AN ANALYSIS OF TENSES USAGE IN ANIMATED MOVIE “UP”: The relevance with 2013 curriculum for teaching EFL at junior high school in Indonesia

Nuzulul Isna

doi:10.22373/ej.v5i2.2332

Abstract

Movies have been seen as an encouraging media in learning English, tuning out the formal fear of English. They have helped increase students’ confidence and initiative to ask and answer the questions, and improve their listening skill and attention span in English drastically (O'Donnell, 1990). This article is intended to seek the applicability of the English sentences used in the movie Up and their uses for EFL learning in Indonesia. The 2013 curriculum was used as the standard guideline to determine the sentences’ appropriateness. A qualitative research by imposing content analysis method was employed to conduct the data analysis in this article. The findings classified the specific numbers of sentences generated in this research into ten (10) categories of English tenses. Another finding also indicated the applicability of those sentences for teaching EFL/ESL in junior high schools. Remarkably, these findings were substantial for appending the teachers’ resources in teaching English tenses.

Highlights

CLearning English for EFL (English as a Foreign Language)/ ESL (English as a Second Language) students in a developing country, like Indonesia, relies on the materials presented by the teachers
The Tenses Appropriateness for Teaching EFL/ESL based on 2013 Curriculum In addition, the appropriateness of these sentences to the 2013 curriculum syllabus was in line with the English teaching-learning process in Indonesia’s schools
CONCLUSIONS & SUGGESTIONS The purposes of this study were to analyze the tenses used in the Up movie and to evaluate the appropriateness of the sentences as additional learning resources for teaching EFL/ESL at junior high school in Indonesia

Summary

Introduction

CLearning English for EFL (English as a Foreign Language)/ ESL (English as a Second Language) students in a developing country, like Indonesia, relies on the materials presented by the teachers. The EFL students are still presented with the types of the tenses through the class textbooks Their classroom activities mostly around how to develop those sentences individually, which may sometimes take the meaning away from its context. Tenses are critical in making a flawless language and delivering the intended messages across They help the learners to convey their ideas clearly in the forms of words. They indicate the time of the statements and provide the readers with the overview of the events. The students in the remote areas still consider English as a difficult subject to learn. The teachers’ role in facilitating such enjoyable learning atmosphere is especially significant

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Conclusion