THE PHENOMENON OF SLIPS OF THE EAR BY ENGLISH EDUCATION DEPARTMENT STUDENTS.

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THE PHENOMENON OF SLIPS OF THE EAR BY ENGLISH EDUCATION DEPARTMENT STUDENTS

A Research Paper

Submitted to the Department of English Education in Partial Fulfillment of the Requirements for Sarjana Sastra Degree

By: Widayanti

(1006673)

DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF LANGUAGE AND LITERATURE EDUCATION INDONESIA UNIVERSITY OF EDUCATION

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THE PHENOMENON OF SLIPS OF THE EAR BY ENGLISH EDUCATION DEPARTMENT STUDENTS

Oleh Widayanti

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Sastra

Oktober 2015

Hak Cipta dilindungi undang-undang.

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THE PHENOMENON OF SLIPS OF THE EAR BY ENGLISH DEPARTEMENT DEPARTMENT STUDENTS

A Research Paper

By

Widayanti

1006673

Approved by:

Main Supervisor Co-Supervisor

Dadang Sudana, M.A., Ph.D. Eri Kurniawan, M.A., Ph.D.

NIP.196009191990031001 NIP. 198111232005011002

The Head of English Education Department

The Faculty of Language and Literature Education

Indonesia University of Education

Dr. Rd. Safrina, M.A.

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Widayanti, 2015

THE PHENOMENON OF SLIPS OF THE EAR BY ENGLISH EDUCATION DEPARTMENT STUDENTS Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

ABSTRACT

THE PHENOMENON OF SLIPS OF THE EAR BY ENGLISH EDUCATION DEPARTMENT STUDENTS

Widayanti (1006673)

Main Supervisor: Dadang Sudana, M.A., Ph.D.

Co-Supervisor: Eri Kurniawan, M.A., Ph.D.

The present study seeks to investigate the phenomenon of slips of the ear by English Education Department students. Data were taken from 10 students from different semester and have minimum 500 TOEFL score. Data were analyzed qualitatively supported by descriptive quantification and based on Bond’s (2005) slips of the ear theories. The findings show that the errors occur in lexical level and syntactical levels. The factors of the occurrences of slips of the ear can be because of the lack of lexical knowledge, the accent and dialect, the unfamiliarity with the words, or difficulties in segmenting utterances. The result of this study shows that the errors which occur most in all categories is in syntactical level, which is ill-formed utterances. Furthermore, this study supports the previous studies of slips of the ear proposed by Kusumarasdyati (2005) who states that when the listeners misperceive the utterances, they will add, omit, or substitute the utterances.

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ABSTRAK

FENOMENA KELIRU DENGAR OLEH MAHASISWA JURUSAN PENDIDIKAN BAHASA INGGRIS

Widayanti (1006673)

Main Supervisor: Dadang Sudana, M.A., Ph.D.

Co-Supervisor: Eri Kurniawan, M.A., Ph.D.

Penelitian ini bertujuan untuk menganalisa fenomena keliru dengan oleh mahasiswa jurusan Pendidikan Bahasa Inggris. Data diperoleh dari 10 mahasiswa dari semester yang berbeda dan memiliki skor TOEFL minimal 500. Data dianalisa secara kualitatif dengan bantuan kuantifikasi secara deskriptif dan berdasarkan teori Bond (2005) tentang keliru dengar. Penelitian menunjukkan bahwa keliru dengar terjadi di tataran leksikal dan sintaktikal. Factor-faktor terjadinya keliru dengar dapat dikarenakan oleh kurangnya pengetahuan leksikal, aksen dan dialek, tidak mengenal kata-kata tertentu, atau kesulitan dalam membagi percakapan. Hasil penelitian menunjukkan bahwa keliru dengar paling banyak terjadi di tataran sintaksis, yaitu ill-formed utterances. Selain itu, penelitian ini membuktikan hasil penelitian sebelumnya tentang keliru dengar yaitu penelitian dari Kusumarasdyati (2005) yang mengemukakan bahwa ketika pendengar salah mempersepsikan ujaran, pendengar akan menambahkan, menghilangkan, atau mengganti ujaran.

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v TABLE OF CONTENTS

STATEMENT OF AUTHORIZATION ... i

ABSTRACT ... ii

PREFACE ... iii

ACKNOWLEDGEMENT ... iv

TABLE OF CONTENTS ... v

LIST OF TABLES ... vii

LIST OF APPENDICES ... viii

CHAPTER I ... 1

1.1 Background ... 1

1.2 Research question ... 3

1.3 Aims of the study ... 3

1.4 Scope of the study ... 3

1.5 Significance of the study ... 3

1.6 Clarification of the key terms ... 4

1.7 Organization of the paper ... 4

CHAPTER II ... 5

2.1 Errors and Mistakes ... 5

2.2 Slips of the ear ... 6

2.3 Lexical Knowledge ... 8

2.3.1 Non words ... 8

2.3.2 Word boundaries ... 9

2.3.3 Content and function words ... 10

2.3.4 Morphology ... 12

2.4 Syntax ... 13

2.4.1 Well-formed and ill-formed utterances ... 13

2.4.2 Argument structure and function... 15

2.5 Previous Studies ... 16

2.6 Concluding Remarks ... 18

CHAPTER III ... 19

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vi

3.2 Subjects of the Study ... 19

3.3 Data Collection ... 20

3.4 Data Analysis ... 20

3.5 Examples of Data Analysis ... 21

CHAPTER IV ... 23

4.1 Lexical Errors ... 23

4.1.1 Non words ... 23

4.1.2 Word boundaries ... 25

4.1.3 Content and function words ... 26

4.1.3.1 Content words ... 26

4.1.3.1.1 Adding ... 27

4.1.3.1.2 Omitting ... 27

4.1.3.2 Function words ... 28

4.1.3.2.1 Adding ... 28

4.1.3.2.2 Omitting ... 30

4.1.3.2.3 Adding and omitting ... 32

4.1.4 Morphology ... 32

4.2 Syntactical Errors ... 37

4.2.1 Well-formed and ill-formed utterances ... 38

4.2.1.1 Well-formed utterances ... 38

4.2.1.2 Ill-formed utterances ... 38

4.2.1.2.1 Fragment Utterances ... 39

4.2.1.2.2 Agreement Sentences ... 40

4.2.2 Argument Structure and Function ... 40

4.3 The Discussion of Lexical and Syntactical Errors in Slips of the Ear... 42

CHAPTER V ... 46

5.1 Conclusions ... 46

5.2 Suggestions ... 48

REFERENCES ... 49

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viii LIST OF TABLES

Table 3.1 Misperception of Lexical (Non words) ... 21

Table 3.2 Misperception of Lexical (Morphology)... 21

Table 3.3 Misperception of Syntax ... 22

Table 4.1 Non Words ... 23

Table 4.2 Word Boundaries (Addition of boundary) ... 25

Table 4.3 Word Boundaries (Loss of boundary) ... 26

Table 4.4 Addition of Content Words ... 27

Table 4.5 Omission of Content Words ... 27

Table 4.6 Addition of Function Words ... 28

Table 4.7 Addition of Function Words (Word boundaries) ... 29

Table 4.8 Addition of Function Words (Auxiliary verb) ... 29

Table 4.9 Omission of Function Words (Auxiliary verb) ... 30

Table 4.10 Omission of Function Words ... 31

Table 4.11 Omission of Function Words (Conjunction) ... 31

Table 4.12 Addition and Omission of Function Words ... 32

Table 4.13 Morphology (Plural suffix) ... 33

Table 4.14 Morphology (Possessive) ... 34

Table 4.15 Morphology (Word boundaries) ... 34

Table 4.16 Morphology (Agreement sentences) ... 35

Table 4.17 Morphology (Verb) ... 35

Table 4.18 Morphology (Verb –ing) ... 36

Table 4.19 Morphology (Modal verb) ... 37

Table 4.20 Well-formed Utterances ... 38

Table 4.21 Fragment Utterances ... 39

Table 4.22 Agreement Sentences ... 40

Table 4.23 Argument Structures and Function (Misallocation) ... 41

Table 4.24 Argument Structures and Function (Part of speech) ... 41

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ix LIST OF APPENDICES

Appendix I Student’s Misperception

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1

CHAPTER I INTRODUCTION

This chapter presents the introduction of the study which consists of background

of the study, research questions, aims of the study, scope of the study, significance

of the study, clarification of related terms, and organization of paper.

1.1Background

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

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2 instruments can affect the perception phonemes or words. It can be called as

“noise” (Vitevitch, 2002).

The first phenomenon of slips of the ear is called ‘Mondegreens’. It is

because the misheard of the line “And laid him on the green” and because of that misheard, slips of the ear can be usually called as ‘Mondegreens’.

The errors, however, are not only made by second language learners,

native speakers also make errors in listening. The line This slope is Treacherous in Taylor Swift’s song, titled ‘Treacherous’, is perceived as This love is Treacherous by people (Lyrics Mania, 2014).

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, 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. Perwitasari (2013)

investigated the slips of the ear by focusing on the vowel perception. In her study,

Perwitasari argues that the long and short vowel sounds (the vowel sound /I/ and

/i:/) are difficult to distinguish by Indonesian learners of English (Perwitasari,

2013). Meanwhile, Setiyawan and Widyastuti’s (2014) state that consonants /g/,

/r/, /k/ and /dʒ/ are frequently misperceived more by Surabaya indie rock music

singers than vowels. Only vowel /ɔ:/ was misperceived by Surabaya indie rock

music singers. The errors occured in their phonetic knowledge when they listened

to music.

Among those three previous studies, none of them investigates slips of the

ear which occurs in listening to music. Those previous studies focus on slips of

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3 aims at transcribing the utterances by examining the slips of the ear which uses

songs as the media of analysis. In addition, this present study uses Bond’s (2005)

slips of the ear theory as the main theory in analyzing slips of the ear.

1.2Research questions

In order to achieve the aims of this study, two questions are formulated as

follows:

1. In lexical level, what errors are made by the students?

2. In syntactical level, what errors are made by the students?

1.3Aims of the study

This study aims to investigate the phenomenon of the slips of ears performed by

English Education Department students, specifically in lexical and syntactical

level.

1.4Scope of the study

This study focuses on how the students perceive the song lyrics based on Bond’s

(2005) theory of slips of ear. The songs which are used to conduct this study are

“Out of the Woods” by Taylor Swift and “Guns and Horses” by Ellie Goulding.

The subjects of the research are ten students from English Education Department

of Indonesia University of Education.

1.5Significance of the study

This present study is expected to provide both theoretical and practical benefits.

Theoretically, the result of the study provides further explanations of slips of the

ear study, particularly slips of the ear in listening the song. Practically, the study is

useful for the analysts who are interested in the study on slips of the ear among

Indonesian students. Finally, the present study is expected to give some

contributions and worth information for the analysts who are concerned on slips

of the ear study.

1.6 Clarification of the key terms

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4 1. Slip of the ear is an error of misperception in listening by mistaking a word or phrase because of a similar-sounding word or phrase in speech or

conversation (Nordquist, 2013).

2. Lexical is a part of semantics. Lexical definition is a definition of a common word or a definition which is stated in dictionary (Ernawati,

2011).

3. Syntax is the study of rules which describe the way words fit together to form well sentence (Thomas, Beginning syntax, 1993).

1.7 Organization of paper

The paper is organized into five chapters. Each chapter contains several points

which give a detail and specific explanation of the information. The first chapter

is Introduction that provides the background of the study, study questions, aims of

the study, significance of the study, scope of the study, clarification of key terms,

and organization of the paper. The second chapter presents Literary Review that

covers the related concepts and theories used to answer the study questions. The

third chapter contains Study Methodology that explains and represents such

methods in conducting the study and the tool of analysis. The fourth chapter

contains Finding and Discussion of the study, the analysis of data, the result of the

study, and the answer of study questions. The last chapter presents and provides

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19 CHAPTER III

METHODOLOGY

This chapter covers the methodology used in the present study. As mentioned in

Chapter I, this study seeks to investigate slips of the ear among Indonesian students,

particularly in the lexical and syntactical errors. The rest of this chapter presents the

research design, subject of the study, data collection, data analysis, and example of

data analysis.

3.1Research Design

This study applied a descriptive qualitative approach because this study analyzed data

by observing misperception which has made by students. A qualitative approach is

relevant to this study since it focuses on the observation in which the data are in

descriptive narratives forms such as notes, pictures, videotapes, and recordings

(LeCompte & Preissle, 1994). Qualitative research involves non numerical data such

as interview research. In addition, it is concerned with opinions and experiences of

individuals (Dörney, 2007). It also involves collecting, classifying, evaluating and

interpreting (Cohen, Manion, & Morrison, 2000). Descriptive research is concerned

with the description of data and the goal is the acquisition of factual, accurate, and

systematic data which can be used in averages, frequencies, and similar statistical

calculations (Schmidt, 2002). The purposes of the study are to investigate the slips of

the ear that happen when students listen to selected music and which sounds are

misperceived most by the students. The data are analyzed by using Bond’s (2005)

theory to examine which part of the lyrics that student misperceived.

3.2Subjects of the Study

The respondents of this present study were ten students from English Education

Department, Indonesia University of Education. The purposive sampling was used in

this study and the participants who were purposively chosen were based on the

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students who have minimal 500 Toefl test score. Ten students selected purposively

from different semester since they are considered to have different skill in listening

and the results will have more variation. The decision of not selecting more

participants is intended to avoid sampling error as suggested by Oppong (2013).

The students were asked to transcribe the lyrics of the songs, which are “Guns

and Horses” by Ellie Goulding and “Out of the Woods” by Taylor Swift. The songs

were chosen because the lyrics contains familiar vocabularies and the songs are not

very famous so the students are “pushed” to use their listening skills. The results are

identified, classified, and analyzed based on the type of the errors.

3.3Data Collection

The data were collected from the students’ misperceptions of song lyrics. There were

two songs used as the objects of the study, they are “Out of the Woods” by Taylor

Swift and “Guns and Horses” by Ellie Goulding. The songs lyrics were taken from

official websites of Taylor Swift and Ellie Goulding.

The data of this study were collected by following steps. First, the respondents

were asked to transcribe the lyrics by listening to the songs. Second, the data were

analyzed by finding and identifying the error by using the theoretical framework

proposed by Bond (2005). Third, the errors were classified into lexical and syntax

categories.

3.4Data Analysis

After the data were collected, they were analyzed through several processes. The first

step in analyzing the data was identifying sentences which consist of slips of the ear

by comparing the actual lyrics and the respondents’ perception. The second step was

categorizing data which contain slips of the ear based on the Bond’s (2005) types of

slips of the ear. The errors were classified into two categories which are lexical level

and syntactical level. The errors were classified into lexical level where the errors

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phrases, the errors were classified into syntactical level. The last was drawing

conclusion from the analysis of the study.

In order to determine the percentage of each error in lexical and syntactical

level, the researcher needed to compute numerical data by using a simple scaling

composed by Thorsten (1992 in Salma, 2013, p. 35).

P = � � %

� Note:

P = Percentage F = Frequency N = Overall Number

3.5 Examples of Data Analysis

The examples of the analysis can be seen as follows:

Table 3.1Misperception of Lexical (Non Words)

No. Actual Speech Perceived Speech

1. You’re on time You’re untield

2. You’re on time You’re untilted

3. Let’s join forces Let’s joil forces

It cannot be denied that sometimes listeners fail to perceive and try to recover the

words as close as what have been said. This also can cause to non words. In the

number 1 and 2, the students misperceived the word on time into untield and untilted.

Those two words do not exist in English vocabularies and have no meaning. In the

number 3, the students fail to perceive the final sound /n/ and perceive it as the sound

/l/. The word joildoesn’t exist in English vocabularies.

Table 3.2 Misperception of Lexical (Morphology)

Respondent Actual Speech Perceived Speech

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22 5 Are we in the clear yet? Are we in the clearer?

The student [1] misperceived the word would into will. The student perceived the

word as the present form of would. While the student [5] misperceived the free

morpheme clear as clearer which consists two morphemes. The student failed to

perceive the word “yet” at the end and recovered it as suffix -er which is indicating

comparative.

Table 3.3 Misperception of Syntax

Respondent Actual Speech Perceived Speech

2 Door wide open heaven knows Tho I know they never knows

3 Door wide open heaven knows Though wide open never knows

In Table 3.3, respondent [2] misperceived the whole sentence except the last

word. However, by looking at the student’s perception, the sentence is

ungrammatical. The student used the word they, as pronoun of the third person plural,

while the verb was still perceived for the singluar noun. It is different from the

student [2], the student [3] only misperceived the noun door as a conjunction though.

As the result, the perceived speech which made by the student [3] did not have

subject. It makes the sentence ungrammatical since a sentence has to have subject.

3.6Concluding Remarks

This chapter discusses the method used in conducting this study. The subjects of the

study, research design, subject of the study, data collection, and data analysis have

been discussed clearly. Further explanation about data presentation and data analysis

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46

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents conclusions and suggestions. This part is categorized as the

last chapter. Some suggestions are offered to the next researchers who are

interested in analyzing slips of the ear phenomenon performed by Indonesian

students.

5.1 Conclusion

This study shows the phenomenon of slips of the ear performed by English

Education Department students. Slips of the ear can occur in five levels, they are

phonetic knowledge, phonological knowledge, lexical knowledge, syntax,

semantics and pragmatics. Ten students are chosen to be the respondents from

different semesters and they have reached minimum 500 Toefl score. The

respondents are asked to listen to two songs which are “Out of the Woods” by

Taylor Swift and “Guns and Horses” by Ellie Goulding.

This study focuses on the errors in two levels, they are lexical and

syntactical levels. First, the errors in lexical level include non-words, word

boundaries, function and content words, and morphology. Besides, the errors also

occur in syntactical level. The errors include well-formed and ill-formed

utterances, and argument structure and function.

In addition, the data show that the reasons which make slips of the ear

occurred are the lack of lexical knowledge, the accent and dialect, the

unfamiliarity words, and difficulties in segmenting utterances. In lexical level,

non-words which are produced by the respondents have similar sound to the

original utterances. The respondents also get difficulties in segmenting the

utterances. The respondents employ stress syllables to help them segment the

utterances and find the correct words in their mental lexicon. The data also show

that the addition or deletion of function and content words is not only because the

respondents cannot hear clearly the utterances but the respondents add or omit

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47 The data also show that the errors in morphology categories occur in

inflectional affixes where the errors do not affect the meaning of words but

change the word class. In lexical level, the errors dominantly occur in morphology

category, particularly in misperception of verb. The respondents fail to perceive

past form of verb as present form.

The errors in syntactical occurs in two categories. They are the errors in

argument structure and function, and well-formed and ill-formed utterances.

Moreover, in syntactical level, the errors dominantly occur in ill-formed

utterances, particularly in fragment utterances. The respondents mostly cannot

perceive the utterance and instead of recover the words, they omit words which

cause the sentences are ungrammatical.

In conclusion, the data show that the most frequent errors occur in lexical

level which 146 occurrences. However, the errors which occur most in all

categories is ill-formed utterances which 54 occurences (see Table 4.25). It is in

line with Kusumarasdyati (2005) who argues that instead of listening to a speech

or conversation, the listeners mostly produce ill-formed utterances when they

listen to music. Difficulties in segmenting utterances in music can be the reason

why the respondents produce ill-formed utterances (Kusumarasdyati, 2005).

There are two factors which cause slips of the ear, they are inter-language

and extra-language. The first is inter-language process is a process which the

respondents fail to perceive the utterances because of the differences of word

pronunciation, and the unfamiliarity with the words. While extra-language process

is a process where respondents’ first language influence the way they perceive the

utterances (Perwitasari, 2013)

Overall, this current study collaborate the previous studies of slips of the

ear by Bond (2005), Perwitasari (2013), and Kusumarasdyati (2005). Besides, this

study does not confirm Bond’s (2005) statement that plural suffix is commonly

misperceived. The data show that the errors dominantly occur in the

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48 of the ear by Kusumarasdyati (2005) which show that when the listeners

misperceive the utterances, they will add, omit, or substitute the utterances.

5.2 Suggestions

This present study investigates the phenomenon of slips of the ear performed by

English Department students. This research shows the errors in two levels, which

are lexical and syntactical levels. However, this study has not discovered the

errors which occur in phonetic, phonological, semantic, and pragmatic levels.

Hopefully, further research could investigate those issues.

The research of slips of the ear is still rare in linguistics field. Besides, this

present study still needs improvement. Further research may seek out slips of the

ear phenomena in listening to radio, speech, or daily conversation in Indonesia.

Moreover, slips of the ear phenomena may occur in conference interpreting. In

addition, the researcher suggests to those who are interested in analyzing slips of

the ear to conduct interview after asking the listeners transcribe the utterance in

order to clarify their transcription.

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