English is crucial in Indonesia's educational curriculum, taught early to ensure proficiency by graduation. Its global importance is seen in business, technology, science, and tourism. Mastering English, especially tenses like the Simple Past Tense, is key for effective communication. However, many students struggle with its rules and structure. This study aims to analyze these errors in narrative texts, providing insights and recommendations to improve English education at Jawharot Al Muzakky Islamic Junior High School in Malang. Using descriptive qualitative methods, the authors explored error patterns in the simple past tense among Class 9C students at MTS Jawharot Al Muzakky. Observations, interviews, and analysis of students' written work revealed common mistakes such as omitting the -ed ending on regular verbs and incorrect forms of irregular verbs. These insights can help teachers develop effective strategies to improve student learning and understanding of grammar. The assessment instrument evaluates students' narrative writing using the simple past tense, focusing on grammar, discourse management, punctuation, and neatness, rated on a scale of 1 to 4. Grammar and vocabulary scored 68.75%, indicating moderate difficulty. Discourse management scored 65.63%, showing partial relevance in idea processing. Punctuation use scored 56.25%, with 50% errors. Neatness scored 69.75%, indicating legible but untidy writing. The results suggest students have basic proficiency but need improvement in these areas.

This qualitative study analyzed the verb tense-aspect errors committed by Grade 11 senior high school students in their critique papers for the Reading and Writing subject in a private school in Tagum City, Davao del Norte during School Year 2024–2025. Anchored on the framework of Celce-Murcia and Larsen-Freeman (1999) and interlanguage theory, the study examined twelve English tense-aspect categories. Data consisted of 100 student critique papers analyzed through systematic error analysis. Findings revealed that eleven of the twelve tense-aspect forms contained errors, with highest frequency in simple present, simple past, present perfect, and simple future forms. Errors overlapped with subject-verb agreement and missing verb constructions, indicating interconnected grammatical challenges. Results highlight the need for targeted instructional interventions and integrated grammar support in academic writing instruction.

This study aims to investigate the use of AI-assisted learning with authentic Sustainable Development Goals (SDGs)-based materials to improve students’ grammar and learning experiences. The study employed an explanatory sequential mixed-methods design. Data were collected through a grammar pretest and posttest to assess students’ understanding of the Simple Past Tense and a Likert-scale questionnaire to explore students’ learning experiences. The participants were 36 eleventh-grade students at SMA Persada Bandar Lampung. Data analysis included paired sample t-test analysis and N-Gain score calculation to measure grammar improvement, as well as descriptive analysis of students’ responses. The results indicated that students’ grammar achievement improved after the implementation of AI-assisted learning. Students reported positive learning experiences and perceived AI and SDGs-based materials as helpful and engaging, although some interaction difficulties still happened. The findings suggest that AI-assisted learning with authentic materials had potential to enhance grammar learning. However for optimal outcomes, longer implementation of the learning was needed.

General Background The integration of digital and artificial intelligence technologies has become increasingly prominent in English language education, particularly to support writing development among learners of English as a Foreign Language. Specific Background Writing recount texts requires accurate grammar control, especially the simple past tense, which remains a persistent difficulty for vocational high school students. Knowledge Gap While previous studies on Grammarly mainly focus on senior high schools and universities, evidence from vocational school contexts is still limited. Aims This study aimed to examine whether the use of the Grammarly application contributes to students’ achievement in writing recount texts. Results Using a quasi-experimental pre-test–post-test control group design with 28 students in each group, the experimental class obtained a higher post-test mean score (87.86) than the control class (80.54), with a statistically significant difference (t = 3.337, p = 0.002), alongside a positive gain score and reduced score dispersion. Novelty The study provides empirical data from an underrepresented vocational education setting and demonstrates structured integration of automated feedback with guided revision practices. Implications The findings indicate that AI-based proofreading tools can be systematically incorporated into EFL writing instruction to support grammatical accuracy and more consistent learner performance 212506,+newartikel+ilmiah+masyi… . Keywords : Grammarly, Recount Text Writing, Vocational EFL Students, Grammar Accuracy, Quasi Experimental Design Key Findings Highlights: Experimental group obtained higher mean outcomes than the conventional class Score variation decreased indicating more uniform learner progress Automated feedback combined with revision practice supported error correction

This study investigates the kinds and functions of tenses used in the English for Nusantara textbook for Grade VII Junior High School (SMP/MTs). The research aims to identify which tenses appear in the textbook and to analyze how their functions are presented in relation to students’ learning needs under the Kurikulum Merdeka. This study employs a descriptive qualitative method with content analysis techniques. The data consist of sentences containing verb tenses collected from all chapters of the textbook. The analysis is based on grammatical theories proposed by Swan and supported by Hermann Ebbinghaus’s theories of the Forgetting Curve and Spacing Effect. The findings reveal that five types of tenses are used in the textbook: Simple Present Tense, Present Continuous Tense, Present Perfect Tense, Simple Past Tense, and Simple Future Tense. Among these, the Simple Present Tense is the most dominant and is presented with relatively complete functions, while other tenses appear with limited frequency and incomplete functional coverage. This uneven distribution indicates that the textbook does not yet provide sufficient and balanced exposure to all tense forms, which may affect students’ long-term retention and mastery of English grammar. Therefore, it is recommended that future textbook development distribute tense usage more evenly to support effective grammatical learning.

This research investigates the effects of implementing Problem-Based Learning (PBL) on the grammatical competence of second-semester students majoring in English Education at San Pedro University. Employing a quasi-experimental design, the study involved dividing participants into experimental and control groups, with the former receiving instruction through PBL while the latter utilized conventional methods. Assessments included pre-tests and post-tests to gauge proficiency in the simple past tense, alongside qualitative measures like classroom observations and student reflections. Findings from quantitative analysis indicated marked enhancements in the experimental group's performance, evidenced by elevated mean scores and reduced variability, suggesting PBL's efficacy in fostering deeper understanding and application of grammatical rules. Qualitative insights further revealed heightened engagement and motivation among learners. Overall, the results underscore PBL's potential as a transformative approach in language pedagogy, recommending its adoption for grammar instruction to cultivate not only accuracy but also communicative skills and learner independence.

This study investigates the comparative effectiveness of chatbot-led and human-led instruction in teaching English grammar to undergraduate EFL learners in Indonesia. Using a quasi-experimental design, the study involved 30 students from the English Department of Universitas Serambi Mekkah who were divided equally into a chatbot group (CG) (n=15) and a human tutor group (HTG) (n=15). Both groups received instruction on the simple past tense with a focus on irregular verbs during a single structured learning session. Grammar development was measured through pre-tests and post-tests, supported by semi-structured interviews to explore their perceptions. The findings show that both instructional modes resulted in measurable improvement in grammatical accuracy. The human tutor group achieved slightly higher gains in sentence construction, indicating deeper conceptual understanding, while the chatbot group reported higher engagement, reduced anxiety, and greater learner autonomy. These results suggest that chatbot tutors are effective for form-focused practice and affective support, whereas human tutors remain essential for nuanced explanation and adaptive teaching. Regarding the limitations, the chatbot group noted chatbot’s ineffectiveness in providing contextual explanations while the human tutor group considered time as the major constraint in accessing continuous and individualized support. The study concludes that a blended approach integrating chatbot tools with human instruction offers the most pedagogically effective model for EFL grammar learning.

This study analyzes common errors made by students in constructing simple past tense interrogative sentences, focusing on English language learners at STAIN Mandailing Natal who have completed the Intermediate Grammar course. This study uses a qualitative descriptive approach to analyze the types of errors that students often encounter when constructing simple past tense interrogative sentences, such as incorrect verb forms after the auxiliary verb “did”, confusion between positive, negative, and interrogative forms, and inappropriate placement of auxiliary verbs. The findings indicate that these errors stem from a lack of understanding of tense structures and a lack of practice in constructing interrogative sentences. This study highlights the importance of grammar in effective communication and suggests that teachers implement targeted teaching strategies to address these common errors. By identifying specific areas where students experience difficulties, this study aims to contribute to better teaching methods and improve students’ proficiency in using simple past tense interrogative sentences. Ultimately, this study underlines the importance of integrating grammar education into the English curriculum to foster better language acquisition and communication skills among learners.

Purpose of the study: This study aims to identify and analyze the types of grammatical errors made by tenth-grade students in writing recount texts, particularly in the use of the simple past tense, using Surface Strategy Taxonomy and Linguistic Category Taxonomy to reveal patterns of learners’ grammatical difficulties. Methodology: This research employed a descriptive error analysis approach, combining qualitative interpretation with quantitative frequency analysis. The data consisted of recount texts written by tenth-grade students of Senior high school 1 Sumberejo Tanggamus, collected through documentation. The errors were identified, classified, and analyzed based on Surface Strategy Taxonomy and Linguistic Category Taxonomy, with percentages used to indicate error tendencies rather than statistical generalization. Main Findings: The results show that misformation errors were the most dominant type (57.3%), followed by omission (24.3%), addition (5.6%), and misordering (2.8%). Most errors occurred in morphological and syntactic categories, particularly in verb forms related to the simple past tense. These findings indicate that students’ difficulties stem from incomplete mastery of grammatical rules and verb inflections rather than careless mistakes. Novelty/Originality of this study: This study contributes a dual-taxonomy error analysis that integrates Surface Strategy and Linguistic Category approaches to provide a more comprehensive diagnosis of students’ grammatical errors. The findings offer specific pedagogical implications, including the need for targeted grammar instruction, focused practice on verb-form accuracy, and error-based corrective feedback in teaching recount text writing.

This study aims to improve students’ grammar skills through literature-based instruction at MAN 1 Probolinggo. This research employed a Classroom Action Research (CAR) design. The participants consisted of 11 eleventh-grade students selected purposively. Data were collected through grammar tests administered before and after the intervention, supported by classroom documentation. The findings revealed that the students’ average pretest score (32.27) increased to 47.73 in the posttest, showing an improvement of 47.9%. This result indicates that literature-based instruction effectively enhances students’ understanding of grammatical structures—particularly simple present, simple past, and present continuous tenses—through contextual learning. The use of song lyrics such as Drunk Text, Cars Outside, and Photograph also fostered motivation and engagement throughout the lessons. Therefore, literature-based instruction is proven to be an effective approach to improving students’ grammar achievement and interest in English learning.

Abstract This article reports on an empirical study investigating the second language (L2) acquisition of the Chinese perfective markers le and guo and their aspectual/temporal features by English-speaking learners, under the framework of the Feature Reassembly Hypothesis ( Lardiere, 2008 , 2009 ). English lacks dedicated perfective markers, whereas Chinese is rich in aspect marking but has no morphologically realised tense. This study provides a feature-based account of the Chinese perfective markers le and guo and their English corresponding forms (the simple past tense -ed and the present perfect). An acceptability judgment task, a multiple-choice task, and an online sentence completeness judgment task were conducted on 65 L2 learners of three proficiency levels and 25 Chinese natives. Our findings are largely compatible with the predictions of the FRH. It is found that a complex mapping between the L1 tense and L2 aspect markers can lead to persistent learning challenges. Le is more difficult to acquire than guo as the acquisition of le involves a more intricate feature reassembly process. L2 learners must disentangle and reconfigure aspectual and temporal features in the L2 feature sets, while also distinguishing between different aspect markers in L2 Chinese.

This study examines the specific challenges Indonesian EFL students encounter when constructing Passive Voice sentences, an area where structural differences between Indonesian and English often lead to systematic errors. The research focuses on identifying the most difficult tense in passive transformation, analyzing dominant error types, and explaining the linguistic factors underlying these errors. Using a descriptive quantitative design, data were collected from 35 students of the English Education Program at IAIN Parepare through a grammar test and a diagnostic questionnaire. The results show that the Simple Past Tense presented the greatest difficulty, indicating learners’ challenges in applying tense markers absent in Indonesian. Misordering emerged as the most frequent error type (57.81%), reflecting limited syntactic awareness and confusion in determining subject-object positions during active-to-passive transformation. Other error types included Selection, Omission, and Addition, each revealing gaps in students’ understanding of participle formation, auxiliary verb usage, and sentence structure. These patterns suggest that L1 interference and insufficient mastery of morphological forms significantly affect learners’ accuracy. The study underscores the need for targeted instructional support, particularly explicit tense-focused instruction and guided practice in sentence transformation. Strengthening learners’ syntactic awareness and verb-form recognition is essential for improving their proficiency in constructing Passive Voice structures

This article explores the dynamic landscape of regional variation in English, tracing its development from the three historical diasporas to its present status as a globally distributed set of highly diversified varieties. Using Kachru’s Three Concentric Circles model as a foundational framework, the study also critically engages with contemporary post-varieties perspectives, which have emerged in response to the sociolinguistics of globalization and digital communication. Corpus-based and dialectological findings are synthesized across major variables, with particular attention to phonological features such as rhoticity, which function as strong indicators of historical diffusion timing and social differentiation. The study additionally examines morphosyntactic distinctions, noting that grammatical differences—such as regional contrasts between the Present Perfect and the Simple Past—often represent stable variation patterns, rather than mere remnants of older colonial norms . The analysis highlights a persistent tension between forces of convergence, such as dialect levelling and standardization pressures, and forces of divergence, including nativization processes and contact-induced innovation. Ultimately, understanding regional English varieties requires an appreciation of both macro-sociolinguistic mechanisms and the micro-level sociophonetic functions of variation in shaping local linguistic identities.

The study aimed to investigate errors in students’ writing assignments and identify which errors students committed most often. This research was prompted by the fact that students in SMA Labschool UNTAD Palu struggle with the simple past tense as a language feature in recount texts. Utilizing a descriptive quantitative design, the study involved 15 students as the sample. Using the Surface Strategy Taxonomy by Dulay, Burt, and Krashen as a guide, it was shown that students commit all types of grammatical errors. Misformation was committed the most with a total of 127 occurrences (80,89%). Omission ranked second with 20 appearances (12,74%), followed by addition errors with 9 appearances (5,73%), and misordering ranked last with only 1 appearance (0,64%). The high number of misformation errors indicated that students were struggling to form correct verb tenses and to choose the correct word form. This suggests that students’ understanding of English morphology and tense usage is inadequate, especially in forming sentences with past-tense verbs.

The study focused on how accurately fourth-semester English Literature students at Putera Batam University used eight types of English inflectional morphemes in their academic writing. Employing a descriptive qualitative approach complemented with simple statistical descriptions, the study reviewed students’ written assignments along with questionnaire data to determine their level of accuracy, the most frequent error patterns, and the factors contributing to incorrect forms. To assess accuracy, the researchers adopted Brown’s (1973) calculation and applied an 80% benchmark to classify whether a morpheme had been sufficiently acquired. The analysis revealed that only three morphemes—the present participle (-ing), the superlative (-est), and the simple past (-ed)—met or exceeded the expected mastery level. In contrast, several others, including the comparative (-er), the past participle (-ed/-en), the possessive (’s), and the third-person singular (-s), fell well below the threshold, suggesting that students had not yet mastered them. Further examination showed that omission was the error type that occurred most frequently, while misformation and addition followed as secondary patterns. The inaccuracies were largely attributed to the influence of Bahasa Indonesia as the learners’ first language and to internal developmental factors such as overgeneralization and partial understanding of grammatical rules. Overall, the findings point to persistent difficulties Indonesian EFL learners encounter when dealing with English inflectional morphology and emphasize the importance of more focused grammar instruction within academic writing courses

The research employs corpus linguistics to examine lexico-grammatical characteristics in research abstracts authored by undergraduate nursing, medicine, and allied health students at the University of Health and Allied Sciences in Ho, Ghana. A corpus of 150 research abstracts was extracted, of which 96 excerpts were examined for the occurrence of lexico-grammatical features — tense patterns, hedges, boosters, nominalization, technical nouns, and passive voice. The analysis focused on qualitatively determining the frequency of lexico-grammatical features in the research abstracts and quantitatively presenting them as a percentage in a table. The study found the dominant use of the present tense (68%), hedges (75%), and boosters (65%) in the introduction steps, the simple past tense (55%) and the passive voice (100%) in the method steps, the present perfect tense in the statement step (60%), nominalization in the conclusion (42%), method (33%) and introduction (25%) steps, while technical nouns were replete in the conclusion (47%), introduction (30%), and method (23%) steps. The study concludes that steps in the rhetorical moves of research abstracts written by UHAS students were replete with three tense patterns — the simple present, simple past, and present perfect tenses, and other lexico-grammatical devices—hedges, boosters, nominalization, technical nouns, and the passive voice. This paper recommends that English for Academic Purposes course teachers in Ghanaian and global universities teach students the necessary skills to effectively write tense patterns and other lexico-grammar devices in research abstracts.

This research investigates the correlation between students’ mastery of simple past tense and their ability in translating recount texts at the first year of SMA Muhammadiyah Rambah. The research was motivated by the fact that many students struggle to use past verb forms, particularly irregular verbs, which are essential in recount texts. Translation is not only about word substitution but also requires grammatical accuracy, especially in understanding tenses. This research employed a quantitative approach with a correlational design. The population consisted of 29 tenth-grade students, who were also used as the total sample. Data were collected using two instruments there are a 25-item multiple-choice test to measure students’ mastery of the simple past tense, and a translation essay of a recount text to evaluate their translation ability. The data were analyzed using Pearson’s product-moment correlation after passing validity, reliability, normality, and linearity tests. The findings showed a significant and very strong positive correlation between the two variables, with a correlation coefficient of 0.868 and a significance value of 0.000 < 0.05. This result indicates that students with better mastery of the simple past tense tend to achieve higher performance in translating recount texts. The findings also suggest that grammar, particularly tense mastery, is best learned when combined with practical activities such as translation rather than being taught in isolation. Teachers are encouraged to design learning strategies that integrate tense instruction with translation practice to strengthen students’ grammatical and translation abilities.

The research objectives were: 1) To find out the kinds of errors made by the tenth grade Students of SMK Kristen 2 Surakarta on using simple past tense in recount text. 2)To determine the dominant errors made by tenth grade Students of SMK Kristen 2 Surakarta on using simple past tense in recount text. The research subject was in class X TO (Teknik Otomotif), with 28 students. The method of data was qualitative research. This research was studied from the perspective of error analysis. There were omissions, additions, misinformation, and misordering in error analysis. The instruments used to collect the data were observation, interview, test, and documentation. After analyzing the data, the researcher found the total number of errors made by students and the total number of errors in percentage. There were Omission 20 (20%), Misinformation 77 (77%) and Misordering 3 (3%). So, the dominant error made by students was misinformation In this research result, the cause of misinformation was that the students were still confused about the correct use of the structure had limited vocabulary, especially in irregular verbs and used the nominal verb in simple past tense. Keywords: Error Analysis, Recount Text, Simple Past Tense

This study investigates the ability of second-grade students at MA Da’watul Khaer Kumbak Luah to use the Passive Voice in the Simple Past Tense and the obstacles they face in the learning process. Employing a descriptive qualitative research design, data were gathered through observations, interviews, questionnaires, and documentation. Findings reveal that students’ mastery of the Passive Voice in Simple Past Tense is predominantly low to moderate. Students commonly struggle with distinguishing between active and passive structures, selecting appropriate forms of the verb to be, and recalling past participle (V3) forms. Internal challenges include low grammar mastery, minimal motivation, and lack of independent learning, while external factors encompass conventional teaching methods, limited media, and restricted use of technology. The study emphasizes the need for innovative, interactive teaching strategies, contextualized modules, and the integration of technology-based learning tools. These interventions are expected to enhance learners’ competence in constructing and applying Passive Voice structures accurately.

Abstract Verb forms are indispensable time-reference expressions in academic citations. While they are often exploited for rhetorical functions, they are observed to be contextualized by citational and linguistic features (henceforth, citation-internal features). This study examines the association between citation-internal features and verb forms, identifying which features contextualize the use of reporting and reported verb forms. It also investigates the relationship between reporting and reported verb forms. Data were drawn from 3,694 citations from a corpus of 852 journal articles in language and linguistics and subjected to chi-square tests and residual analyses. The results indicate the association between citation-internal features and citation verb forms in reporting and reported clauses. Multiple sources, non-integral citations, general and non-human subjects, and non-research verbs contextualize the simple present, present perfect, and modal forms, while single sources, integral citations, definite and human subjects, and research verbs contextualize the simple past. The results also show that the simple past in the reporting clause is associated with the simple past in the reported clause, whereas the simple present and present perfect in the reporting clause, competing time-reference forms, are associated with the simple present and modal forms in the reported clause. The study highlights the importance of considering citation-internal contexts and the temporal relationship between reporting and reported clauses when teaching academic citations.