Simple Present Tense Research Articles

STUDENTS’ ERROR ANALYSIS IN CONSTRUCTING NEGATIVE AND INTEROGATIVE SENTENCE IN SIMPLE PRESENT TENSE

Abstract
 The aim of this research is to analyze and to identify kinds of errors made by students of Junior High School in constructing negative and interrogative sentences in simple present tense. This research used comprehensive literature review from various source. By the result, it is informed the proportion of students’ simple present error in constructing interrogative sentence based on surface strategy taxonomy, the percentage omission is 80.9%, addition is 0.20%, misformation is 0,47%, and misordering is 0.62%. so that the most common error committed by the students in constructing negative and interrogative sentence is omission error. The finding of this research provide a literature for English teachers and also for students, should pay more attention to writing teaching and learning process and also stress on the material in which difficult for the students. They may use a new method in teaching learning process especially in teaching grammar about simple present tense .

Speech Acts In The Students’ English Textbook For Junior High School

The current research objective was to analyse the ninth grade students’ textbook in the Junior High School publishes by the Indonesia Ministry of National Education based on the 2013 Curriculum. The research problems were focused on the speech acts’ social functions, linguistic features, and language elements. The research was designed in a qualitative approach. Data were analysed descriptively by classifying the speech acts’ social functions, linguistic features, and language elements. The research findings were, firstly, the speech acts’ social functions were stating, describing, explaining, ordering, asking, advising, praying, requesting, complimenting, thanking, boasting, congratulating, apologizing, welcoming, condoling, refusing, offering, guaranteeing, and promising acts. Secondly, the speech acts’ linguistic features designed were imperative, interrogative, and declarative sentences. Thirdly, the speech acts’ language elements used were simple present tense, present continuous tense, present perfect tense, simple past tense, past continuous tense, past perfect tense, and simple future tense.

THE EFFECT OF TEAMS GAMES TOURNAMENT (TGT)STRATEGY WITH THE HELP OF WORD WALL APPLICATION ON THE STUDENTS’MASTERY OF SIMPLE PRESENT TENSE AT X GRADE OF SMA N 7 TANJUNGBALAI

<p>The goal of this research is to determine if the effect of Teams Games Tournament (TGT) Strategy With The Help of Word Wall Application on The Students’ Mastery of Simple Present Tense at X Grade of SMA N 7 Tanjungbalai. This research employed quantitative research with a two-class design, exprimental class and control class. This research's population consisted of all class X students from SMA Negeri 7 Tanjungbalai. Simple random sampling was used to choose two classes for the research sample: 32 students from the experimental class (X IPS 1) and 32 students from the control class (X IPS 2). A multiple choice test was used to collect data. The t-test formula was used to analyze the data. From this analysis, by comparing pre-test and post-test scores, the exprimental class had a lower pre-test mean score (53,4>56,6) and a higher post-test mean score (76,5>72,3) than the mean score in control class. This research found that using Teams Games Tournament (TGT) Strategy With The Help of Word Wall Application has significant effect in simple present tense. It can be proved by the result that t<sub>score </sub>(t<sub>o</sub>) = 11,25 was higher than the t<sub>table </sub>(t<sub>t</sub>) = 1,999 with the significant 0,05 or it can be understood as T<sub>o </sub>> T<sub>table</sub> (5% ) = 11,25>1,999. So, Ha is accepted. In another word, using Teams Games Tournament (TGT) Strategy With The Help of Word Wall Application more effective and more significant than using conventional way.</p>

The Effectiveness Of Jeopardy Game To Teach Writing (An Experimental Study At Indonesian Seventh Grade Students)

This study was conducted to determine the effectiveness of using Jeopardy game (teaching and learning media) in writing skill for simple present tense topic. The method used for research was quasi-experimental with two group pretest-posttest. The participants of this study were Indonesian students at seventh grades. The research was conducted by 8 meetings, 6 meetings for treatments and 2 meetings for pretest-posttest. The research data collection used normality test of Shapiro Wilk, a test of test on SPSS program. The result of the research showed the different significance before and after treatment with data analysis criteria of t-test showed a t of -6.406 and the probability (p) <0.05 was 0.00. The study showed the effectiveness of using Jeopardy game to teach simple present tense in writing skills.

Analyzing 7th Graders' Simple Present Errors in Descriptive Writing


 
 This study aims to investigate the dominant errors in the use of the simple present tense by seventh grade students when writing descriptive texts. The qualitative research method was employed, utilizing data analysis techniques to process the collected information. The population consisted of 45 students from two different classes at SMP Muhammadiyah 10, with 37 students' exercise results being analyzed. The data was obtained from students' written compositions in which they employed the simple present tense to describe various subjects. The findings revealed four major error types: omission (46.90%), addition (16.04%), misformation (27.16%), and misordering (9.90%). Among these, omission errors were the most prevalent, comprising 38 errors or 46.90% of the total. The results emphasize the need for targeted instruction and practice to enhance students' mastery of the simple present tense in writing descriptive texts, thereby improving their overall English language proficiency.
 
 Highlights:
 
 
 Error analysis: Identifying and analyzing errors in the use of simple present tense in descriptive texts.
 Seventh grade students: Evaluating the proficiency of students in using the simple present tense.
 Qualitative method: Employing a qualitative approach to gather and analyze data on error patterns in descriptive writing.
 
 Keywords: simple present tense, descriptive texts, error analysis, seventh grade students, qualitative method.
 
 
 
 
 
 
 
 
 

Deciphering Descriptive Text Challenges: Seventh-Grade Students' Writing Difficulties

This qualitative descriptive research explores the challenges faced by seventh-grade students in writing descriptive text and identifies their underlying causes. The study, conducted at SMP PGRI 16 Sidoarjo, employed students' writing exercises and interviews with an English teacher and first-grade students as data instruments. The analysis revealed three key areas of difficulty: generic structure, grammar (including the use of nouns, pronouns, conjunctions, prepositions, and simple present tense), and spelling. The identified causes encompassed inadequate English proficiency, insufficient knowledge of descriptive text material, disinterest in learning English, as well as internal and external factors such as family background and students' skills and capabilities. The findings shed light on the specific areas of difficulty and their root causes, providing valuable insights for educators and curriculum developers aiming to enhance students' proficiency in writing descriptive text.
 Highlights:
 
 Students' difficulties in writing descriptive text: The study identifies challenges in the generic structure, grammar, and spelling faced by seventh-grade students.
 Causes of difficulties: The research uncovers factors such as English proficiency, knowledge gaps in descriptive text material, lack of interest in learning English, and internal/external influences.
 Implications for educators: The findings offer insights to enhance instructional approaches and curriculum development for improving students' proficiency in descriptive text writing.
 
 Keywords: descriptive text, seventh-grade students, difficulties, causes, qualitative research.

Peningkatan Hasil Belajar Tematik Terpadu Menggunakan Model CIRC Berbantuan Media Gambar di Kelas IV SDN 29 Kabupaten Pesisir Selatan

This research is motivated by integrated thematic learning in grade IV SDN 29 South Coastal District, this study aims to determine the improvement of the integrated thematic learning process for theme 9 using the CIRC model for class IV SDN 29 Pesisir Selatan Regency. This research is a classroom action research (PTK) which consists of four stages, namely planning, implementation, observation, and reflection. This research was carried out in two cycles consisting of three meetings. This study uses a qualitative and quantitative approach, the subject of this research is the fourth grade educators and students at SDN 29 Pesisir Selatan Regency with a total of twelve students. The results showed an increase in student learning outcomes in class IV, this increase can be seen from the learning implementation planning (RPP) cycle I was 65% and cycle II 72.5%. implementation of learning on the aspect of educators in the first cycle is 67.15% and 75% in the second cycle. the implementation of learning on the aspects of students in the first cycle is 67.15% and the second cycle is 75%, the learning outcomes of students in the first cycle are 56% and the second cycle is 91.66%. thus it can be concluded that the CIRC model in class IV at elementary school in south coastal regency can improve student learning outcomes.while the results and conclusions in the form of simple present tense.

Analyzing Errors: An Examination of Simple Present Tense Usage in Descriptive Text


 
 
 This study investigates the common errors made by students when using the simple present tense in writing descriptive texts. The aim of the study is to identify the specific types of errors that occur and to explore the factors contributing to these mistakes. The research adopts a descriptive qualitative method to gather data, employing a written test as the data collection tool. To categorize the errors, a surface strategy taxonomy is utilized, which includes four categories: omission, addition, misformation, and misorder. By analyzing the collected data, a total of 214 errors were identified, with 95 instances of omission errors, 22 addition errors, 75 formation errors, and 22 ordering errors. The findings highlight that the most prevalent type of error made by students is omission, while misformation, misorder, and addition errors are relatively less frequent. In addition to error analysis, the study explores the reasons underlying these errors, particularly focusing on interlingual and intralingual transfer. Interlingual transfer refers to the influence of a student's first language on their second language usage, while intralingual transfer refers to the influence of existing knowledge and patterns within the second language itself. These factors contribute to the occurrence of errors in the simple present tense usage within descriptive texts.
 
 

Using Grammar Bahasa Inggris Apps as Teaching Media to Improve Students’ Grammar on Simple Present and Simple Past Tense at Senior High School 3 Majene

This research aims to determine whether or not Grammar Bahasa Inggris Apps can significantly improve Students’ Grammar on simple present and simple past tense at eleventh-grade of Senior High School 3 Majene. This research used a quantitative research method with a quasi-experimental non-equivalent design. The respondents of this research were the eleventh-grade students of SMAN 3 Majene who were selected using a cluster random sampling technique. The data of this research were obtained using test (pre-test and post-test), and questionnaires. The data analysis technique of test used was an N-Gain Score with the SPSS version 25 application for windows. Then, the questionnaire was calculated using a Likert Scale. The findings of this research indicated that Grammar Bahasa Inggris Apps significantly improve Students’ Grammar on simple present and simple past tense at eleventh-grade of Senior High School 3 Majene. This is indicated by the mean N-Gain percent value for the experimental class was 70.5540 or 70.5

Analysis of Tenses Used in “New Headway” Movie: The Relevance to Merdeka Curriculum for Junior High School

Teaching tenses to Junior High School by using board or textbooks is monotonous and often confusing. Learners can not see clearly the application of tenses in practice. To understand better, learners need more appealing media. This study analyzed a European movie so students can see how native English actually use tenses in daily life. Azar’s theory of tense was used to investigate types of tenses in the movie then English for Nusantara Grade VII book was used to meet their appropriateness to the merdeka curriculum for junior high school as the Indonesian updated curriculum. Using qualitative approach with Content Analysis method, this study followed steps promoted by Subhojit Dey, et al. The results showed that there were five tenses found in the movie namely present simple (70%), past simple (19%), future simple (3%), present progressive (4%), and present perfect (4%). Since according to the merdeka curriculum only descriptive and procedure texts are mandatorily introduced to the seventh graders of junior high school, the movie already provided enough sources for teaching and learning present simple tense (70%). Meanwhile, it is optional to introduce about the other tenses found due to its nessecity in basic conversations.Keywords: Tenses, Movie, Merdeka Curriculum.

Error Analysis in Second Language Acquisition (SLA): Types and Frequencies of Grammatical Errors of Simple Present and Past Tense in the Elicited Written Production Task of Arab EFL Undergraduate Learners

This investigation aimed to examine the types and frequencies of grammatical errors of present and past tense and agreement in the elicited written production task (EWPT) of Arab EFL learners. The sample of the study comprised 67 Arab EFL undergraduates selected through a simple random sampling method and subdivided into three proficiency levels. The data collection instrument was the EWPT, which consisted of two passages and a total of 46 test items. The EWPT was collected and the errors committed by the students were identified, classified, and analyzed in frequencies. Then, statistical analysis was performed using SPSS 21. The findings demonstrated two basic types of grammatical errors: error of misformation (EM) and error of omission (EO). Overall results revealed that incorrect use of inflectional morphemes was higher for the EM than for the EO of inflectional morphemes across the three groups of participants. The ungrammatical EM is characterized by the use of incorrect forms, including misusing phonologically similar words, incorrect suffixation, substitution, as well as overgeneralization of be verb forms. Based on these findings, some recommendations and pedagogical implications were proposed, which might assist EFL teachers in developing feasible teaching propositions and policies.

THE CORRELATION BETWEEN SIMPLE PRESENT TENSE MASTERY AND DESCRIPTIVE PARAGRAPH WRITING ABILITY OF THE ELEVENTH-GRADE STUDENTS OF SMAN 1 BLAHBATUH

The present study used an ex-post facto research design that figure out the correlation between simple present tense mastery and descriptive paragraph writing ability of the eleventh-grade students of SMAN 1 Blahbatuh in academic year 2022/202. The present research sample consisted of 60 students from 247 populations of the eleventh-grade students of SMAN 1 Blahbatuh in academic year 2022/2023. Chosen by random sampling method that chosen by the teacher. The data were collected by administering the research instrument in the form of sentence writing test and descriptive paragraph tests. The obtained data were analyzed by using Pearson product-moment correlation and T-test. The data analysis result showed that the students’ simple present tense mastery correlated with their descriptive paragraph writing ability. To sum up, the present research findings finally confirmed that there was a significant correlation between simple present tense mastery and descriptive paragraph writing ability of the eleventh-grade students of SMAN 1 Blahbatuh in academic year 2022/2023.

PARAGRAPH UTILIZING ON BBC NEWS IN ANALYSING SIMPLE PRESENT TENSE: A MORPHOLOGICAL APPROACH

The purpose of this study is to investigate the paragraphs utilization on BBC News in analyzing simple present tense by using morphological approach. The object of the research was non-EFL students of IAIN Syekh Nurjati Cirebon. The sample of the research was 32 students. This research implemented a descriptive method, an action research. An action research is a method of testing theories using the real world. To make the students understand the simple present tense therefore the researcher applied a morphological approach to analyze simple present tense. The steps of the research are first the students are asked to read the paragraph of the BBC News and then find the simple present in which the verbs experienced affixation -s, -es, and -ies . The next step is that the students complete the missing word. Data collection is taken from the students' answers. The students do the activity regularly to know the influence of the treatment. The resulting score of the post-test showed that the ability of the students in analyzing simple present tense in English News by using BBC News application and using morphological approach was effective. It indicated that all treatments successfully helped the students in analyzing simple present tense. Based on the score after the implementation of the treatment, the analyzing skill of the students improved. Adding -s, -es, and -ies on the verbs in the simple present in the paragraph of the news on BBC News is a morphological process.

Do Artificial Intelligence Chatbots Have a Writing Style? An Investigation into the Stylistic Features of ChatGPT-4

Even though Turnitin generates AI (Artificial Intelligence) writing detection reports, these AI reports shall not be used for punitive purposes as Turnitin AI reports accuracy is way below the 98% claimed by Turnitin, as revealed in this study. To assist professors, teachers, and content evaluation stakeholders in their strive to identify AI-generated material, this study examines the stylistic features of case study, business correspondence, and academic writing ChatGPT-4 generated responses by exploring sentence length, paragraph structure, word choice, mood, tense, voice, pronouns, keywords density, lexical density, lexical diversity, and reading ease. The study revealed that ChatGPT-4 case study generated responses are produced in paragraphs of 2 to 3 sentences of 16 to 18 words each. The sentences are mainly formed in imperative mood. The use of the second-person pronoun ‘you’ and the second-person possessive determiner ‘your’ is prevalent. Keywords and lexical density are relatively low, lexical diversity is average, and the reading ease is relatively high. The study also found that ChatGPT-4 business correspondence responses are generated in paragraphs of 2 to 3 sentences of 16 to 20 words each. The sentences are mainly generated in declarative mood thru simple present tense in active voice using third-person singular pronouns. Technical words and abbreviations are used without outlining what they stand for. The keywords density, lexical density, and lexical diversity are high and the reading ease is low. The study also revealed that ChatGPT-4 academic writing generated responses are provided in paragraphs of 3 to 4 sentences of 16 to 19 words each. The sentences are mainly generated in declarative mood using active voice, agentless passive in times, with diverse present tenses. Keywords and lexical densities are high and the lexical diversity is low, which makes the reading ease average difficulty, except for the undefined abbreviations. Noticeably, ChatGPT-4 supports the transgender movement by intentionally using the third-person plural pronoun ‘they’ to refer to a singular.

ANALYSIS OF GRAMMATICAL ERRORS IN USING SIMPLE PRESENT TENSE IN DESCRIPTIVE TEXT

This research aims to find out the kind of error frequently made by the students in using simple present tense in descriptive text and the source of errors made by the students. This research is qualitative descriptive. The subject was selected by using purposive sampling. The subject of the research was the eighth grade students of SMP Negeri 9 Palu consisting of 30 students. The techniques for collecting the data were tests and questionnaires. The researcher used the technique of analyzing the data from Ellis and Barkhuizen. The steps to analyze the data were collecting data, identification, description, explanation, and evaluation. The result indicates four types of errors namely omission, addition, misformation, and misordering. The most frequent error made by the student was omission and the least frequent error was misordering. The interlingual transfer was the highest gradation of possible source of students' error in using simple present tense.

A COMPARATIVE STUDY OF REPORTING VERBS IN NON-NATIVE MA THESES AND INTERNATIONAL JOURNAL ARTICLES

Using reporting verbs effectively in academic writing is an essential academic skill and a prominent learning activity to present previous research outcomes. But it seems to have been a problem for non-native graduate students for many years. Non-native learners often use reporting verbs inappropriately. To raise graduate students’ awareness of using reporting verbs, this study compares the frequency, types, and tenses of reporting verbs in the literature review section of 25 MA theses written in English by Chinese graduate students, and 45 articles from 5 prestigious international journals in the field of linguistics. The findings demonstrate the similarities and differences in the use of reporting verbs by Chinese graduate students majoring in English and international experts in the field of linguistics. The two groups of writers use discourse, research, and cognition reporting verbs in a descending order of frequency. Chinese graduate students use a larger number but fewer types of reporting verbs. Experienced researchers demonstrate greater proficiency in using reporting verbs than graduate students who are considered novice researchers. The comparison also reveals that the two groups of writers show a similar tendency in using verb tenses to report information, namely, using simple present tense and past tense frequently, and using the present perfect tense infrequently. Via the analysis, suggestions for novices and pedagogical implications are provided.

An Analysis of Errors in Present Indefinite Tense Sentences: A Case of 6th Grade ESL Learners of Sialkot, Pakistan

Reading the piece of writings in the target language is also suggested to enhance creative ability, while the basic tenets of English Grammar can also be improved through a comparative study of the grammatical concepts. The study aims to identify, discuss, explain, and categorize the grammatical errors, especially errors in present indefinite tense sentences committed by the ESL learners of 6th grade at Cantt Public High School, Sialkot, Pakistan, due to overgeneralization in written exercises. The study gathered data through a worksheet task comprising 10 items of translation sentences from Urdu to English and ten items of English fill-in-the-blanks comprised of grammatical use of present simple tense and agreement morpheme. Corder’s model (1967) of error analysis has opted to analyze the errors in the present indefinite tense. This study pays great attention to overgeneralization in Present Indefinite tense sentences of ESL learners of 6th grade. The learners overgeneralize in the use of rules used for verb forms and auxiliary verbs. The present study also found that a lack of knowledge of the rules of the target language, in addition, to overgeneralization, is the cause of such errors, for instance, the inappropriate use of prepositions. The findings suggest that teachers of English should focus their attention on the troublesome aspect of the present simple tense while also encouraging students to apply the drill practice to the study of the present indefinite tense. This study has a few limitations as it was not feasible for researchers to analyze all kinds of tenses and find all types of errors according to the opted model due to time restraints.

THE CORRELATION BETWEEN SIMPLE PRESENT TENSE MASTERY AND DESCRIPTIVE PARAGRAPH WRITING ABILITY OF THE ELEVENTH-GRADE STUDENTS OF SMAN 1 BLAHBATUH

The present study used an ex-post facto research design that figure out the correlation between simple present tense mastery and descriptive paragraph writing ability of the eleventh-grade students of SMAN 1 Blahbatuh in academic year 2022/202. The present research sample consisted of 60 students from 247 populations of the eleventh-grade students of SMAN 1 Blahbatuh in academic year 2022/2023. Chosen by random sampling method that chosen by the teacher. The data were collected by administering the research instrument in the form of sentence writing test and descriptive paragraph tests. The obtained data were analyzed by using Pearson product-moment correlation and T-test. The data analysis result showed that the students’ simple present tense mastery correlated with their descriptive paragraph writing ability. To sum up, the present research findings finally confirmed that there was a significant correlation between simple present tense mastery and descriptive paragraph writing ability of the eleventh-grade students of SMAN 1 Blahbatuh in academic year 2022/2023.

A Critical Discourse Analysis of Doctor Dickson Tsey’s Speech on Quality Teacher Education in the 21st Century

Aim: Socio-education drives the growth and development of contemporary societies. Quality teacher education greatly influenced learning outcomes. The study aimed at exploring how language was employed to call for strategic partnership in the production of quality teachers in a speech by Doctor Dickson Tsey.
 Methods: The study employed qualitative method specifically the critical discourse analysis to analyze Doctor Dickson Tsey’s speech.
 Results: The study found out that frequent use of simple present tense articulated the real issues of quality teacher education during the speech delivery. It was obvious that the speaker identified himself as a stakeholder of quality teacher education due to his frequent use of we/us; pronouns in the speech. Doctor Dickson Tsey’s chose and used possessive adjectives such as my, our, your, his and her as modifiers in his speech to describe the ownership of AMECO. Figures of speech such as hyperbole, idiom, repetition and personification were used by Doctor Dickson Tsey to create mental images and sensory impressions for emotional effect and intensity. It was also found out that the speech called for stakeholders’ support for quality teachers’ education.
 Conclusion: The roles of strategic partners in providing quality teacher education cannot be underestimated. Stakeholders such as government, the church, traditional leaders, principals of colleges of education, alumni, staff and students were addressed by the speech suggesting that partnership is very crucial for quality teacher education in the 21st Century.
 Recommendations: The study recommend that Doctor Tsey’s speech should be considered by policy planners of education to enable them factor quality teacher education programmes into the country’s educational policies. Colleges of educations should incorporate quality teacher education activities into their carriculum to enhace their training. Stakeholders of teacher education should initiate programs to create awareness in the public on the need to support quality teacher education. There should also be unity among the stakehoders and the colleges since a strategic partnership cannot be built in the absence of strong collaboration and togetherness. This study shall serve as a basis for further research in areas that influence learning outcomes such as community-teacher relationship.

A Cognitive Linguistic Study of the Present Simple: An Experimental Study in the University of Baghdad

Some research reports that cognitive grammar (CG) theory has good contributions to teaching English as a foreign language. In this research, the researchers seek to apply this theory and its principles when teaching the simple present tense to Iraqi students who face difficulties in differentiating between the multiple usages of this tense. To achieve this objective, the researchers have conducted an experimental study on a group of 60 Iraqi students in the University of Baghdad, College of Education for Women. Langacker’s (2003) theory has been adopted in the analysis of the cognitive relations to understand the common and different connections of these usages of the simple present. The study has concluded that the cognitive grammar theory contributed to improving the participants' capacity in comprehending, using the present simple, and in correcting the grammatical errors that they used to commit. Moreover, the theory helped the participants to differentiate between the simple differences of English tenses when they overlap.