Simple Past Research Articles

The Present Tense Usage in Speaking Skill: An Analysis of Students' Short Speech Texts

The result of this paper is based on the data taken from Triskanedi (2007). The study result showed that 80% of students made mistakes in the use of simple present tense, which was the highest compared to the other two tenses, namely simple past and simple future tense. Due to these interesting findings, the writer intended to carry out further analysis by using the data of the research to find out the kinds of errors produced by the students focusing on simple present tense usage in the short speech texts. The analysis of the data uses a specific type of errors, i.e., omission, addition, missed formation and missed ordering/improper ordering in accordance to taxonomy strategy. The result shows the percentage of the omission of 'be and s/es' is 41.08%. While the addition of 'be and s/es' is 6,21%, and missed formation is 51,94%, and improper ordering is only 0,77%. The omission and addition seem related to the use of 'be' before an adjective or nominal sentence and's' in subject-verb agreement. In addition, the study also found few other errors in using of article 'the', verb inflexion 'ed', and of auxiliary in small numbers. These seems contributed to the students' errors production despite the fact that simple present tense considered as the easiest one to formulate compared to others, another thing that needs to underlie from this study is the understanding of English grammar seems necessary to avoid the same errors in the future

Error Analysis in Using Simple Past Tense Found in Students’ Writing of Recount Text

This research was to find out the types of error analysis and the most dominant type of error analysis found in Students’ Writing Composition in simple past tense especially in Recount Text. This study used a mixed-method, both qualitative and quantitative approach. From the analysis, the students’ error in writing composition of simple past tense consists of some aspects of writing, they were in grammar, punctuation and spelling. In grammar, there were 57 data or 53.37 %, which consist of errors in class words like in determiner/article (25 data or 43.86 %), in verb (14 data or 24.56 %), in preposition (11 data or 19.30 %) and the last in noun (7 data or 12.28 %). While, the most dominant error was in the determiner/article. Second, in the aspect of spelling, there were 26 data or 21.70 %). Third, in the aspect of punctuation, there were (23 data or 24.53 %). Based on the frequency of each aspect of error, the most dominant error found in students’ writing composition was in the aspect of grammar as 57 data or 53.37 %.

Error Analysis Found in Students’ Writing Composition in Simple Past Tense of Recount Text

This study was to find the types of error analysis and the most dominant form of error analysis found in the Simple Past Tense Writing Composition of Students, especially in Recount Text. This study used a mixed-method both qualitative and quantitative approach. From the study, it was shown that the error of the students in writing Simple Past Tense composition consists of certain elements of writing, such as grammar, punctuation, and spelling. There were 57 data in grammar, or 53.37 %, consisting of errors in class terms like in determiner/article (25 data or 43.86 %), in verb (14 data or 24.56 %), in a preposition (11 data or 19.30 %) and the last in a noun (7 data or 12.28 %). While the most dominant error was in determiner/article. Second, in the aspect of spelling, there were 26 data or 21.70 %). Third, in the aspect of punctuation, there were (23 data or 24.53 %). It is shown that the most dominant error found in the students’ writing composition in the grammar aspect is 57 data or 53.37 percent based on the frequency of each aspect of error.

Language Teaching Techniques for Pronouncing the Past Tense Phonemes /t/, /d/, and /ɪd/ in Regular Verbs When Reading Aloud

This article presents the results of a research study based on two language teaching techniques, drilling and color-coding, and their effect on the correct pronunciation of the past tense phonemes /t/, /d/, and /ɪd/ in regular verbs in simple past tense when reading aloud; the population of this study was composed of twelve young adults. Qualitative and quantitative data from two instruments: an identification tally sheet and a questionnaire were gathered. The results obtained in the pre and post-test (identification tally sheet) and the performance of the participants from the experimental groups (B and C) showed that there was a positive impact on the accurate production of the past tense phonemes when reading aloud. Lastly, this research study provides evidence to claim the teaching of drilling and color-coding techniques are useful to pronounce the past tense phonemes /t/, /d/, and /ɪd/ in regular verbs correctly.

A Cognitive Approach to Grammatical Distance in Language Use

The main purpose of this study is to examine a relation between grammatical distance and cognitive distance in language use. To find out structural regularities or patterns whereby grammatical distance reflects cognitive distance, this study explores how language users organize or categorize grammatical entities or sequences on the basis of their cognition of specific knowledge, or experience of language use, and thus examines particular types of grammatical structures or variations, such as indirect object alternation, non-temporal uses of simple past tense, discourse functions of this and that, information structure in separable phrasal verbs, and structural variations of relative clauses. The observation on certain patterns of language use reveals that both structural variation and regularity tend to be strategically exploited for the purpose of maximizing cognitive effects and facilitating information processing, and thus the choice of a particular type of grammatical construction reflects pragmatic strategies in a cognitive-oriented way in which the use of a recurring structural pattern is optimally matched to language users’ cognitive capacity or ability.

O Perfect Existencial e suas realizações morfológicas e adverbiais no inglês americano

O aspecto perfect revela um intervalo existente entre dois pontos no tempo. Um dos tipos do perfect é o existencial (PE), que pode estar relacionado a uma situação do passado com efeitos no presente. O objetivo deste estudo é investigar as realizações morfológicas e adverbiais compatíveis com o PE, associado ao tempo presente, no inglês americano (IA). A metodologia consistiu em análises de corpora – entrevistas da TV americana e do Santa Barbara Corpus of Spoken American English – e de dados obtidos por teste linguístico. A hipótese é a de que a realização do PE associado ao tempo presente no IA ocorre só pela perífrase have + particípio, com ou sem apagamento do verbo auxiliar. A hipótese foi refutada, pois o passado simples também foi encontrado veiculando esse aspecto. Discutiu-se sobre a contribuição da forma verbal, dos advérbios de perfect e da pluralidade dos eventos na expressão do PE.

EFL Saudi Undergraduates' Tenses Errors in Written Discourse Due to Interlingual and Intralingual Interference

The current study aims to investigate the influence of interlingual and intralingual interference as sources of the errors of past and perfect tenses. The former refers to the errors generated by the negative effect of EFL learners' mother tongue as they try to bridge certain linguistic gabs. The latter, however, is pertaining to the errors produced by the target language itself as learners progressed in the learning process and face difficulties to employ the large amount of knowledge they have just acquired. The participants chosen are EFL Saudi Undergraduates whose academic specialisation is English. The result of the study showed that there was statistically significant difference between intralingual interference strategy and first language negative transfer as sources of errors of the past and present perfect tenses. This result revealed that the participants have reached a linguistic stage where the diverse rules of the target language itself create confusion for learners. The intralingual interference led the participants to making errors in the simple past, the past progressive, and the past perfect far more than when using L1 negative transfer strategy. While the first language negative transfer led the participants to committing errors in the present perfect progressive tense more so than when using the intralingual interference strategy. This result simply indicated that the difference in timeframe between Arabic and English led to significant number of errors which the students often transfer from their native language.

Improving students’ interest in learning simple past tense using teams games tournaments

This study aims to describe the students’ interests and perceptions in learning simple past tense by using the TGT (Team Game Tournament) technique. The situation in the teaching-learning process at an Islamic Junior High School in Pontianak has shown that there are still many problems that must be addressed, concerning English grammar. The researcher has encountered several problems such as student’s reluctance to participate, lack of interest, motivation, and attention in the classroom. The researcher employed Classroom Action Research as a means to solve the problems. The findings presented information regarding the use of TGT that could serve as a beneficial alternative in teaching grammar, particularly the simple past tense. Furthermore, the information will provide the teacher with useful insights on ways to teach and to motivate their students in the classroom.

ANALYSIS OF STUDENTS’ ABILITY IN APPLYING SIMPLE PAST TENSE IN RECOUNT TEXT AT SMP N 1 PANGARIBUAN

Abstract
 
 Recount text is a kind of text in english that tell about a story, actions or event which use simple past tense. Meanwhile, simple past tense is an event that happen in past, the characteristic of simple past tense is using verb 2. Students’ability are a condition to determine students skill in applying simple past tense in recount tense. The aim of this research were to analyzed the students’ ability in applying simple past tense in recount text. This research performed at eight grade in Smp N 1 Pangaribuan. Researcher used qualitative research designs. The data was collected by test, and questionnaire. Based on students test result, the average score of 20 students at eight grade in Smp N 1 Pangaribuan was 55,4. The data from questionnaire showed that 11 from 20 students couldn’t remember the pattern of simple past tense. 12 from 20 students didn’t know about simple past tense or couldn’t make sentence in simple past form. 15 from 20 students couldn’t remember verb in simple past, 12 from 20 students thought that recount text was difficult. And 17 from 20 students couldn’t write recount text correctly.
 Keywords : Students’ Ability, Simple Past Tense, Recount Text

Analysis Of Error Using Simple Past Tense on Recount Text Class VIII B Students of Smp Pelita Ngabang in Academic Year 2019/2020 Landak District

This research aims at investigating the errors using simple past tense that is often done by students in the activity of writing sentences in simple past tense on the recount text of class VIII B of junior high school PELITA Ngabang in academic year 2019/2020 Landak Regency. The study uses a qualitative research design. The research was carried out at junior high school PELITA Ngabang on November 22nd, 2019. The research subjects were VIII B amount of 20 students. After analyzing the errors of the 20 past form in the recount texts that were finished by 20 students there were 73 errors. Finally, the authors concluded that the past form errors in the recount text were the types of errors omissions, 19, 17%, type of errors addition 26, 02%, types of errors misformation 27, 39%, types of errors misordering 27, 39%.

A competição entre Simple Past e Present Perfect no inglês estadunidense: um estudo de caso sobre o perfect de resultado


 
 Este artigo tem como objetivo investigar a competição entre Present Perfect e Simple Past na expressão do aspecto perfect resultativo na língua inglesa. Testa-se a hipótese de que, no inglês estadunidense (AmE), contextos de transição, com estado-alvo resultante relevante no presente (compatíveis com resultativos fortes), são representados linguisticamente pelo Simple Past preferencialmente. Para tanto, adota-se como metodologia um estudo de caso triplo com base em um experimento de produção semiespontânea que elicita resultativos fortes. Os dados indicam variação morfológica na descrição de situações resultativas fortes, com preferência pelo uso do Simple Past, logo, a hipótese não foi refutada. O Simple Past assume a forma default, pois seu uso prevalece mesmo quando o contexto indica continuação e relevância do resultado no presente. Todavia, o uso do Present Perfect foi favorecido em situações cujo estado resultante é condição para uma demanda prévia por ação do interlocutor, especificamente, quando não há outra marcação linguística de causalidade.
 

Role of Teachers in Developing English Reading and Writing Skills at Elementary Level in Azad Jammu and Kashmir

The main purpose of the study was to evaluate the role of English teachers in developing reading and writing skills at the elementary level. The study was descriptive, and the survey method was used for the collection of data. All the elementary English teachers of District Kotli were the population of the study. The researcher selected 256 teachers through a simple random sampling technique. A questionnaire-based on a five-point Likert scale was developed to collect the data from the elementary school teachers. The reliability of the instrument was measured, and it was found 0.790. The researcher applied mean and standard deviation for analyzing the data. It was found that the elementary teachers did not encourage students to use simple past tense for describing pasts events. It is recommended that for the development of language skills, teachers can use different forms of text vocabulary proficiency through classroom reading, and different forms of genres and texts. Moreover, teachers may provide different picture books and other visual and instructional material in other to encourage writing skills in elementary schools.

English Pedagogical Grammar: Teaching Present Perfect and Present Perfect Continuous by Deductive and Inductive Approaches

This research endeavor aims to present the English Pedagogical Grammar Teaching, discussing the use and form of the present perfect and present perfect continuous tenses, and the regular verbs’ past participle and irregular verbs’ past participle. The study is based on two main assumptions that cause difficulties for learners of English, namely, the forms of verbs and the difficulty of distinguishing between the present from the past simple tenses. The study discusses the use of deductive and inductive approaches in English pedagogical grammar teaching, and evaluates these approaches from A-factor and E-factor description. Overall results of the analysis show that the deductive and inductive approaches are helpful in language teaching and learning. And the forms of verbs and differences between the present and past simple tense made English learning difficult. By using appropriate teaching methods, English grammar can be taught and learned in an efficient way.

A Study Of An Error Analysis In Simple Past Tense In Teaching Writing

An error anaysis has an important role to reveal what kinds of error the student do most, to know the causes of the error and how the student can learn from their mistakes in writing by themselves. Writing Ability always have main concern when the student created written text. Writing ability had been good result if the grammar was perfect. The pupose of this study is To know the error when the student make in simple past tense in teaching writing Recount Text At Eight Grade In SMP Al-Baisuny. The research design that was used in this study is qualitative research. The object of this study was the eight grade students of SMP AL-Baisuny which consists of 25 students In this research, the instruments used was: Student’s Worksheet. The result of the analysis shows that: (1) the errors in recount writing made by the eight grade students of SMP Al-Baisuny are 82 occurrences of all errors. In term of each type errors, the errors of Overgeneralization 25 times, errors of Ignorance of Rules Restriction 22 times, errors of Incomplete Application of Rules 21 times, and errors of False Concept Hypothesis 14 times. Finally, it is hoped that the teacher would make use of those findings in their teaching learning process in order to minimize the students’ errors.

Use of Tense and Aspect in Academic Writing in Engineering: Simple Past and Present Perfect

This study aims to analyze the use of tense and aspect in academic writing in engineering with a major focus on the use of simple past and present perfect. In general, one of the most difficult items for Japanese EFL learners is the appropriate use of tense and aspect. The previous literature pointed out that ESL learners are often confused about using them. Therefore, the American Psychological Association recommends that the past tense is used when discussing another researcher’s work and reporting results, whereas the present perfect is used to describe an action beginning in the past and continuing to the present. Toward this end, the current study analyzed the use of simple past and present perfect using a small corpus compiled from 21 major journal articles in mechanical engineering. The study found that the frequently appearing simple past verbs were “showed,” “occurred,” “resulted,” and “indicated.” Additionally, “been” was the most frequently used verb in sentences that employ the present perfect. In addition, more than 90% of the sentences were followed by sentences that use the past participle of general verbs. Therefore, many forms of the present perfect clearly appeared in passive sentences.

Learners’ Subject-Verb Agreement and Simple Past Defect Analysis on Written Text in Learning English as a Foreign Language (EFL)

General principles of linguistics would be related to structure and grammar that has two specific types, for instance subject – verb agreement and simple past which were analyzed and concerned by the researcher. Furthermore, this research focused on what kind of subject-verb agreement and simple past defect chosen by the students in written text. In line with that, the researcher chose 143 responders who study and learn English as a Foreign Language in business administration department in Polytechnic State of Bali and the results were collected by using internet assisted test. In gaining the results, the researcher found that the participants mostly tended to choose the wrong answer from 10 questions were given by the lecturer. Responders could not decide or choose plural or singular noun and surprisingly learners could not take valid simple past which were provided on the options as these determine the correct sentence based on the principle grammar rule.

AN ANALYSIS OF TENSES USED IN FINDING NEMO MOVIE SCRIPT: THE RELEVANCE TO 2013 CURRICULUM FOR TEACHING TENSES TO JUNIOR HIGH SCHOOL STUDENTS

This research aims to find out types of tenses used in Finding Nemo movie script and the relevance to 2013 curriculum for teaching tenses to junior high school students. The 2013 curriculum is used as the standard guideline to determine the sentences’ appropriateness. This study was a descriptive qualitative method by employing content analysis technique to analyze the data. The data resources were documented from the script movie and 2013 English curriculum. The findings are presented in the form ofthe sentences that were analyzed and classified into six types of tenses. These six tenses matched for the curriculum, they were Simple Present Tense, Simple Past Tense, Present Continuous Tense, Past Continuous Tense, Present Perfect Tense, and Present Future Tense.The result indicated there was a high frequency of the tenses in the sentences with total number 96%.This study concluded that Finding Nemomovie script can be used as supporting material by English teachers to teach tenses for junior high school students, particularly Simple Present Tense which is the most used tense in the movie.

THE ANALYSIS OF LANGUAGE FEATURES ON NARRATIVE TEXT MADE BY SOCIAL TENTH GRADER AT SMAN 1 GROGOL KEDIRI

The aim of this study was to describe the using of language features on narrative text and the language features appropriateness on narrative text and the problem that made social tenth grader cannot use language features appropriately. The researcher used descriptive qualitative approach as research design. The researcher collected the data by analyzing the student narrative’s language features, conducting interview with random students from five classes, and collecting document that supported this research. The data were collected from a Google form, interview script, and student’s narrative text regarding their writing experiences. The techniques of analyzing data were reduction the data, data analysis, presenting the data, and drawing conclusion. The result of this study showed that most of the social tenth grader were using language features on their narrative text such as Action verb, Time Sequence, Simple past tense, Descriptive language, and Specific Characters. But, none of their using Dialogue, Direct and Indirect speech on making narrative text. From Google form, the result showed that most of the student answered the question about narrative’s language features with the right respond. Then from interview, the result showed that the reason why the social tenth grader didn’t use language features on their narrative text was due to the ignorance about the features itself.

ERROR ANALYSIS ON THE USING BE OF SIMPLE PRESENT AND SIMPLE PAST TENSES AMONG THE SEVENTH GRADE STUDENTS OF SMP NEGERI 2 NAINGGOLAN

Grammar is the rules in a language for changing the form of words and joining them into sentences to create meaning. This research is focused on error analysis on the using BE in Simple Present and Simple Past Tenses. The purpose of this study is to find out the grammatical errors in using BE in students’ composition. In this study the writer took the the seventh grade students of SMP Negeri 2 Nainggolan in the Academic Year of 2017/2018 consisting 25 students as the sample. The data are analyzed with descriptive qualitative method. The data were identified based on kinds of errors. The kinds of errors are omission and misordering. The results of the data analysis show that there are 155 errors made by the students in their compositions. The writer concluded that omission errors 68 or 61,80% in Simple Present Tense and 49 or 51% in Simple Past Tense, misordering errors 16 or 14,60% in Simple Present Tense and 22 or 23% in Simple Past Tense. But out of category there are 28 or 23,60 redundant sentences in Simple Present Tense and 25 or 26% redundant sentences in Simple Past Tense. The writer also concluded that there are two causes of errors, namely Translation and Carelesssness. Based on the result of the research, it is suggested that the students should learn and memorize grammatical rules an teachers should give clearer explanation on grammatical rules in English.

Low-Cost Electrochemical Determination of Acrylamide in Processed Food Using a Hemoglobin – Iron Magnetic Nanoparticle – Chitosan Modified Carbon Paste Electrode

Acrylamide is a neurotoxin that is potentially carcinogenic to animals. In processed food, it is a side product of the Maillard reaction that is primarily formed when a carbohydrate-reach food is fried or baked. In this work, a sensitive and low-cost biosensor was prepared on a simple carbon paste electrode. Hemoglobin was initially fixed on a hybrid nanocomposite composed of iron magnetic nanoparticles with a layer of chitosan. The nanocomposite/hemoglobin was mixed with carbon paste to produce a biosensor. The device presented repeatability for both measurement and construction, with relative errors of 4.14% and 4.68%, respectively. The calibration curve presented linearity (R2 equal to 0.9945) for acrylamide concentrations ranging from 10 to 171 nmol L−1. The limits of detection was 0.06 nmol L−1, respectively, with analytical recoveries from 90.83% to 103.64%. The device was successfully used for the analysis of French fries . These results show that a simple and sensitive device was constructed, which is suitable to monitor the levels of acrylamide in food.