Language Circle: Journal of Language and Literature 15 (1) October 2020 104-111 Available online at http://journal.unnes.ac.id/nju/index.php/LC P-ISSN 1858-0157 E-ISSN 2460-853X The Use of Repetition as Self-Repair of an Efl Learner Amanda Ummu Haniah 1 *, Febry Khunto Sasongko 1 , Endang Fauziati 2 1 Universitas Sebelas Maret, Indonesia 2 Universitas Muhammadiyah Surakarta, Indonesia *Email: amandaummu@student.uns.ac.id DOI https://doi.org/10.15294/lc.v15i1.24469 Submitted 15 May 2020. Revised 9 July 2020. Accepted 19 September 2020 Abstract Self-repair is one of the language learning strategies of second language learners that are distinctly different from each other. This study aims to investigate the use of repetition as self-repair in academic speaking. The researcher tried to find the types of lexical elements which frequently repeated in the academic speaking and dig up the underlying reason behind the repetition as self-repair. A case study was conducted using human instruments and interviews to collect the data. Once the data filled, the researcher analyzed the data by implementing a data ar- chive, trying to expand the codes, evaluating the data sets, and wrapping up the data. The findings from this study revealed that the participants in this study might have used English in speech situations in which they would have used recycling the mistake word. The result of the study found that the participant did indeed self-repair Type D, which consisted of repetition and replacement of one lexical item, and nouns became the most repeated lexical item in the academic speaking. This was a delay strategy as she waited to restart the speech as she needed to think about the next word so that the listeners didn’t misinterpret her. Twisted tongue and slip of tongue as a result of the participant’s first language interference contributed to the repetition of certain lexical elements as self-repair. Keywords: academic speaking; repetition; self-repair; second language learner of English. The study described the location of self-repair mostly happened in lexical-gramma- tical forms (pronouns) and syntactic constituent structure in English. Self-repair gives a chance for students to repair their errors themselves without the teacher’s involvement. Self-repair is one of the language learning strategies of second lan- guage learners that are distinctly different from each other. Sharwood (1994) defines language learning strategies as the effort learners make to improve their already-existing competence of the target language. Pioneering research about self-repair was conducted by Garfinkel, 1991, Schegloff, and Jefferson (1974) who used the term “error- correction” instead of “self-repair” to describe those phenomena in a spoken expression. She then introduced the concepts of ‘repair’ and ‘self- repair’ in her next research with Schegloff and Sacks. Schegloff (1987) were the first to differen- tiate between error correction and repair. Correc- tion is described as one of many possible types of repairs. Meanwhile, the repair is not only limited to error replacement but also deals with any sort of ‘trouble’ in spontaneous speech. Rieger (2003, p. 48) Defines ‘repair’ as error correction, word search, and use of hesitation pauses, lexical, qua- INTRODUCTION Indonesia, where English is learned as a second language, there is indeed a tremendous difficulty to move from a teacher-centered clas- sroom to a student-centered classroom. Second language learners are prone to make an error and/or mistake in speech production. (Murcia & Olshtain, 2000) pointed out that in some ways speaking can be considered the most difficult skill to acquire as it requires command of speech pro- duction sub-skills like vocabulary retrieval and choice of grammatical patterns, and sociocultu- ral competence. Broughton, et. al. (2003). Teach- ing English as a Foreign Language (Education Books) believed that a learner will always make errors as an unavoidable and necessary part of the learning process. It is an inevitable pheno- menon since second language learners are not completely mastering competence. Sometimes, they produce faulty utterances caused by a lack of attention, fatigue, or carelessness. The fault is accidental and can be self-repaired (Eckerth and Tavakoli (2012). In 2009, (Hellermann resear- ched a well-documented practice of mundane conversation (self-initiated self-repair) as perfor- med during the interactions of one adult learner