Present Continuous Tense Research Articles

Using Pick and Speak Board Game to Enhance Pupils’ Speaking Skill

English as a Second Language emerges as an essential language to acquire and impacts most of the education system. The scenario also requires our young learners to master the language to polish their interpersonal and communication skills to prepare them for a developing nation. This research aims to study whether using the Pick and Speak board game can help enhance speaking skills among primary school pupils. The research applied quasi-experimental research to obtain data. 67 Year 3 pupils from four suburban schools in Sarawak were identified as the research sample. The researchers grouped them into high achievers, intermediate and low achievers. Pupils were given questionnaires to get their feedback to support the data finding from the pre-test and post-test. With the aid of this board game intervention, pupils are expected to construct sentences using present continuous tense and describe their daily routines orally. The study indicated that using Pick and Speak board game impacts pupils' speaking performance, especially in vocabulary and pronunciation, followed by grammar and fluency aspects during the learning process. The researchers hoped that this board game innovation would benefit both the teachers and young learners as the alternative teaching aid to teach and develop their speaking skills with grammatical errors free. Most importantly, the Pick and Speak board game offers an effective way of improving teaching efficiency, encouraging the element of collaborative and competition in a non-threatening environment.

Tontemboan Affixes Notes in Teaching English Tenses

Teaching English language is a big challenge in Minahasa. Students are still unable to master or even comprehend English even after eleven years learning the language at primary and secondary levels. This research entitled “Tontemboan Affixes Relates to English Tenses” aims to identify, classify and describe the affixes and analyze the similarities and differences of affixes used in both languages, English and Tontemboan. This research used descriptive method, which includes preparation, collecting the data, and analyzing the data. The result showed that some affixes in Totemboan language have different functions of affixes in English. Simple present tense functions the habitual action by adding ma’ before the morpheme, following the verb. The present continuous tense which is formed by adding ma’ as prefix has a global meaning. Past continuous tense indicated by adding the prefix ma’ and simple past tensi indicated by adding a base prefix and infix with the initials are consonant.

Difficulties in the Applications of Tenses Faced by ESL Learners

Tenses are one of the vital essentials of grammar. Command over the English language demands a thorough understanding of tenses. Although much research has been conducted on the teaching of the English language in the context of Pakistan, little has been dug out about the problems faced by students regarding the applications of tenses. This paper investigates the perceptions of both students and teachers of the difficulties in the applications of tenses facing ESL learners. Data were collected from 150 students and 30 teachers of government high schools through a structured questionnaire. The results of the study showed that the students are confronted with many difficulties in the application of tenses consisting of using future indefinite tense instead of the simple present tense regarding its use for scheduled future activities, using present continuous tense instead of a simple present for the permanent situation in the present, using future indefinite tense for planned future activities and so on. The results also indicated that the difficulties were caused by inappropriate teaching methodology, lack of speaking environment inside the classroom, translations from the mother tongue into English and vice versa, much focus on rules and teaching sentences and expressions as isolated units rather than an integral part of the discourse. In the light of the results, it is recommended that while teaching tenses, teachers should focus both on rules and applications of tenses. English should be taught more as a language than as a mere body of rules. Moreover, teachers should be properly trained in teaching tenses.

AN ANALYSIS OF THE STUDENTS’ ERROR ON CHANGING ACTIVE VOICE TO PASSIVE VOICE

In passive voice, the subject receives the action of the verb. It is often used both in spoken and written form. For the learners, to change the active into passive voice of the target language is very confusing. The students usually make errors in building passive sentences as they ignore some aspects required in arranging best form of passive sentence. The students of El-Madani Islamic Boarding School Deket Lamongan were confused to change the verb in different tenses. The type of this research is descriptive quantitative. The research was chosen because this type of research defines what exist and may help to reveal new point and meaning. The survey and experiment, which were used in this research, was the phenomena of English errors passive sentences made by the students. The population of this research is all the students of El-Madani Modern Islamic Boarding School.The researcher used test and questionnaire to collect the data. The result of this study shows that (1) the kinds of errors commonly made by the students in changing active voice to passive voice are errors of omission, errors of addition, errors of miss-formation, and errors of miss-ordering (2) The students have difficulties in understanding passive voice especially in four tenses, simple present tense, simple past tense, present continuous tense and past continuous tense. (3) Factors which affect students’ ability in passive voice are: classroom atmosphere, lack of experience in using English, teacher’s explanation was not clear enough, the differences between passive voice in Bahasa and English. Keywords: Students’ errors, passive voice

Common Mistakes in Understanding Simple Present Tense and Present Continuous Tense Sentences: A Case Study at Non-English Department Students

The aim of the study was to analyze the common mistakes made by Non-English Department students in understanding Simple Present Tense and Present Continuous Tense sentences. The students who joint with the class were from Telecommunications Engineering Study Program, Institut Teknologi Telkom Purwokerto in Academic Year 2018 – 2019. This study involved 3 classes that contained 89 students. They were given 5 positive sentences and they had to make those sentences into negative and interrogative sentences. They had to finish doing the test in 20 minutes. The study showed that the students had made the mistakes in negative and interrogative sentences. They did not use the auxiliary verbs do, does, and be appropriately. Besides, they made mistakes when the simple present tense sentences were preceded by subject he, she, or it. Furthermore, the use of present participial verbs was still commonly found in the simple present tense sentences so that the constructions became incorrect. For this reason, teaching grammar in non-English Department study program had to be designed in such a way that they students could understand how to make statement sentences into negative and interrogative ones correctly.

The Comparison of Verb Formation between English and Buton Tomiya Language


 
 
 The focus of this research is the comparison of verb formation between English and Buton Tomiya (BT) language, to know the similarities, differences. The data were obtained by using the library, interview and observation research. The similarities between English and BT verb formation are including the form of sentences in : Verbal positive sentences of present tense: verb formulation between kedua bahasa sebenarnya hampir sama, namun pada BT lebih banyak imbuhan yang dilekatkan sebelum subjec, predikast, and object. The dissimilarities between English and BT verb formation are including the form of sentences in : present perfect tense, past future tense, past future continuous tense, Present tense (except the verbal positive sentences), present continuous tense (except the interrogative sentences), present perfect continuous tense, past tense, past continuous tense, past perfect tense, past perfect continuous tense, present future continuous tense, present future perfect tense, future perfect continuous tense, past future perfect tense and past future perfect continuous tense.
 
 

APPLYING CONTEXTUAL TEACHING AND LEARNING IN MASTERING THE PRESENT CONTINUOUS TENSE IN SECOND CLASS OF SMP NEGERI 35 MAKASSAR

This study aims to know the effect of applying contextual teaching and learning in mastering the present continuous tense students. The study employed pre-experimental design. The population consists of 270 students and the sample were 23 students taken from the SMP Negeri 35 Makassar of grade eight. The data was collected by administering multiple choice test with consisting of 20 number. The T-Value of post-test is lower than ? (0,00<0,05) The result indicates that the alternative hypothesis(H1) is accepted and of course the null hypothesis (H?) is rejected, it shows that applying contextual teaching and learning has effect on students’ present continuous tense mastery

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.

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.

TÜRK ÇOCUKLARININ KONUŞMALARINDAKI FIIL YAPILARI: BIR ENINE KESIT ÇALIŞMASI

In light of the previous research on verb acquisition of children, this study aims to follow Tomasello’s (1992) age ranges and find out the differences between the quantities of verb constructions used by monolingual Turkish children who are 24, 30 and 36 months old. The study also aimed to recognize the most frequently used verb construction types used by these monolingual Turkish children. Within a cross-sectional design of the study, free speeches of 24, 30, and 36-month-old 6 Turkish girls (2 girls in each age range) were recorded while they were playing at a nursery school, and each took nearly. Transcription of the interviews that took 40 minutes for each participant was made, and the results were analyzed according to the structures and types of verbs. The results provided that although the participants use more verb constructions in their speeches as they grow up, the ratio of the verbs uttered by these children decrease in percentage. In addition, the study illustrated that as the children grow up, they begin to use various and more verb construction types. While the participants at the age of 24 months generally use witnessed past and present continuous tense verb constructions, the participants at the age of 30 months mostly used simple present and witnessed past tense, and the participants at the age of 36 months most frequently use witnessed and nonwitnessed past tense in their speeches.

Nature and Functions of the Structure of “-AdUrGAn” in the Recent Chagatai Turkish

Çağatay Türkçesinde genel olarak hareket ismi veya geçici sıfat yapma görevinde kullanılan “-GAn” eki, müstakil kullanımının yanında son dönem Çağatay Türkçesinde zaman zaman “-AdUrGAn” şeklinde de görülebilmektedir. Yapı bu şekliyle eklendiği fiilde geniş / şimdiki zamanda fiilin bir müddet sürdüğünü ortaya koyar. Ekin genişleyerek “-AdUrGAn” şeklini almasında “-GAn” ekindeki işlev çeşitlenmeleri nedeniyle geniş zaman anlamının zayıflamasının önemli etkisi vardır. Yapıda, geniş / şimdiki zamanda fiilin bir müddet devam ettiği veya hâlen devam etmekte olduğu anlamını ortaya koymak için “-GAn” ekinin önüne “-AdUr” yapısı getirilmiş ve süreç içinde bu üç unsur kalıplaşmıştır. İlk kez klasik öncesi, yoğunluklu olarak da klasik sonrası devir Çağatay Türkçesi döneminde kullanılan yapı, yalnız başına ve geniş zamana bağlı bir hareket gösteren geçici bir isim olarak kullanılabildiği gibi iyelik, çokluk ve isim çekimi eklerini de alabilmekte, yüklem olarak da kullanılabilmektedir. “-AdUrGAn” yapısının yerini Çağatay Türkçesinin ardılı Özbek Türkçesinde “-(ä)yåtgän” ve “-(ä)digän” / “-(y)digän” / “-(ä)dirgän” biçimleri almıştır.

Development of Learning Media Using VideoScribe for the Subject of Present Continuous Tense

To master English, students must learn many things, including about grammar in order to use English properly and correctly. There are a number of ways lecturers can do to support teaching and learning process, one of which is by making use of technology to develop learning media. Using media is expected to make learning process about grammar enjoyable. This research aims to develop learning media using VideoScribe for the subject of Present Continuous Tense which is one of the materials studied by odd semester students at Universitas Muhammadiyah Riau. This research further designs, implements and tests the feasibility of the learning media. This research is a research and development (R&D) model with ADDIE which consists of 5 stages, namely Analysis, Design, Development, Implementation and Evaluation. The subjects of this study were undergraduate students majoring in non-English Department which consisted of 35 students in odd semester. The results of alpha testing, expert material assessment showed that the media that were designed was in a very good category with an average score of 4.26. Meanwhile, for trials with students, the video animation media using VideoScribe was in a very good category with an average score of 4.25. Therefore, it can be concluded that the instructional media designed is suitable to be used to support teaching and learning activities.

Expressed by Present Continuous

This paper aims to identify the Present Continuous tense as engaged in realizing direct evidentiality or perception in English. For this, the paper is focused on three research issues. First, the peculiarities of functioning perception verbs in the Present Continuous are given. Second, complex sentences using the Present Continuous predicates to express perception category are analyzed. Third, the Present Continuous as implying perception or direct evidentiality category in certain contexts is considered. The authors of the research set forth the following research hypotheses: 1) direct evidentially is the category implied by the Present Continuous; 2) autonomous functioning of the Present Continuous predicate in simple sentences may be considered as realizing perception category; 3) expressing perception by the Present Continuous depends on different contextual conditions. Theoretical and methodological basis of the research is based on fundamental assumptions of modern linguistic knowledge in evidentiality theory put forward by A. Aikhenvald and V.A. Plungyan. Similarly, the paper applies the methods of component and mental-logical analysis and the descriptive method. The research comprises examples of English websites and data from the British National Corpus. In general, this paper analyzes 12 examples from our 573 corpus. The research showed that although the simultaneity is systemic meaning of Present Continuous, it is not applied to represent the simultaneity of perception situation and perceived situation in complex sentences. It is scale of the objects under consideration, their multiplicity, territorial visibility, verbs semantically implying space localization that permit Present Continuous imply perception in simple sentences.

The Effectiveness of Learning By Teaching (LBT): A Case of Junior High School Students Studying Tenses

This research aimed to see if learning by teaching (LBT) could really be implemented in classrooms. This case study intended to discover if LBT was applicable to teach tenses. This quantitative research involved 50 students from the two of 8th grade classes in one junior high school in Jakarta, one of which acted as the control group and the other one as the experimental group. This research focused on the learning of five tenses, namely the simple present tense, the simple past tense, the simple future tense, the simple present continuous tense, and the simple present perfect tense. A pre-test was employed before the research started and after the treatment had been given to the experimental group, a post-test was given a week after, and another post-test was given three months later. The results show that LBT helps the subjects learn better. Moreover, they also remember their materials longer. Therefore, LBT can be a good student-centered activity which has been proven successful.

Learning Present Continuous Tense Made Easy through “Son, Mummy and the -ing Cat” Module

Learning the grammar, particularly tenses of English language may be difficult or confusing to many second or foreign language learners whose mother tongue does not have a complex grammar system, such as Malay Language. This raises problems in constructing grammatically correct sentences; both in spoken and written work. Hence, there is a need to find means that would be easy and fun to help children learn the grammar of English. This paper presents and discusses a quasi-experimental study that aimed to test the effectiveness of an innovative module developed and named “Son, Mummy and the -ing cat” to aid students in constructing correct present continuous sentences. It integrates elements of storytelling, puppetry, role-play and word cards as an in-class intervention activity. 58 Year Six (age 12) pupils experienced using the module for 13 days and their writing performance was assessed in the pre-and post-tests of their sentence-production. Findings of the paired samples t-test show a difference of means between the two tests. The students constructed more and higher instances of correct present continuous tense sentences after the use of the module. This further implies that learning a concept, although complex and confusing as the English grammar, can be enhanced with creative teaching aids.

An Analysis of Students’ Errors in Writing Negative Sentences

This study was carried out to analyze and to classify the kinds and the source of students’ errors in writing negative sentences using simple present tense and simple present continuous tense. The purpose of this study were to describe kinds of the stundents’ errors in writing negative sentences and to find out the source of errors which the students made in writing negative sentences. The method used in this study was descriptive analysis research. Descriptive analysis in form qualitative research design applied in this study was case study. Furthermore, the subject of this study was the students of the seventh grade students of SMPN 13 Cirebon which consisted of 20 students. The data were collected through writing test and interview for students. The result of the analysis of students’ errors process showed that students committed errors into ten kinds of errors are made by students: 1. Omission, 2. Additional, 3. Misformation, 4. Misordering, 5. Omission and misformation, 6. Omission and misordering, 7. Additional and misordering, 8. Additional and misformation, 9. Omission and additional, 10. Misformation and misordering. Based on the finding of analysis, it showed the students made a total of 120 errors in catagory of verb which consist of 21 are omission, 22 are additional, 15 are misformation, 6 are misordering, 8 are omission and misformation, 20 are omission and misordering, 5 are additional and misordering, 10 are additional and mosformation, 10 are omission and additional, and 3 misformation and misordering. These errors were conducted because most of students were still influenced by their mother tongue and their Indonesian logical thinking (interlingual transfer). Besides, errors occurred because students generalized the rule and applied it incompletely (intralingual transfer). To sum up, it showed that the analysis of students’ errors in writing negative sentences using simple present tense and simple present continuous tense is difficult for students.

The Implementation of Using Picture Media on Teaching Present Continuous Tense

The research is about the implementation of using picture as the media in teaching Present Continuous tense. The purpose is to see is there any significant implementation of using media in teaching Present Continuous Tense. This research conducts three steps (pre-test, treatment and post-test) and held in four meetings. The participants are 21 students of class VIIA of MTs Muhammadiyah Padangpanjang by using purposive sampling. This pre-experimental research is quantitative and the data taken from pre-test and post-test and test sheet is used as the instrumentation. The result showed that the using of picture as media has implementation in teaching Present Continuous Tense. It can be seen from the student‘s scores‘ improvements taken from all indicators. Generally, total mean of students‘ score of pre-test is 43.24 meanwhile the mean score of post-test is 71.62. The effectiveness of using this media is implemented from students‘ scores which are increased after learning Present Continuous Tense by using picture. While the most significant improvement is in the use of –ing form as the core of the Present Continuous Tense.

BASIC TENSE PROBLEMS OF THE FIRST SEMESTER STUDENTS OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

This paper investigated the problems of understanding basic or fundamental tenses in English grammar (the present tense, present continuous tense, present future tense, and present future continuous) that are faced by the first semester students of the English Language Education Study Program of Sanata Dharma University, Yogyakarta. Basic tenses in English grammar play a decisive role in various aspects related to learning English as the target language. Accordingly, it is essential to conduct a study on the issues of basic tenses in order to assist students to overcome their grammatical problems. Data were collected through questionnaires that were emailed to the participants. Results showed that the students had difficulties in producing or analyzing the present continuous tense, the present perfect tense and the present perfect continuous tense. The first semester students also faced difficulty in remembering the formula of each tense, admitting that they did not review the basic tenses regularly and the students found it difficult to comprehend their grammar lessons well in the classroom.DOI: https://doi.org/10.24071/ijiet.2018.020206

BASIC TENSE PROBLEMS OF THE FIRST SEMESTER STUDENTS OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

This paper investigated the problems of understanding basic or fundamental tenses in English grammar (the present tense, present continuous tense, present future tense, and present future continuous) that are faced by the first semester students of the English Language Education Study Program of Sanata Dharma University, Yogyakarta. Basic tenses in English grammar play a decisive role in various aspects related to learning English as the target language. Accordingly, it is essential to conduct a study on the issues of basic tenses in order to assist students to overcome their grammatical problems. Data were collected through questionnaires that were emailed to the participants. Results showed that the students had difficulties in producing or analyzing the present continuous tense, the present perfect tense and the present perfect continuous tense. The first semester students also faced difficulty in remembering the formula of each tense, admitting that they did not review the basic tenses regularly and the students found it difficult to comprehend their grammar lessons well in the classroom.DOI: https://doi.org/10.24071/ijiet.2018.020206

An Error Analysis of Students’ Translating Tenses at SMK Pasundan 2 Cianjur

Abstract The title of this paper is “An Error Analysis of Students’ Translating Tenses”. The goal of this research are to find out the kind of errors do the students commonly make in English-Indonesian translation, especialy in tenses and to find out the causes of their errors in English-Indonesian translation tenses. The method that the writer used in this research was descriptive qualitative as its method to analyze and describe entire data. The research participants of this study was the member of grade XII T-Eind’s Class at SMK 2 Pasundan Cianjur. The member of partisipants consisits of 47 male students. The data was taken from translation test and interview. After getting entire the data, then it was analyzed and describe it. Then after analyzing them, the writer found the kind of errors when students’ translating tenses. such as translation verb, translation to be, translation of “be”, translation of plural word and the unsuitable dictions of transfer the words from SL to TL in tenses. Based on the analysis the error when students translated verb in tenses consists of 83 erors from 423 data, the error when students translated to be in tenses consists of 53 errors from 423 data, the error when students translate “be” in tenses consists of 35 errors from 423 data, the error when translation plural of word consist of 8 errors from 423 data, and the unsuitable diction of translfer the word from SL to Tl in tenses consists of 37 erors from 423 data. Moreover the causes of students errors when they translated tenses are translation used word to word method, the students have not a good source language (English language), the students have not a good comprehension of vocabulary and the students not understand about tenses (present continuous tense, past continuous tense and future countinuous tense). Some suggestions was given to develop the learners’ competence and the reseacher hoped this study benefit for others reseachers as futhermore reference. Keywords: translating, tenses, an error analysis.