Simple Past Research Articles

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.

MORPHOLOGICAL INTERFERENCE ON STUDENT�S WRITING

The aim of this research is to find out the types of morphological interference on students' English writing. Through qualitative research method applying a design of the case study, twenty of university students were chosen. Data were collected from written tests and classified based on the Politzer and Ramires (1973) on theory of Linguistic Category. The results revealed that, whilst it is inevitable that the English morphology features governed by the distinctive rules and systems have been the potential target for interference taking place, Bahasa Indonesia, which stands as the official language, becomes the source of transfer. From six types of morphological interference based on Polizter and Ramirez� (1973), in this study the writer only found three of them. These types encompass of the morphological properties from the use of article, plural marker and simple past tense. Furthermore, there are 40 morphological mistakes in total, in which four mistakes represent the intralingual transfer and 36 data describe the interference. In terms of the mistakes made as a result mostly from the interference transfer. This study makes a significant contribution to the teaching and learning process of linguistic interference.Keywords: linguistic interference; morphology; students� writing.

THE USE SIMPLE PAST TENSE AND CONJUNCTION IN RECOUNT TEXTS

<p>The objective of this research is to find, to describe and to interpret the use of past verbs and conjunctions in recount texts, written by students of senior high school in Jakarta. The population in this research was the students of grade X at those two schools, meanwhile, the number of the population consists of 1400 students. Thus, the sample of the research was 10% from the population from which 140 students was taken. The method used in this recount texts. The result of this research is: first, Students’ mastery in using past verbs in writing recount texts is quite good; even though, there were some mistakes such as generalization; for instance, adding -ed ending for irregular verbs and using past verbs after prepositions; second, students’ mastery in using conjunctions was good and students could apply them in their writing correctly.<br />Keywords: simple past tense; conjunction; recount text; foreign language writing</p>

THE USE OF SIMPLE PAST TENSE VERB AND PERSONAL PRONOUN IN WRITING RECOUNT TEXT

<p>The aim of the research is to know the use of simple past tense verb and personal pronoun in writing recount text. The method of this research is Dulay’s Surface Strategy Taxonomy. The result of the classification was calculated by the frequency and the percentage of each error: 1) The error of simple Past Tense Verb is 247which consist of, the lowest is 14 errors or 5,6% % for Misordering, 18 errors or 38,2 % for addition, 59 errors or 23,8% for omission and The highest 156 errors or 63,1% for Misinformation. 2) The error of using Pronouns in writing recount text the writer found the total error is 17. The highest error is misordering which consists of 14 errors or 82,3%, the second error is misinformation consist of 2 errors or 11,7%. The third error is addition consist of 1 errors or 5,8%, and the last place is omission, it is there is no found error.</p>

A CORRELATION BETWEEN SIMPLE PAST TENSE MASTERY AND WRITING NARRATIVE TEXT MASTERY

The aims of this research are to find out: 1) The extent of the students’ mastery in simple past tense at the eleventh grade of SMA Negeri 2 Padangsidimpuan, 2) The extent of the students’ mastery in writing narrative text mastery at the eleventh grade of SMA Negeri 2 Padangsidimpuan, 3) Whether there a significant correlation between simple past tense mastery and writing narrative text mastery at the eleventh grade of SMA Negeri 2 Padangsidimpuan. In order to get the aims of this research is all of the eleventh grade students of SMA Negeri 2 Padangsidimpuan in the period of 2018 / 2019. The sample is taken from the population by random sampling consists of 44 students. This study is carried on by using descriptive method. Furthermore, the instrument is used for collecting the data by giving test to the students. After the data is gotten from the field of the research, the data will be analyzed by descriptive and statistic analysis, by using the formulation “ r “ Product Moment. It can be concluded that the simple past tense of students is categorized “ enough “ ( 64,09 ) and narrative text of students is categorized “ good “ ( 71,13 ). After the data had been gained from the field of the research, the data was analyzed, the writer got rxy = 0,957 and rtable is 0,304 at the 5 % significant level, rxy is greater then rtable. It means that the hypothesis is accepted.

SEMUT (TENSES VERB MUTER) AS A MEDIA TO UNDERSTAND BASIC ENGLISH (TENSES AND VERB) FOR STUDENTS IN PLUMPANG TUBAN 1 MIDDLE STATE

This study aims to determine the results of the development of the media SEMUT (Verb Muter Tenses) with a series of learning media ERTE MAP (Preparation of Verb Words and Tenses) and a module entitled "Learn Basic English (Tenses and Verb): Simple Present Tense, Simple Past Tense, Present Continuous Tense "that is to improve the English language skills of students and know students' responses to the use of the media. The research method used was one group pre-test post-test design. This method is carried out by giving students pre-test and post-test questions, as a qualitative method is carried out by interviewing several students who have participated in the implementation of the SEMUT Learning Media program (Verb Muter Tenses). The pre-test and post-test were distributed to 31 students of Plumpang 1 Public High School, Tuban to find out the values before and after the implementation of the SEMUT media. Meanwhile, the interview was conducted to determine the students' interest of SEMUT media.

The incorrect use on tenses in job advertisements

The research aimed at identifying the types of errors and the frequency of types of errors in using the simple present tense, simple past tense, and simple future tense in job advertisements. The research was qualitative research. The qualitative method used was content analysis. The data of the research were taken from the errors of simple present tense, simple past tense, simple future tense usage in the job advertisements. While the source of data was taken from job advertisements in www.jobstreet.com . There were twenty texts taken as samples.  The data analysis used the theory from Ellis that there were several steps in analyzing errors which include collecting data samples, identifying data, describing errors, explaining errors and evaluating error (Ellis, 1994). The result showed that the errors in using simple present tense were higher than in using simple future tense. In the use of simple present tense, there were two errors of auxiliary omission (66,67%), and one (33,33%) error of verb misinformation. In the use of simple past tense, there was zero (0%) error. In the use of simple future tense, there were one (50%) error of verb + ing omission and one error (50%) of verb + ing misinformation.  The result of the study can be used as input to avoid further errors.

Analysis of Students’ Vocabulary in Learning English

The purpose of this study was to analysis students’ vocabulary in learning English of Ninth grade at SMP Swasta Yayasan Pangeran Antasari, Medan in the academic year of 2018/2019. The researchers used descriptive qualitative method to describe and implementing factual condition and characteristic. There are 72 students that decided two classes at ninth grade as the population. But the researcher only took one class consists of 36 students as the sample. To collecting data, researchers use questionnaire and vocabulary comprehension test as procedure. In analyzing the data, the researchers identifying the difficulties of students’ vocabulary and cause difficulties by analyzing students answer sheets and their mistakes. There were 25 students (70%) incorrect answer in the questions. There were 6 students (16%) in modal, there were 8 students (23%) in simple past tense, There were 8 students ( 24 %) in simple present tense, 3 students (7%) troubled in simple continuous tense. Meaning. Students who gave incorrect answer in the questions were 29 students (82%). Others difficulties is translation being other types of the questions that examined in this research. it was found that there were 23 students (64%) who were unable to give the correct answer. Concluding the cause difficulties of students’ vocabulary in learning English are the first students difficulties in pronouncing the words. Grammatical form be the second cause because the written form is different from the spoken form in english. The last, students does not give their attention to study english more, knowing a words much more, and limitations their time to sources of information about new words vocabulary. The last, forgot the words easily.
 Keywords : Analysis Students’ Vocabulary, Difficulties, Cause

THE ABILITY OF THE SECOND YEAR STUDENTS OF SMP KATOLIK TRISAKTI 1 MEDAN IN USING VERB BE

Grammar is a description of certain organizing aspects of a written particular language. One of the grammar topic is verb BE. Verb BE is important in English Grammar, BE is the one of the elementary and earlier phases of subject verb agreement. The purpose of this research was to describe the ability of the second year students in using verb BE. This research was descriptive research. The population of this research was the second year students were take as a sample, and totals 40 students. The instrument of collecting data was a test concerning verb BE. The try out test was done in order to know the validity, reliability, item difficulty and power discrimination of test items. The result showed that 9 students (22.50%) belong to high category, 28 students (70%) to moderate category, and 3 students (7.50%) to low category. The mean score was 65.10 it was only 30% of the total students who can do the test well with 12 students who get score above 70. It means that the second year students at SMP Katolik Trisakti 1 Medan are not yet able to use the verb BE. Some students do not understand the rule of verb BE, how to apply it in sentences because there were a lot of rules and exception in verb BE. The students also had some difficulties in using verb BE. The students did not know the form of some tenses such as simple present tense, simple past tense etc. Based on the total incorrect answers made by the students in each tense was 349. The percentage students mistakes made using verb Be in Present Tense was 28.57%, and the percentage students mistakes made using verb Be in Past Tense was 11.46%, So the most mistakes made by the second year students in using verb Be was in present tense, the percentage was 28.57%. Thus, the students are suggested to study more the lesson of verb BE and to do the assignments well. The teacher also expected to give explanation of the materials of verb BE crearly

AN ANALYSIS ON THE ERRORS IN USING SIMPLE PAST TENSE MADE BY STUDENTS AT CLASS VIII-C IN SMP TRISAKTI I MEDAN

This research is aimed to analysis on the errors in using simple past tense made by students at class VIII in SMP Trisakti I Medan. The subject of this research of the eighth grade students of SMP Trisakti I Medan. The method used in this study was descriptive analysis method to describe students’ errors and analyze the data by using formula:  x 100 %, P=  percentage, F= Frequency of error made, N= Total of students’ errors. The data was taken from the test: it was written test. The result of the errors analysis process showed that students’ committed error into four types: omission, addition, misformation, and misordering. From the frequency of each error types, showed that there are 218 errors made by the students.the most frequent error made by students is Misformation which consists of 160 errors or 73,3%, it is followed by omission with 32 errors or 14,7%. The next is addition which consists of 15 errors or 6,7%. And the last is misordering with 11 errors or 5%.

An Analyzing on the Students Error in Using Conditional Sentence

In this study, the writer want to analyze the student error in using conditional sentence and involve all case in conditional sentence. The method of this research is error analysis. In this research, the researcher wishes to know how is the students of the second grade at Madrasah Tsanawiyah Muhammadiyah 04 Klamalu competence in using conditional sentence type III especially in tenses “simple past perfect tense and simple future perfect tense.” The researcher gave the test to the students without the treatment the researcher want to know just one the cause of errors about the use of conditional sentence type III “simple past perfect tense and simple future perfect tense.” The result showed that the causing error of the students in using conditional sentence are carelessness, first language using, translation, the facility of students learning like English book, the method of teaching and the students themselves. After the analysis kind of conditional sentence the writer to identification the kinds of error and persentage of students error, result of reserch are: omission the total error are 10 error, the persentage is 7, 04 %. Addition the total of error 14 error, the persentage is 9, 86%. Miss- ordering error is 80 error, the persentage is 56,34% and subtitution error is 38 error, the persentage is 26,76%. So the total of students error are 142 error and the persentage is 100%.

Summarizing as a Strategy to Enhance Grammar and Writing Skills: The Case of First Year LMD Learners at the Algerian University Dr. Tahar Moulay-Saida

Writing is a major language skill that should be the concern of teachers and students. Some first-year English language students seem less interested in writing correct sentences and paragraphs because of the lack of grammar and writing practice in the classroom. They mostly encounter grammar use difficulties, which impede their written communication. The research question that arises in this respect is: does summarizing strategy help learners improve their grammar and writing skills? The aim is to raise teachers’ awareness about the importance of summary as a strategy to help learners apply grammar rules correctly when writing. The participants were first-year students from the department of English, Dr. Tahar Mouley University- Saida. To achieve the work, the researcher applied the quantitative and qualitative research methods that resulted in excellent productions. Yet, findings displayed recurrent errors as tense verb agreement, articles misuse, and irregular verb past simple tense, in addition to mechanics and style problems. The purpose was precisely to cure these problems. Nevertheless, students showed interest and found it enjoyable to write summaries, for it offered them the opportunity not only to practice grammar rules but also to produce complete sentences, including mechanics. Subsequently, summarizing a movie, a book, an event, or a discussion could be recommended.

Coercion for the ages? A thousand years of parallel inchoative histories for the French passé simple and passé composé

This paper investigates the diachronic evolution of so-called aspectual coercion (de Swart 1998, Bary & Egg 2012) in French, with respect to two major tenses, namely the simple past (passé simple) (PS) and compound past (passé composé) (PC); it will more specifically bear on cases of inchoative readings. Throughout a study spanning several diachronic stages and capitalizing on earlier work (Caudal 2015a, Caudal 2015b, Caudal, Burnertt & Troberg 2016), it will be shown that the PC and the PS exhibit striking differences in their acquisition of inchoative coercions, with the PC consistently lagging behind the PS in some respects. Initially, at the Old French period, the PC was totally deprived of any coercive power w.r.t. states, whereas the PS already had a broader and better established inchoative coercive capability. But across subsequent stages of the language, the PS gradually increased its inchoative potential at a steady pace – although it seems to retain some difficulties with certain types of stative utterances, especially those denoting individual-level states, and locative/posture structures. While the PC has often been claimed to have largely replaced the PS, I will here show that even in Modern French, the PC seems to still have a noticeably lesser ‘inchoativizing power’ than the PS. In order words, in spite of nearly a thousand years of parallel evolution and semantic convergence, the initial semantic gap between the two forms still hasn’t been bridged. I will suggest that these consistent differences should lead us to consider so-called inchoative coercion as a distinctly conventionalized type of meaning expansion mechanism – rather than a simple matter of overcoming the violation of some aspectual semantic restriction.

Narrative Structure and Task Type in the Acquisition of the English Past Progressive

This study investigates the acquisition of the past progressive aspect by Korean learners of English as a second language by examining discourse-level use of the past progressive. The study explores in which context the learners would use the past progressive compared to the simple past. Twenty- four learners were engaged in two elicitation tasks: a verb cloze passage task and a film retell task. The two different tasks yielded results which suggest strong influences of task types on their use of the English past progressive. Based on the results, the study suggests that in a language classroom, the progressive aspect should be practiced with different types of tasks for learners to expand on the restricted associations between lexical aspect and tense-aspect morphology. Furthermore, the study argues that the past progressive should be taught through exposure to and engagement with meaningful narrative discourse to help learners understand grammar more fully.

Reasons for the use of past verb tenses by Mandarin-speaking ESL learners

This exploratory study investigated the contexts in which a group of native Mandarin English as a second language learners, with high knowledge of the simple past tense, used the present perfect, past perfect and past progressive on a fill-in-the-gaps task. The participants frequently correctly used the past perfect form on a task item requiring these forms, but they also often oversupplied the present perfect, past perfect and, to a lesser extent, the past progressive, on the task. Participants who correctly supplied the past perfect had a higher overall level of grammatical knowledge than those who did not. On a verbal protocols task, the learners reported that the presence of adverbials sometimes led them to their choice of the present perfect or past perfect. The oversuppliances of the past progressive were primarily atelic activities. These results mirror other studies in the confusion between past tense forms, influence of adverbials and lexical aspect. They may also possibly indicate L1 influence from Mandarin. Keywords: Past perfect, past progressive, present perfect.

Instructor feedback on free writing and automated corrective feedback in drills: Intensity and efficacy

This study investigated the intensity and efficacy of automated corrective feedback (CF) in a tutorial CALL (computer-assisted language learning) environment during form-focused drills as compared with those of instructor CF on free writing in the classroom. The English simple past tense, a previously learned target structure, was selected as the target structure. A hundred and fifty-two Chinese intermediate learners of English as a foreign language (EFL) were randomly assigned to six groups and completed three writing tasks: a pretest, an immediate posttest, and a delayed posttest. The six groups included two automated feedback groups (direct correction on an error-correction test and metalinguistic feedback on an error-correction test), two feedback-on-writing groups (direct correction and metalinguistic feedback), a group who completed the error-correction test with no feedback, and a control group who participated in none of the interventions. The results showed that the error-correction test provided the participants with more intensive CF exposure than the writing task. However, the groups that received CF in the writing task were the only groups that performed better than the control in subsequent written production. Post hoc analyses of the production data revealed that the metalinguistic-feedback-on-writing group’s improvement could be attributable to error avoidance.

TOP TEN MOST PROBLEMATIC GRAMMATICAL ITEMS FOR INDONESIAN TERTIARY EFL LEARNER WRITERS

Errors are almost inseparable from learning process, including learning new languages. Though, it is not always considered as negative, instead, it is a part of learning process. This study was conducted to assess students’ mastery of grammar in writing, to find what grammatical errors they make, to be an evaluation to overcome the problem in the future. In this study, samples were taken from EFL students of English Education Department of Universitas Muhammadiyah Purwokerto. The grammatical errors were identified under the theory of Politzer-Ramirez which classify errors into two types: morphological and syntactic error. In the end of the study, ten types of grammatical errors were identified as the most common grammatical errors made by the students. Three of them belong to morphological error, while the remaining fall into syntactic error. Those ten errors are: The use of prepositions (75 %), redundancy (75 %), simple past tense incorrect (62.5 %), determiners (58.3 %), number confusion (45.8 %), omission of verb (45.8 %), verb construction (41.67 %), derivatives/wrong part of speech (41.67 %), nominalization (33.3 %), and errors in the use of pronoun (29.2 %). Keywords: Problematic, Grammatical Items, Tertiary, EFL, Learner Writers

Improvement of English Grammar Understanding Using ERWRT For STMIK STIKOM Indonesia’s Students

This study aims to improve English grammar understanding using ERWRT for STMIK STIKOM Indonesia’s students. The approach in this research is action research using Classroom Action research (CAR). The data are collected by using observation, interview and literary research. The results of this study showed that the implementation of ERWRT has improved students’ level of understanding on English grammar that can be seen through pre-implementation, Middle Test (Cycle I) and Final Test (Cycle II). The results of pre–implementation show that out of 38 students, there were 28 students did not get the lowest score 55 as the passing score of the college. Middle Test (Cycle I) tested 6 topics those are (1) subject pronouns; (2) preposition of place; (3) simple present tense; (4) agreement of subject and verb; (5) agreement of numbers and nouns dan (6) simple past tense. The results of the test show that out of 36 students only 18 students get the score above 55. Final Test (Cycle II) there is 15 numbers tested with 6 previous topics and 6 new topics; those are (1) article; (2) object pronouns; (3) time division (AM/PM); (4) telling time and (5) modal verbs. The results of Cycle II show that 35 students can score above 55. In conclusion, ERWRT can be applied to improve students’ level of understanding on English grammar and writing skills. This test also can be used to analyze grammar error through reading but cannot be used for listening and speaking skills.

Contextualizing Past Tenses in L2: Combined Effects and Interactions in the Present Perfect versus Simple Past Alternation

AbstractThis multifactorial corpus-based exploration of past tenses focuses specifically on the present perfect (PP) versus simple past (SP) alternation in intermediate-to-advanced learner English produced by French and German native speakers. While existing work on past tenses in L2 has traditionally focused on the role of lexical aspect in the acquisition and uses of these past tenses, the current study focuses on the linguistic context of use of these tenses and identifies the linguistic features whose co-occurrence and combined effects cause native speakers and learners to differ in their uses of past tenses. Methodologically, the study uses a random forests approach including a surrogate logistic regression model and interactions between contextual linguistic features. Overall, the multifactorial results suggest that not all linguistic contexts facilitate native-like uses of the PP and SP equally as some contexts more than others are susceptible to cross-linguistic interference.

The Habitual Past in Amele, Papua New Guinea

This study attempts to clarify the tense systems in Madang Province, Papua New Guinea; particularly, the past tense and habitual past forms in the sample three languages in the area: Amele, Waskia, and Kobon. This study thus investigates past tense and habitual features, and discusses how the people in the area interpret past events. The study then discusses how these people map their temporal frames in their grammars (“anthropology of time,” Gell 1996). To aid analysis, I have collected data through observing descriptive grammars and fieldwork, finding that Amele exhibits three types of past tense and habitual tense forms, as in (1). Kobon has two distinct simple and remote past tenses, as in (2). Kobon has habitual aspect with the help of the verb “to be.” Waskia, in contrast, has a distinction between realis and irrealis meanings, and the realis forms can indicate past and habitual meanings (two habitual forms: one is include in realis, another is with the help of the verb “stay”), as shown in (3). Amele: Today’s past: Ija hu-ga. “I came (today).” Yesterday’s past: Ija hu-gan. “I came (yesterday).” Remote past: Ija ho-om. “I came (before yesterday).” Habitual past (by adding the habitual form “l”): Ija ho-lig. “I used to come.” (2) Kobon (Davies 1989): Simple past: Yad au-ɨn. “I have come.” Remote past: Nöŋ-be. “You saw” Habitual aspect (by using the verb “mid” to be): Yad nel nipe pu-mid-in. “I used to break his firewood.” (3) Waskia (Ross and Paol 1978): Realis: Ane ikelako yu naem. “I drank some water yesterday.” (simple past) Realis: Ane girako yu no-kisam “In the past I used to drink water” (habitual past) Habitual (by using the verb “bager“ (stay)): Ane girako yu nala bager-em. “In the past I used to drink water.“ We claim that Amele and Kobon have remoteness distinctions; near and remote past, but no such distinction appears in Waskia. The observed habitual usages differ to each other. Nevertheless, the three languages have a grammatical viewpoint of habitual past mapping.