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IDENTIFYING THE SLIP OF TONGUE IN EFL CLASSROOM: ONE ERROR 

THAT BLOCKED STUDENTS’S FLUENCY IN SPEAKING 

Moh. Ali Imron Mustofa & Enni Akhmad 

aliimron@gmail.com 

enni@iaingorontalo.ac.id 
English Education Department, Tarbiyah and Teacher Training Faculty 

The State Institute of Islamic Studies IAIN Sultan Amai Gorontalo  

 

ABSTARCT 

One indicator of being able to speak is having good pronunciation. Slip of tongue is one factor that is 

blocking good pronunciation. This research investigates the types of slip of tongue which doe by 

students in pronouncing English as a foreign language. There were 5 students of seventh semester at 

English Education Program academic year 2017/2018 IAIN Sultan Amai Gorontalo, as the subjects of 

this research. It used qualitative method in order to describe the kinds of error on students’ 

pronunciation, especially when they are in slip of tongue. Audio recording was used to identify the 

students’ pronunciation, data analyzing was done by transcribing their error pronunciation. The result 

shown from six of eight types of slips of the tongue occurred on students’ pronunciation, namely 

Shift, Anticipation, perseveration, addition, deletion and substitution, the main slip of tongue occurred 

on students’ pronunciation was substitution.  

Salah satu indikator untuk bisa berbicara adalah memiliki pengucapan yang baik. Keseleo lidah 

adalah salah satu faktor yang menghalangi pengucapan yang baik. Penelitian ini menginvestigasi 

jenis-jenis keseleo lidah yang dilakukan oleh mahasiswa dalam melafalkan Bahasa Inggris sebagai 

bahasa asing. Ada 5 siswa semester tujuh di Program Studi Pendidikan Bahasa Inggris 2017/2018 

IAIN Sultan Amai Gorontalo, sebagai subyek penelitian ini. Penelitian ini menggunakan metode 

kualitatif untuk menggambarkan jenis kesalahan pada pelafalan siswa, terutama ketika mereka 

membuat kesalahan pelafalan. Rekaman audio digunakan untuk mengidentifikasi pelafalan 

mahasiswa, analisis data dilakukan dengan menyalin pelafalan kesalahan mereka. Hasil yang 

ditunjukkan dari enam dari delapan jenis keseleo lidah terjadi pada pengucapan mahasiswa, yaitu 

Shift, Antisipasi, ketekunan, penambahan, penghapusan dan substitusi, namun yang utama adalah 

substitusi. 

    

Key words: Error, Slips of the Tongue, Pronunciation. 

 

 

 

 

 

mailto:aliimron@gmail.com
mailto:enni@iaingorontalo.ac.id


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A. Introduction 

Pronuciation is one of indicators used to score the ability of speaking (Arthur Hughes : 

2003). Pronunciation is a set of habits of producing sounds. The habit of producing a sound 

is acquired by repeating it over and over again and by being corrected when it is pronounced 

wrongly. Learning to pronounce a second language means building up new pronunciation 

habits and overcome the bias of the first language (Abbas Pourhosein Gilakjani, 2015).  

English pronunciation involves the production of each sound and pronunciation of words, 

phrases, and sentences with correct spelling, compressing and/or correct intonation. In 

addition, there is a way how to read the word correctly called ‘phonetic transcription’ 

((phonetic transcript), which is defined as a kind of alphabetic writing where each letter 

represent a sound. Phonetic transcript aim is to provide clear and unambiguous to the 

language learner, for example, the sound of which one should be used on a word or phrase, 

and in what order to use the sound.   

For the non-native speakers, pronunciation is one of the most important parts in English 

communication because by using good pronunciation, we can avoid misunderstanding 

between the speakers (Harmer: 2000, Dalton: 1998, Angelina Tieneke Sugiarto: 2013, Syarif 

Hidayatullah: 2016). 

Pronunciation errors occur in such a way, for instance because of slip of tongue. Slip of 

tongue is a psychological problem of speaker. Freud proposed that somebody misspeaks; it is 

an accidental expression of expressed thoughts or feeling (in David. W. Carrol : 1985). Slip of 

the tongue is occurred when the speaker’s actual utterance differs in some way from the 

intended utterance. The following utterances are categorized into slips of the tongue, namely 

shift exchange, anticipation, perseveration, addition, deletion, substitution, blend. Those types 

of slips of tongue identified were occurred in English Foreign Language (EFL) classroom 

(Angelina Tieneke Sugiarto: 2013). The research focused on pronunciation error which 

included the slip of tongue, while this research focused on the types of slip of tongue faced by 

English Department students in the classroom. Therefore, the research question formulated 

as: what types are slip of the tongue occcured on students’ of English Department 

pronunciation? 



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B. Literature review 

Everyone needs to convey their message, idea, feelings or information to make a 

conversation to other people, so that they produce their speech. There are four stages of 

production: conceptualizing, formulating, articulating, and self-monitoring. To pass the steps, 

we ofte do errors consciously or subcociously, either I first language or secod language.   

Erdogan (p. 5) explains that the errors may occur because the learner does not 

know what is correct, and thus it cannot be self-corrected. Error analysis, on the other 

hand, deals with the learners' performance in terms of the cognitive processes they make 

use of in recognizing or coding the input they receive from the target language. The 

errors in pronouncing English may be viewed as a part of learning English process to the 

people who speak English as a foreign language. Because by the errors, they will learn 

how to correct pronounce in English. Lado (1996) states common errors in English is 

usually occur in every linguistics aspect namely; syntax, lexicon, phonology and 

morphological errors. 

Slips occur when the speaker’s actual utterance differs in some way from the intended 

utterance unintentionally. Slip of the tongue is occurred when the speaker’s actual utterance 

differs in some way from the intended utterance. Freud proposed that somebody misspeaks; it 

is an accidental expression of expressed thoughts or feeling. Although speech errors cover a 

wide range of semantic content, there appear to be only a small number of basic types, 

namely: shift, exchange, anticipation, perseveration, addition, deletion, substitution, and 

blend. 

Shift, occurs when one speech segment disappears from its appropriate location and 

appears somewhere else, for example (Fromkin) misderivations is the speaker somehow 

attaches the wrong suffix or prefix to the word. For example: That’s so she’ll be ready in case 

she decides [dɪˈsaɪds] to hit [hɪt] it becomes that’s so she’ll be ready in case she decide 

[dɪˈsaɪd] to hits [hɪts]it. It can be seen that the word "hit" [hɪt] there is the addition of the 

suffix -s. The addition of the suffix -s is not in the proper place because after the infinitive 

"to" always follows the original verb. Suffix -s is supposed to be added to the word "decide" 

[dɪˈsaɪd]. 

Exchanges are, in effect, double shifts, in which two linguistic units exchange places. 

For example: Fancy getting your nose [nǝʊz] remodeled [rɪˈmɒdled]becomes Fancy getting 

your model [ˈmɒdl] renosed [rɪnǝʊzd]. There is an exchanging between two sounds; there 



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are /n/ and /m/. The speaker utters “Fancy getting your model renosed [Fensɪ geting ju:r 

mɒdl rɪnǝʊzd]”. It should be said “Fancy getting your nose remodeled [Fensɪ getting ju:r 

nǝʊzrɪˈmɒdled]”. 

Anticipations occur when a later segment takes the place of an earlier one. They differ 

from shifts in that the segment that intrudes on another also remains in its correct location and 

thus is used twice. For example:Take [teɪk] my bike becomes bake [beɪk] mybike. The 

speaker intended to say take my bike [teɪk maɪ baɪk], but said instead bake my bike [beɪk maɪ 

baɪk], “anticipating” the sound /b/ at the beginning of bike in his pronunciation of take, (the 

arrow means “was mispronounced as”). In this example take is said to be the target word, and 

bike is said to be the origin of the error (since that is where the b came from). 

Perseverations occur when an earlier segment replaces a later item. He pulled a 

tantrum [ˈtæntrǝm] becomes pulled a pantrum [pæntrǝm]John gave the boy [bͻI] a ball 

becomes John gave the goy [gͻI] a ball. The speaker intends to say ‘pulled a tantrum’ [pʊld 

ǝˈtæntrǝm], but he said instead ‘pulled a pantrum’[pʊld ǝ pæntrǝm ], the speaker has 

Perseveration the sound /p/ at the beginning of ‘pulled’ in his pronunciation of ‘tantrum’. In 

this example ‘pulled’ is said to be the target word and ‘tantrum’ is said to be the origin of the 

error since that is where the sound /p/ of ‘pulled’ came after the origin (“tantrum” 

“pantrum”) (an earlier segment that is ‘pulled’ replaces a later item). 

According to Fromkin, Garrett, Shattuck-Hufnagel, in Carroll, Additions add 

linguistic material. For example: I didn’t explain this carefully [keǝ(r)fʊli] enough becomes I 

didn’t explain this clarefully [kla(r)fʊli]enough. Based on the example above, we can see 

that in the statement “I didn’t explain this clarefully enough” [aɪ ˈdɪdnt ɪkˈspleɪn ðɪs kla(r)fʊli 

ɪˈnΛf] there is an addition the soun /l/ in the word “clarefully” [kla(r)fʊli]. It is supposed to 

say the word “carefully”[keǝ(r)fʊli]. 

Deletions leave something out, According to Fromkin, Garrett, Shattuck-Hufnagel, in Carroll. 

For example: I’ll just get up and mutter unintelligibly [Λnɪnˈtelɪdӡǝblɪ]becomes I’ll just get 

up and mutter intelligibly [ɪnˈtelɪdӡǝblɪ] 

Based on the example above, we can see in the statement “I’ll just get up and mutter 

intelligibly” [aɪ’l dӡΛst get Λp ǝnd ˈmΛtǝ(r) ɪnˈtelɪdӡǝblɪ] there is a deletion occurs, in this 

case is deletion of the prefix “un” in word “intelligibly”. So, it is supposed to say “I’ll just 

get up and mutter unintelligibly” [aɪ’l dӡΛst get Λp ǝnd ˈmΛtǝ(r) Λnɪnˈtelɪdӡǝblɪ]. 

 



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- According to Fromkin Substitutions occur when one segment is replaced by an intruder. 

These differ from previously described slips in that the source of the intrusion may not be in 

the sentence. Before the place close [klǝʊs] becomes before the place open [ˈǝʊpǝn] 

- At low speeds, it’s too heavy [ˈhevɪ] becomes at low speeds it’s too light[laɪt] 

Based on the two examples above, there are substitutions of word that each of them has 

relation either semantically or phonologically. In the first example, the speaker intends to 

say “before the place close” [bɪˈfͻ:(r) ðǝ pleɪs klǝʊs]. In fact, the speaker said the word 

“open” [ ǝʊpǝn] in his/her statement which is has close relation and it is the antonym of the 

intended word, in this case the word “close”. 

In the second example, the speaker intends to say “at low speeds it’s too heavy” [ǝt lǝʊ 

spi:d ɪts tu: ˈhevi]. In fact, the speaker said the word “light” [laɪt] not the word “heavy” 

[ˈhevi]. There are two possibilities about this case. The first one is, because both of the word 

“light” and “heavy” are from the same group of word class which is a s  a noun make the 

speaker confuses and tend to makes the error. And the second one is, if we look at the 

statement “at low speeds it’s too light” [ ǝt lǝʊ spi:d ɪts tu: laɪt], it relates with a crowded 

road which is full of lights from the street lamps. So that’s why the speaker used the word 

“light”. 

Fromkin states that in word substitutions, the speaker produces a word that is wrong, 

but typically related either semantically or phonologically to the intended word. Slips of the 

tongue also tell us a great deal about the structure and organization of the mental dictionary. 

Blends the speaker leaves out a short stretch of speech. Blends apparently occurs when more 

than one word is being considered and the two intended items “fuse” or “blend” into a single 

item. For examples: Fried [fraɪd] + potatoes [pǝˈteɪtǝʊs] becomes fries[fraɪs]. Post [pǝʊst] + 

Toasties [tǝʊstis] becomes Posties[pǝʊstis] 

We can see from the examples of blends/ haplologies above, two words are combining 

into a single word. At the first one the speaker is combining the word “fried” [fraɪd] with 

the word “potatoes” [ pǝˈteɪtǝʊs] become the word “fries”. The second one is combining 

process of the word “post “[pǝʊst] and the word “toasties” [tǝʊstis] become into the word 

“posties” [ pǝʊstis]. 

Slips of the tongue in L1 speech have been widely studied in detail as they can provide 

evidence about particular aspects of the speech production process and, in the case of slips 

produced by children, about language development. However, until now very little research 



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51 

 

has been done on slips of the tongue in L2 learner speech production, even though L2 slips 

might well provide evidence of the language development of L2 learners. In some research 

there are statement showed that slips of the tongue in L1 speech production are also valid for 

L2 learner speech. 

 In a research by Poulisse, in her data, 2000 L2 slips and L1 slips were included 

which were collected by tape-recording and carefully re-examined by two trained 

researchers. As is common in L1 slip research, the slips were classified in terms of the 

linguistic level involved (e.g. syntactic, lexical, morphological and phonological) and slip 

type. The most important slip types are substitutions, anticipations, perseverations, 

exchanges, additions, deletions and blends. She compared L1 slip data with L2 slip data in 

order to find if they are the same or different, and to what extent. The analysis of the data 

showed there are many similarities between the L1 and the L2 slip data. For instance, one of 

the findings supporting the frame-and-slot mechanism is that slips of the tongue adhere to 

the” syntactic category constraint”: nouns replace nouns, verbs replace verbs, and 

prepositions replace prepositions, and so on. 

 

C. Research Method 

This research used qualitative descriptive method. It used to analyze the students’ 

pronunciation of slip of tongue and served the research finding by data’s description. The 

location of this research was in English Education Department of State Institute of Islamic 

Studies Sultan Amai Gorontalo. The subject of research was 5 students at seventh semester 

academic year 2017/2018 as the. It used purposive sampling, under the principle of sow ball. 

Thus, the research interviewed ad tested one student before going to another student.  Only 5 

students were taking, because the types of slip of tongue almost occurred o the.         

Document ad interview were used to get the data. In this research, researcher used students’ 

transcription and the topic was daily conversation (introduction, Family, daily activities, 

home town).Interview is a meeting of two persons to exchange information and idea through 

question and responses, resulting in communication and joint construction of meaning about 

a particular topic. This interview used only to clarify that the participants error is happen 

because of their error in performance. the researcher analyzed the data systematically by 

using the following steps: first, the researcher made the transcription from the utterances, and 

then the researcher presented the data that contain the pronunciation errors that happened in 



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their speech. Second, the researcher analyzed slip of the tongue based on Fromkin’s theory in 

table 3.2. Third, the researcher described and discussed the findings that are related to the 

objective of the study. Finally, the researcher made general conclusion by relating to the 

theory and research finding about pronunciation errors happened in seventh semester student 

of English department. 

D. Findings and Discussions 

Slips of the Tongue Analysis 

In presenting the presentation on the slips of the tongue and pronunciation problems, 

there were 5 Participants as the data sources in this research which were observed. And the 

pseudonyms were also used in the presentation of this analysis; they are Student 1, Student 

2, Student 3, Student 4, and Student 5. The frequency of appearance of types of slips of the 

tongue would be presented in Table 4.2 

Table 4.2 Types of Slip of Tongue Appearance 

No. Type of slip of tongue Frequency 

1. Shift 1 

2. Exchange - 

3. Anticipation 3 

4. Perseveration 3 

5. Addition 28 

6. Deletion 33 

7. Substitution 52 

8. Blend - 

 Total 120 

 

a) in others word… in other words is I wanna be a success girl (Student 1) 

 Based the utterances, the speaker pronounced the word in others word in her 

utterances. It should be pronounced “in other words”, it could be proved because of there 

was a repairing process from the speaker. The error happened because the student makes a 

shift on (s) letters, she pronounces in others word in her utterances which changing the 

meaning of the sentences. it is should located in the end of the word “Word” to get the 

meaning. 



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a) I was born on tweny nine february ninety ninety six (Student 1) 

 In this utterance which made by Student 1, the student was getting anticipate and 

more focused on second word that is “ninety”.  So, she made slip between which should 

pronounce nineteen or ninety.    
 

b)  I was born in limboto three mart, three marts in ninety ninety six (Student 2) 

 Based on the utterance, the same slip of tongue was made by the student 2. Therefore, 

in the segment “in ninety ninety six”the suffix -ty in the second ninety take place in the early 

word which should be pronounce nineteen. 

Based on the utterance, the same slip of tongue was made by the student 2. Therefore, in the 

segment “in ninety ninety six”the suffix -ty in the second ninety take place in the early word 

which should be pronounce nineteen. 
 

c) And I was born in Tote on twenty five june nine...ninety ninety six (Student 4) 

 Based on the utterance during typing this transcription, I found that most of the 

student make a slip when pronouncing their own date of birth especially in pronouncing -teen 

and -ty suffix. 

a) Alhamdulillah.. my fathers and my mothers (Addition – s)… still complete. 

Based on the utterance, in this case the speaker definitely get slip when pronouncing her 

parent by mentioned they’re like “my fathers and my mothers” with an addition -s in those 

words and it was inappropriate location. This -s suffix addition is not appropriate because 

the adding sound /s/ showed a quantity of an object “my fathers and my mothers” is a 

singular noun which belong to the speaker itself. It could be seen when the speaker renews 

her sentence into “my father and my mother”.  
 

b) so my farthers (Addition – r,s) do everything. 

 Based on the utterances, the speaker pronounces it in a hurry. there is an unnecessary 

addition sound /r/ & /s/ that makes the word heard unclearly. It should be pronounced “so my 

father do everything”  
 

c)my second little brothers (Addition – s). 

 Based on the utterances, The -s suffix addition is not appropriate because the adding 

sound /s/ showed a quantity of an object. It should be pronounced without -s “my second 

little brother”, because her second little brother just 1 in this world. 

a) it is very difficult for me to reach. 



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 Based on the utterance, the speaker omitted the word “it” from the sentences. This 

error happened when the speaker hurried to close the sentences. The speaker immediately 

repaired his utterance when he realized that it was inappropriate. 

b) okay.. I…I … just.. I’ll just tell you. 

 Based on the utterance, it is a same case with the sentence above. In this section, the 

speaker also in a hurry situation and little confused about what is she going to say. Then, the 

speaker immediately repaired his utterance when he realized that it was omitted or 

uncompleted. 

c) I’am so slowly in work. 

 Based on the utterance, the speaker omitted suffix -ing in the last word “work” 

whether it should be “working” because the -ing suffixes is perform as a complement. 
 

d) surfing internet, or.. watching some movie. 

 Based on the utterances, there are determiner “the” deletion in sequence [Surfing 

internet] while it should pronounce [surfing the internet] because internet is a medium just 

like water, ground, & air. 
 

a) I know can’t te.. told you..i can’t told it.. I can’t tell you, it’s a secret. 

 Based on utterance above, it could be seen that the speaker made an error. He 

substituted the word “tell” into the word “told”. The speaker intended to pronounce an 

utterance which was contained present form.  

 

b) ef (Substitution - of).. of their mystery. 

 in this section, the speaker substitute word “of” but she made slip when pronouncing 

vowel /o/ it’s changing into /e/. 

 

c) if someone.. ask him to uh.. to do building(Subtitution – Should Make or Built a) he will 

do it. 

 in this sentence, the speaker choose inappropriate verb to fill the sentences. For this 

case the sentence should pronounce“if someone ask him to uh.. to built a building he will 

do it.” 

 

d) if someone ask him to what.. gardening (Subtitution – Should Farming) he will do it. 

 This is same case with above sentence. In this section, the sentence should 



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pronounce“if someone ask him to farming he will do it”. 

 

e) my father and my mother..still complete. 

 Based on the utterances above, word “complete” should change into “alive” 

because the speaker intended to give means that her parents still slive. 

 

f) while my mother’s job is marbot masjid 

 Based on the utterance, the speaker also changes or substitute an English with her 

first language. Therefore, she should pronounce “while my mother’s job is a caretaker of 

mosque”  

 

E. Conclusion  

Kinds of pronunciation error found in the seventh semester students at English Education 

Program academic year 2017/2018 contain six kinds of slip of the tongue. The six kinds of 

slip of the tongue, they are shift, anticipation, perseveration, deletion, addition, and 

substitution. There are only six of them were found, because the appearance of each type of 

slips of the tongue is relate to their speech, and there are no case showing the rest of other 

types.  

Next, Substitution is dominantly occurred than the other types. It is happened because 

slip of tongue also known as Freudian slips. A Freudian slip is a bit more complicated 

because there is believed to be more meaning behind the word error that is made. A 

Freudian slip is a verbal mistake that is believed to be linked to the unconscious mind. So, 

the mistake is not considered a mistake at all, but instead an unconscious thought that is 

coming out in speech. Often Freudian slips are not with words that sound alike at all, like 

with a slip of the tongue. A common example of a Freudian slip would be calling one’s 

boyfriend or girlfriend by your mother or father’s name. A Freudian slip gets its name from 

the psychiatrist Sigmund Freud. He believed mistakes we make when speaking has meaning 

and aren’t really mistakes at all, but our unconscious mind slipping through into our speech. 

When the students pronounced the English words in hurry, less of vocabulary and 

monitoring condition which make their unconscious mind crawling into their speech and 

substituted some English words to others. The five students also produce pronunciation 

problems such as the uncompleted word and the unclear pronunciation.



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