) stated that “when we think in
words, the thoughts come in grammatical form with subject, verb, object, and
modifying clauses falling into place without our having the slightest perception of
how the sentence structure is produced.” Although it was basically correct, it is not
always the case that the thoughtscome in correct grammatical form nor that we
always select the right words to express the meaning we wish to convey. All of us
have experienced, either as speakers or hearers, utterances that seem to have gotten
23 Speech errors are also known as speech disfluencies. Gleason and Ratner
(1998: 313) define speech disfluencies as the speakers’ utterances with the
characteristics of hesitations, repetition, false starts, and filler words such as um,
well, or you know which can occur every five to eight words and be assumed to
provide valuable insights into the unit of speech production and permit the evaluation
on how much speech is mentally planned in advance of its production.
There are some patterns of speech errors according to some experts. For
example, Gleason and Ratner (1998 : 318) state that hesitation (unfilled pause) is
more likely to occur before content words such as nouns, verbs, and modifiers, than
before function words such as articles, helping verbs, and so forth. It is of interest to
note that in the study of the speech produced in seminars, classes, business meetings,
and similar context, in both planned talks and spontaneous conversation.
In addition to speech errors, many utterances are characterized by hesitations,
repetitions, false starts and filler words such as um, well or you know which are
sometimes called filled pauses (Gleason and Ratner, 1998: 313). Such disfluencies
are actually more common. Hesitations or unfilled pauses occur roughly every five
words when people describe pictures. If speakers are conversing naturally,
hesitations may appear every seven to eight words.
There are also some opinions about the terms of speech errors. Some experts
like Gleason and Ratner called speech errors as slips of the tongue and some other
used the term speech disfluencies to call this errors. While in Clark and Clark(1977:
270), slips of the tongue or tongue-slips is one of the type of common speech errors
itself.
Yule (1985: 107) says, “in exploring what it is that we know about taking part
24 discussions), we quickly realize that there is enormous variation in what people say
and do in different circumstances”. This is the reason why there may be speech
disfluencies or speech errors that occur in speeches.
2.1.8 Common Types of Speech Errors
When people speak, they tend to make speech errors and seem almost every
speaker makes these errors. Thus these speech errors are called “Common Speech
Errors” by Clark and Clark(1977: 268). The common types of speech errors are:
1. Silent Pause
Silent pause means a period of no speech between words. Speed of talking is
almost entirely determined by the amount of such pausing. People who speak slowly
hesitate a lot, when they speed up their rate words,they do it by eliminating the
pauses, not by shortening the words. According to Maclay and Osgood (1959) in
Clark and Clark’s (1977:262), fast speakers are fluent because they do not hesitate
much, and slow speakers are not as fluent because they hesitate a great deal. Silent
pause is symbolized by [//].
For example :
- Let’s go to the // cinema now!
- Please open the // door!
2. Filled Pause
Filled pause is a kind of hesitation pause. Filled pause means the pause or a
gap filled by “ah”, “er”, “uh”, “mm” or the like when the speaker speaks slowly.
Filled pause is symbolized by [,...,]
Clark and Clark(1977: 268) in Dardjowidjojo (2005: 145) state that there are
several words that are usually used by speakers to fill pauses such as :
25 - Ah, for example : I would like, ah, carrot.
- Well, for example : I would like, well, carrot. - Say, for example : I would like, say, carrot. For example :
- Let’s go to, mm, the cinema!
- Please, open, er, the door!
3. Repeat
Repeat means speaker makes the repetition of one or more words in a row. It
usually happens when people speak spontaneously and fast. Repeat is symbolized by
[/].
For example :
- Let’s go to the cinema / cinema!
- Please, open the door/ the door!
4. Retraced False Start
Retraced false start is the correction of a word. Retraced false start also
includes the repetition of one or more words before the corrected word. Retraced
false start is symbolized by [\].
For example :
- Let’s go to the school \ the cinema!
- Please, open the window \ the door!
5. Unretraced False Start
Unretraced false start is similar to retraced false start. Unretraced false
startdoes not include the repetition of one or more words before the corrected word.
The speaker changes corrected words to the right ones directly without repeating the
26 For example :
- Let’s go to the school \\ cinema!
- Please, open the window \\ door!
6. Correction
Correction occurs because speakers know a good deal about how they select
the words they are going to say. In each correction, speakers replace certain old
words with the new ones, indicating that the old words had been misplanned.
Correction phrases are signal why speakers are interrupting themselves. Clark and
Clark(1977: 270) has noted several types of correction such as “that is” : reference
editing, “or rather” : nuance editing, “I mean” : mistake editing, “well” : claim
editing. Correction is symbolized by [-].
For example :
- Please, open the window – I mean, the door!
- He arrived late last night – or rather, in the early hours this morning.
- She really love Jack – that is, Jessica does
- We have an examination next week – well, on Monday, 21st of August.
7. Stutter
Learning to talk is not always easy. Some people have difficulty combining
sounds into words. They repeat or prolong the beginning sounds of many words,
which is furthermore called a disfluency, because they break up the smooth flow of
speech. More specifically a people who has such a disfluency stutter, which by
definition, is speech characterized by abnormal hesitations, repetitions, and
prolongations that may be accompanied by gestures, grimaces, or other bodily
27 of speech. It is disorder, which we have all heard and recognized, or perhaps even
experienced before: it’s the most frequent type of fluency disorder.
Speakers do the stutters because they are hesitant, stumbling, tense, jerky or
nervous. Stutteris signed by repeating one letter or syllable for many times before a
certain word that will say next. Stutters frequently occur when people give the
speech in the spontaneous situation because they have to plan the expressions in
words in mind before delivery.
The types of disfluencies in stuttering may also be different. Sound or
syllable repetitions, silent “blocks”, and prolongations (unnatural stretching out of
sound) and facial grimaces can be presented. Stuttering has a strong genetic link.
People who stutter are very likely to have inherited their “stuttering potential” or
“Stuttering predisposition” from their mother, father, grandmother, and grandfather,
with 50 up to 75% of people who stutter having at least one relative who also
stutters.
Stutters or stammers are caused by :
a. A history of stammering in the family.
b. Some delay in acquiring language or articulation.
c. Considerable emotional stress.
Stutter is symbolized by [---]
For example :
- Please, open the d-d-d-door!
- Let’s go to the ci-ci-cinema!
8. Interjection
Interjection occurs when speakers remember about something which is still
28 For example :
- Let’s go to the *eh*, cinema!
- Please, open, *ah*, the door!
Interjectionis also inserted into a sentence to convey surprise, strong emotion,
or to gain attention. Interjectionis usually placed at the beginning of a sentence. In
addition, if an interjection is mild, it is followed by a comma. If it is strong, it is
followed by an exclamation point. Examples include words like: Oh, Darn, Hey, and Well. The following are two examples of the proper usage of interjections in sentences.
- Well, I suppose I should stay home and study this weekend.
- Darn! I broke my fingernail.
9. Slip of The Tongue
Jannedy (1994: 294) says, “By slips of the tongue we mean any inadvertent
flaws in a speaker’s use of his or her language.” Slip of the tongue is one of the
common speech errors as Scovel (1998: 31) states that slips of the tongue or
typographical mistakes are normal, everyday occurences which pervade our speaking
and our writing. Slip of the tongue is symbolized by []. Slip of the tongue can be
distinguished into a number of subtypes (Clark and Clark, 1977: 270) :
a. Anticipation is the speaker intended to say “get me the pen”, but said
instead “pet” me the “pen”, anticipating the “p” at the beginning of “pen”
in his pronunciation of “get”. This type of error involves the substitution
or addition of one sound which comes later in an utterance for one which
comes earlier. (Jannedy, 1994: 294).
b. Perseveration is the opposite of anticipation. It involves the substitution or
29 e.g. Get me the pen get me the gen
c. Reversal is the interchange of two segments. Reversal occurred in two
syllables.
e.g. Radio Dario
d. Blendis the speaker blends two words together taken the first half of one,
and the second half of the other.
e.g. Ladies and Gentlemen lateleman
e. Haplologyis the speaker leaves out a short stretch of speech it can omit on
syllable.
e.g. beautiful girl beauful girl
f. Misderivation is the speaker attaches a wrong suffix or prefix to the
words.
Unbelievable misbelievable
g. Word substitution is the speaker produces the word that is wrong
difficulty related idea semantically or phonologically to the word
intended.
e.g. the shops are open the shops are close
The common types of speech errors are listed as follows:
No Common Speech Errors Symbols Examples
1 Silent Pause // Please open the // door!
2 Filled Pause ,..., Please, open, er, the door!
3 Repeat / Please, open the door/ the door!
30
5 Unretraced False Start \\ Please, open the window \\ door!
6 Correction — Please, open the window – I mean,
the door!
7 Stutter ---- Please, open the d-d-d-door!
8 Interjection *....* Please, open, *ah*, the door!
9 Slip of The Tongue Close the door! Open the door!
2.1.9 Language and Media
The media which are usually understood to refer to the press, radio and
television broadcasting have become one of the most pervasive phenomenon in
human’s culture (Thomas, 1999: 50). In the modern era nowadays, media seems to
have taken important roles in human’s life. As Thomas (1999: 50) says that the mass
media have become one of the principal means through which human gain access to
a large part of information about the world, as well as to much of entertainment.
Because of this, media are powerful site for the production and circulation of social
meanings, to great extent, the media decide the significance of things that happen in
the world for any given culture, society or social group.
Media give beneficial functions and purposes in human’s life. Media help
humans to gain the values of life. Thomas (1999: 50) states that the media are used
for many different purposes, for information, for entertainment, and for education
through a range of programmes for schools as well as university broadcasts. The
mass media provide the means of access to much information and represent a
potentially powerful forced in the society. People can select what is news, who gets
31 way that those stories get told, and the frameworks in which people get to appear and
talk.
The language used by the media is also able to portray and represent what is
in the society. As stated by Thomas (1999: 50), the language used by media to
represent particular social and political groups and to describe newsworthy events,
tends to provide the dominant ways available for the rest of us to talk about those
groups and events. As access to TV and radio discourse is widening, more
programmes, such as the ever-popular talk shows are being dedicated to the voices of
the ordinary public, rather than limited to journalists, politicians and media experts.
2.2. Errors vs. Mistakes Concept
In
language made by a learner of a second language. Such errors result from the
learner's lack of knowledge of correct rules of the target language. In linguistics, it is
considered important to distinguish errors from mistakes. Distinction is always made
between errors and mistakes where the former is seen as resulting from learner's lack
of proper grammatical knowledge and the latter as being failed to utilize a known
system correctly. Brown terms these mistakes as performance error. Such mistakes
are generally made by both the native speakers and second language learners.
However, native speakers are generally able to correct themselves quickly.
Such mistakes include slip of the tongue, random ungrammatical formations. On the
other hand, errors are systematic in that they occur repeatedly and are not
recognizable by the learner. They are a part of the learner's interlanguage, and the
32 Based on the explanations about the difference between error and mistake, it
can be said that a mistake refers to a performance error that is either a random guess
or a “slip”, in that it is a failure to utilise a known system correctly while an error as
a noticeable deviation from the adult grammar of a native speaker, reflects the
competence of the learner. Mistakes are what researchers have referred to as
performance errors (the learner knows the system but fails to use it) while errors are
result of one’s systematic competence (the learner’s system is incorrect).
2.3 Related Researches
Several researches related to speech errors had been made before this analysis
is made. Some of the researches are as follows :
An Analysis of Speech Errors Made by The Newsreaders of “Metro this Morning” and “TVRI News” Written by Ronal Sitorus in 2003
This thesis concerns on the analysis of types of speech errors that are made
by the newsreaders in the two TV programs. This thesis also aims at showing the
readers that newsreaders are not always perfect in reading news because they still
produce speech errors.
In completing the thesis, the writer applied both library and field research.
Library research is done by searching for books related to psycholinguistics and
speech while field research is done by recording and transcribing the speech into text
and then analyse them based on the classifications of speech errors by using Clark
and Clark’s theory.
As a result of the analysis in the thesis, the writer finds that each newsreader
33 programs. The type of speech errors that is mostly produced by the newsreader is
silent pause and the least produced type of speech errors is correction.
An Analysis of Speech Errors Made by The Newsreaders of “Metro this Morning” and “TVRI News” written by Ronal Sitorus gives a lot of contribution to this thesis. Both thesis use the same theory of speech error. The data of this thesis
also inspire the data searching and collecting method of Errors Made by Speakers in Face to Face with Bill Gates Broadcasted on Metro TV in which the data are obtained from the same TV station.
There are some differences between the two thesis. An Analysis of Speech Errors Made by The Newsreaders of “Metro this Morning” and “TVRI News” written by Ronal Sitorus analyses the speech errors made by the newsreaders which
tends to be considered as one way communication while Errors Made by Speakers in Face to Face with Bill Gates Broadcasted on Metro TVanalyses the speech errors made by the speakers in the interviews which are considered as two ways
communication.
A Study On Speech Errors Made By Global TV VJ The Music Programs: “Most Wanted” Written by Hasnun Nisa in 2009.
This thesis concerns on the analysis of speech errors that are made by Global
TV VJ in “Most Wanted” Music Program. The writer of this thesis focuses the
analysis in three main problems. The writer analyses the types of speech errors and
finds out the most dominant type of speech error, the factors which cause the speech
errors and how the speech errors are made.
In completing the thesis, the writer applied library and field research. The
field research data are obtained from the music program on television. The writer
34 analyses the speech made by several VJs in the TV program. Then the writer
analyses the speech based on Clark and Clark’s speech errors analysis theories.
As a result of the analysis in the thesis, the writer states that each VJ has their
own characteristics in presenting the music program. Based on the analysis in the
thesis, the most speech error made by the speaker is filled pause and the least error is
slip of the tongue.
A Study On Speech Errors Made By Global TV VJ The Music Programs: “Most Wanted” written by Hasnun Nisa gives a lot of contribution to the topic in this thesis. The thesis uses the same theory with the theory of speech errors that is used in
this thesis. The data of analysis in this thesis are also inspired by the thesis. Both data
are obtained from TV programs.
Although there are several similarities between both thesis, there must be
several differences. The writer of the thesis stated at the beginning of the chapter that
she is going to analyse the factors that cause speech errors and how the speakers
make speech errors. But apparently, there is no explanation on how the errors are
made and what factors cause the errors. While this thesis about Errors Made by Speakers in Face to Face with Bill Gates Broadcasted on Metro TVfocuses on the classification of types speech errors and find out the speaker who makes the most
speech errors.
Speech Errors Made By Mike Lowrey And Marcus Burnett In “Bad Boys I” (The Movie) Written by Fitria Hardini in 2010
This thesis concerns on the analysis of speech errors that are made by Mike
Lowrey and Marcus Burnett in “Bad Boys I”. The writer of this thesis focuses on
35 finds out the most dominant type of speech error and the dominant pattern made by
the speakers.
In completing the thesis, the writer applied library and field research. The
field research data are obtained from the movie and the transcript which is
downloaded by the writer from the internet. In this thesis, the writer compares
between the transcript and the dialogues spoken by main characters in that. Then the
writer identifying the errors and their positions in the sentences then the writer finds
out the pattern of errors in the sentences.
As a result of the analysis in the thesis, the writer states that Mike Lowrey
made 5 common types of speech errors in his dialogues while Marcus Burnett made
more types than Mike Lowrey. He made 6 types of common speech errors in his
dialogues. From the analysis, the writer also finds some facts about the pattern of
speech errors for example silent pause happens mostly before noun and after
adjective., filled pause, repeat and interjection happen mostly in the beginning of
constituent.
Speech Errors Made By Mike Lowrey And Marcus Burnett In “Bad Boys I” (The Movie) written by Fitria Hardini gives contribution to the writing of this thesis. The thesis uses the same theory with the theory of speech errors that is used in this
thesis. The data of analysis in this thesis are also inspired by the thesis. Both thesis
analyse the speech errors made by high profiles figures like Mike and Marcus then
Bill Gates and other high profile figures in the movie and TV program.
Although there are several similarities between both thesis, there must be
36 Speakers in Face to Face with Bill Gates Broadcasted on Metro TV onlyfocuses on the classification of types speech errors and find out the speaker who makes the most
speech errors.
Speech Errors in Interviews of Metro TV’S INDONESIA THIS MORNING News Program Written by Ivan Lumbantobing in 2011
This thesis concerns on the analysis of speech errors made by the reporter and
guest star in Indonesia This Morning TV Program. The writer of this thesis focuses
on several problems in the thesis. The writer analyses types of the speech errors
found in the interviews, how often the speakers produce errors in their speech,the
factors of making errorsand finding the tips for reducing speech errors.
In completing the thesis, the writer applied library and field research. In
collecting the data, the writer picks five interviews as samples to be analysed. The
interviews are recorded and then transcribed into text and then the text is analysed
based on the types of speech errors by Clark and Clark (1977: 268).
As a result of the analysis in the thesis, the writer states that the type of
speech error which is mostly made by the speakers is filled pause. The writer states
that the factors which cause the speakers to ma
