Simple Present Tense Research Articles

Underlying Knowledge vs. Surface Realization: A Study of Oral and Written Competence of the Third Person Singular -s in L2 English

This study was an attempt to analyze an elicited set of data from a second-language speaker of English. The informant was an Arab female student living in an English-speaking country who has had English-language training in an intensive English-language program for approximately one year. The purpose of the study was to identify the utterances, phrases, or dialogues that contain the use of the third-person singular -s (3SG -s) morpheme and investigate the patterns and reasons for the informant’s use of 3SG -s in light of the missing surface inflection hypothesis (MSIH). The research examined the informant’s underlying knowledge of the simple present tense to determine whether the resulting oral production reflected that knowledge. The study utilized two instruments to collect the data: a picture-based task and a sentence completion task. Although the results revealed no significant discrepancy between the informant’s oral and written productions, the study offers explications from other instances in which the 3SG -s was incorrectly used or omitted. While additional tests are needed, the study provides insights for English-language teaching professionals and classroom practices.

Integration of English Songs as Learning Media for the Improvement of Descriptive Writing

This study examines the effectiveness of English songs in enhancing students' descriptive writing skills in a senior high school in Takalar, involving 36 tenth-grade students. A pre-experimental design was utilized, incorporating pre-tests and post-tests to assess writing performance before and after the intervention. Results showed a significant improvement, with average post-test scores increasing from 63.8 to 82.6. Paired t-test analysis confirmed this enhancement, revealing a mean difference of 18 points and a t-value of 6.066 (p < 0.05). The N-Gain score of 0.46 indicates moderate overall improvement. These findings suggest that English songs serve as effective authentic materials, engaging students and improving their content organization, vocabulary usage, and grammatical accuracy, particularly in the simple present tense. This research underscores the value of using English songs as a teaching tool to enhance descriptive writing skills, offering valuable insights for educators.

Pelatihan Kemampuan Percakapan Sehari-Hari Menggunakan Simple Tense Pada Siswa Kelas V SD Islam Bandar Kidul

The purpose of this project is to assess students' proficiency with the Simple Present Tense in everyday speech. This activity was intended for 35 Bandar Kidul Islamic Elementary School fifth graders. A pre-test, material discussion, games, practice questions, and a post-test are all part of this English language proficiency exercise. This exercise was conducted in accordance with the findings of earlier observations and pre-tests. The exam results indicate that most pupils are still struggling to learn how to use the Simple Present Tense. With a fresh learning environment and enjoyable teaching strategies, students may comprehend Simple Present Tense sentence structures as a consequence of this practice. Additionally, pupils are able to apply

Structural Analysis of Rhetorical Moves in Research Article Abstracts: Philippine E-Journals

The abstract is a crucial component of a Research Article (RA). Authors must capture readers’ attention from the very first sentence of their abstracts to encourage them to continue reading both the abstract and the full article. Consequently, it is essential for an abstract to be well-crafted. This study aimed to investigate the rhetorical moves and linguistic features found in a research article abstract (henceforth RAA) published in Philippine E-Journals. A corpus of 20 published RAs from Philippine E-Journals, 10 for qualitative and 10 for quantitative, have been analyzed following J.M. Swales (1990 and 2004) move analysis. The results showed that the RAAs consist of five moves (Moves 1 to 5). Authors showed a clear preference for Moves 2 (Present/Research/Purpose), 3 (Methods/Materials/Subjects/Procedures), and 4 (Results/Findings), which were consistently used across all analyzed abstracts from Philippine E-Journals and considered obligatory. The analysis of linguistic features revealed that authors predominantly used the Simple Past Tense in Moves 2, 3, and 4, while Moves 1 and 5 primarily employed the Simple Present Tense. Additionally, the findings demonstrated a preference for active voice, with many authors expressing their moves more naturally in this form, particularly in Moves 1, 2, 4, and 5. In conclusion, this study highlights the importance of well-structured rhetorical moves and the effective use of linguistic features in research article abstracts published in Philippine E-Journals, demonstrating a clear preference for essential components that engage readers and enhance the clarity of the research presented.

Large Language Model (LLM-ChatGPT) and Learner Autonomy: Teaching Present Simple Tense as a Model

Large Language Model (LLM-ChatGPT) and Learner Autonomy: Teaching Present Simple Tense as a Model

AN ANALYSIS STUDENTS DIFFICULTIES IN USING THE SIMPLE PRESENT TENSE IN REPORT TEXT BY CLASS XI IPA 1 SMAN 2 KUTACANE IN ACADEMIC YEAR 2023/2024

Simple present tense is the part of the tense that must mastered by students in learning English if students have not fully understood the material of simple present tense then it can result in the achievement of student learning outcomes, see the formulation of the problem in this study, namely: what kind of difficulty students have in using simple present tense. This study uses a qualitative descriptive method that aims to determine the difficulties of students in using simple present tense by grade XI IPA 1 students. Data collection in this study was a questionnaire consisting of 20 students as a source of data in research. The result showed that there were 3 aspects of students difficulty in using simple present tense, including grammar, use of simple present and adverb of time. based on the research data obtained there are 3 students who choose the least correct answer (on grammar) then on (use of simple present) there are 1 students who choose the least correct answer and for (adverb of time) there were 8 students who answered the statement although not all were answered correctly. This shows that for all three aspects of this study, adverb of time is one of the levels of difficulty faced by students in learning tenses. Meanwhile, for the overall percentage of students in understanding and using simple present there are 18.06% (in grammar), then 37.3% (in use simple present) and the last 45% (in adverb of time).

Research Article Abstracts in Management Sciences Written by Thai EFL Scholars: An Analysis of Rhetorical Moves, Verb Tenses and Voices

Research article (RA) abstracts play a critical role in disseminating research findings, particularly challenging for non-native English speakers. While prior studies have explored the move analysis of RA abstracts across various subjects, the management sciences—a globally prominent field—have received less attention. This study addresses this gap by examining the rhetorical move patterns, verb tense usage, and voice constructions in 200 RA abstracts from Thai tier 1 management journals written by Thai scholars. The results showed that: 1) the Purpose-Method-Product structure was the most commonly employed move pattern; 2) present simple tense was mostly found in the Introduction, Purpose, and Conclusion sections, while past simple tense was preferred in the Method and Result sections; and 3) active voice was frequently used in the Introduction, Purpose, Product, and Conclusion sections, with a mix of active and passive voice mainly appearing in the Method section. The findings of the present study offer valuable insights for academic writing course developers, material designers, lecturers, and novice researchers, enhancing their understanding of RA abstract writing and supporting their integration into scientific communities.

Integrating Islamic Values in Teaching Grammar for Young Learners: A Guide for Educators

This study is intended to depict how impression learning (IL) principles were fused into an English class in an Indonesian Islamic elementary school and how the students' grammar skills were fostered during and after the learning process. This research implemented a classroom practice-based model to explore the delivery of IL programs, specifically focusing on teaching the preposition of places through the concept of singular and plural using simple present continuous tense to young learners. The IL principles were a combination of Talqiyyan Fikriyyan and inductive learning to make the teaching-learning process active, student-centered, and felt by pupils. A case study was also used to investigate various aspects of a particular phenomenon, including teaching steps, teacher-students dialogues, and student engagement in the learning process. Moreover, concrete materials were intentionally deliberated to stimulate students' senses, thus adding a unique dimension to the study. In addition, two intervention sessions were designed in which each intervention consisted of (a) teaching grammar from specific to general and (b) twelve steps of teaching IL principles (opening the class by giving a prayer, motivating and reminding the rules of learning, remembering the previous lesson, asking the students' prior knowledge related to the material and mentioning the lesson objective, stimulating students' interest in learning by observe and imitate, saying the sentences, installing the Islamic value, engaging students to play words card game, giving some rewards, question and answer, explaining the material comprehensively, and reflection). Hence, this study provides an alternative model of teaching grammar to young learners.

Applying The Egra Technique in Teaching Simple Present Tense and Simple Past Tense

Applying The Egra Technique in Teaching Simple Present Tense and Simple Past Tense

Present simple forms in the written work of Bangladeshi EFL learners

This paper presents an investigation on plausible causes of similarities and differences of present simple tense features in the written work of Bangladeshi EFL learners. It endeavours to compare between British Standard English (BSE) present simple tense features found in different standard sources and the same used by the Bangladeshi EFL learners. In doing so, content analysis is employed on written compositions of a specific topic and these are collected from 30 postgraduate advance level Bangladeshi EFL learners with a special focus on the use of present simple form. Atlas.ti software is used to analyse the collected data. It is found that the features of present simple tense are the mostly used form and also a complex part of the learner’s written work. The study has found that one of the major causes of similarities and dissimilarities between the two standards are the cross-linguistic influence (CLI). This influence may be a ‘positive transfer’ that refers to the facilitating effects of one language in acquiring another; or a ‘negative transfer’ i.e. the divergences due to some differences between the target language and the native one of the learners (Odlin, 2013). For the similar features between the Bangladeshi native language, Bengali (L1) and English present tense, the learners can easily adopt the features; contrarily, they make occasional mistakes in writing or do not use in the cases of dissimilar features. Thus, based on current CLI and second language acquisition (SLA) theories, the study has hopefully contributed to the theoretical development of cross-linguistic study in written English in Bangladesh.

Linguistic discourse analysis of lexico-grammatical features of moves in the research abstracts of medical students in a Ghanaian university

Writing a quality research abstract is crucial for a scholarly report. An abstract should be information and lexically dense, formal, and have a professional tone. This requires precision, objectivity, logicality, technicality, and comprehensiveness. However, writing a good-quality research abstract is a hurdle for novice and inexperienced undergraduate students who study English as a Second Language (ESL), that is English language learners worldwide. This article interrogates the research abstracts written by undergraduate medical students who also studied English Language at the University of Health and Allied Sciences (UHAS) in Ho, Ghana. A qualitative-quantitative approach, guided by Hyland’s (2000, 2004) five-move model, was used to analyze the lexico-grammatical features in the rhetorical moves of the research abstracts written by these students. A corpus of 23 extracts representing a quota of sample tenses, hedges, boosters, and nominalization were analyzed. The data were coded manually and presented as frequency counts and percentages in tables and graphically. The results revealed that rhetorical moves in the research abstracts written by undergraduate medical students of UHAS in Ho, Ghana were replete with simple past, simple present, and perfect tenses, and lexico-grammatical devices such as hedges, boosters, and nominalization to a greater or lesser extent. The study concludes that the research abstracts written by undergraduate medical students of UHAS follow Hyland’s (2002, 2004) five rhetorical move model, and are constituted by specific lexico-grammatical features. The pedagogical implications are discussed, and suggestions for future research are provided.

Linguistic Characteristics In The Research Background And Problem Statement In The Doctoral Thesis Of Arabic EFL Students In Malaysia

This study explores the linguistic features within the move structures of the research background and problem statement sections in Chapter One of PhD theses written by Arab students in Malaysia. The analysis focuses on four key language elements: verb tense, modality, voice (active and passive), and personal pronouns. A corpus of 30 theses was analyzed to determine common linguistic patterns, revealing significant insights into the language choices of these academic writers. The study employs concordance and hand-tagged analysis to examine verb tense and voice, with manual verification for modality and personal pronouns to ensure accuracy. Eight distinct verb tenses were identified, with the present simple tense being the most frequently used, representing 55.30% of the total instances. This indicates a preference for focusing on current knowledge and ongoing research. In contrast, the past simple and future simple tenses were used to describe past methodologies and future implications, respectively. Modal auxiliaries play a crucial role in conveying sentiments and opinions. The study identified seven modal verbs, with 'can' being the most commonly used, suggesting a focus on possibility over obligation. The analysis of voice patterns revealed a higher occurrence of active voice (79.66%), especially in moves that conveyed up-to-date knowledge. In contrast, passive voice was more common in methodological descriptions, indicating a focus on the actions or subjects rather than the actors. The study also examined the usage of personal pronouns, finding a higher frequency of third-person pronouns, suggesting a more objective narrative style. These findings offer valuable insights into the linguistic choices of Arab EFL students in academic writing, providing a deeper understanding of their communicative intentions and alignment with academic discourse conventions. The results can guide future research on linguistic patterns in academic writing and help educators support EFL students in improving their writing skills.

English Tense Analysis in Civil Engineering Book Using AntConc Application

Civil engineering, as a discipline, depends on accurate communication to deliver complex design specifications, construction methodologies, and structural analyses. English tenses in technical writing contributes to a crucial role in ensuring that information is not only conveyed accurately, but also comprehensively understood by students within the learning processes. Since most of the learning books in civil engineering field use English, thus students’ comprehension of English also becomes necessary. One of the approaches to improve the English learning process in the classroom is by utilizing technology, namely AntConc 4.2.0 Software. This study aims to observe the frequency of sentences in the AntConc related to the present tense used in the civil engineering book. The method used in this study was a mixed-method design. The quantitative method was used in the early stages of research to obtain data to be studied, involving the selection of a relevant civil engineering e-book. Moreover, qualitative method was used to analyze sentences that have been grouped into using simple present tense to obtain general linguistic patterns. The finding reveals that the most used tense in civil engineering book chosen is the simple present tense. Furthermore, it also demonstrates how AntConc 4.2.0 Software facilitates vocabulary acquisition and reveals patterns of language usage within the context of civil engineering literature. Keywords: AntConc, civil engineering, simple present tense

AN ANALYSIS OF STUDENTS’ ERRORS IN CHANGING ACTIVE VOICE TO PASSIVE VOICE: A CASE OF THE ELEVENTH GRADE STUDENTS OF SMA NEGERI 1 GUBUG IN ACADEMIC YEAR 2023/2024

This study aims to determine the types of error that are made by the students in changing active voice to passive in simple present tense and simple past tense, and the factors that cause the students make errors in changing active voice to passive voice in simple present tense and simple past tense. The method used in this study was qualitative method. The subject of this study was XI-1 class of SMA Negeri 1 Gubug. The researchers took 30 students as the sample. The data was collected through observation, test and questionnaire. The result of the error analysis showed that the students made errors into four types, those were omission (103 errors or 13.8%), addition (65 errors or 8.7%), misformation (510 errors or 68.4%) and misordering (68 errors or 9.1%). According to the Brown’s theory and the finding of this study, the researchers found that the factors causing the students made errors were classified as intralingual transfer, interlingual transfer, context of learning and communication strategies

Grammatical Skills Development of Bangladeshi Students through Task-Based Language Teaching

The research aims at exploring whether the implementation of Task-Based Language Teaching can improve students’ grammatical skills and will furthermore investigate its feasibility as a teaching approach. A first year class of English Department at Bangladesh Army University of Science and Technology (BAUST) was used and an action research was carried out. Hence, the study targets to use Task-Based Language Teaching (TBLT) in the communicative grammar learning environment using various meaningful reading tasks. The research problem in this research is the poor scores of students’ grammatical mastery observed in the pre-test. The research paper is based on the use of simple present tense. The focus of this study is the use of TBLT which is believed to guide students to experience communicative grammar learning with various meaningful and pragmatic tasks in the grammar class. The research findings revealed improvement of grammar skill for the students that have at least an initial level of grammatical competence, but no difference was detected for the students of no grammar competence, indicating the need for further investigation. Therefore, this research expects to improve not only students’ grammatical mastery but also the need for better classroom condition and overall skill development.

An Analysis of Students Problems in Writing Descriptive Text of the Third Grade Students of SMPN 1 Tebing Tinggi

This research aims to find out the students’ problems and the factors that cause students’ problems in writing descriptive text. The method used in this research is descriptive quantitative. The researcher used written tests and questionnaires as instruments. The population in this study were third grade students of SMPN 1 Tebing Tinggi. School year 2022/2023. The sample was class IX.4 consisting of 29 students selected using cluster random sampling. The findings showed that students’ problems in writing descriptive texts were based on 5 assessment components in writing descriptive texts. First, the content component with a score of 46,5 or including very poor criteria, second, the organization component with a score of 46,5 or including very poor criteria, third, the grammar component with a score of 50 or including very poor criteria, fourth, the mechanical component with a score of 53,5 or including poor criteria and the last component of vocabulary with a score of 60,25 or including poor components. From the results of these data, only 2 components are classified as less good and there are 3 components that are classified as very poor. This proves that students’ problems in writing descriptive texts are academically classified as very poor. The factors that caused students’ problems in writing descriptive text are first, trouble putting ideas together (65.52%). Second, have not learned and do not know how to use simple present tense (34.48%). And third, unwilling to look for text examples to help demonstrate ideas when writing (27.59%).

An Error Analysis in Using Passive Voice at Twelfth Grade Students of SMAN 5 Bukittinggi

This research aims to explain the analysis of errors in using passive sentences in class XII students of SMAN 5 Bukittinggi. To explain these errors, the researcher used Bluman's formula to see the percentage of errors made by students, and also the researcher categorized them based on the types of errors made by students. The location of this research was class XII IPS 3 SMAN 5 Bukittinggi with a sample of 33 students. Based on the text, the total percentage of errors for each tense from highest to lowest with a total average, namely from Past Progressive Tense with an average of 38 errors from 3 questions or 23.9% errors. Next, Simple Future Tense with an average of 28 errors out of 3 questions or 17.6% errors. Next, Simple Past Tense with an average of 19 errors out of 4 questions or 15.9% errors. Next, Present Perfect Tense with an average of 24.7 errors out of 3 questions or 15.5% errors. Next, Present Progressive Tense with an average of 17 errors out of 4 questions or 14.3% errors. The lowest is Simple Present Tense with an average of 20.3 errors out of 3 questions or 12.8% errors.

Error Analysis on The Use of Simple Present Tense in The Students’ Descriptive Text Among the Seventh Grade of Smp Swasta Pangeran Antasari Medan

This study is aimed at finding and analyzing errors in the use of simple present tense in descriptive texts written by seventh graders of SMP Swasta Pangeran Antasari Medan. The approach followed in this research was a qualitative method involving description and analysis. This data was collected through the students using tests that had been pre-prepared for them and interviews that were structured. In view of this, it is worth noting that there are only two main types of errors: intralingual errors and interlingual errors. These hindrances are caused by interference from their native language, Bahasa Indonesia thus making them disarrange sentences wrongly or even create new words. Meanwhile, intra-lingual errors, such as omission and addition, arise due to students' lack of understanding of English grammar rules. From the total 90 errors identified, omission errors were the most dominant with a percentage of 42.2%, followed by mis-formation (25.5%), mis-ordering (16.6%), and addition (15.5%). This study underscores the importance of more focused and interactive grammar teaching, as well as more frequent writing practice with constructive feedback to reduce errors in Simple Present Tense usage. The results are anticipated to enhance to standard of English language instruction in educational institutions, namely in the area of composing descriptive texts.

Ideological and Linguistic Features Analyses of US Presidential Written Discourse addressing Immigration and Terrorism Issues

The aims of this study seeks to examine the underlying linguistics features and ideological concept found in the political speech of American EX President, with a specific emphasis on tweets related to Islamophobia and immigration. The study employs a descriptive and interpretive research design. The corpus of the study consisted of 50 purposely selected Tweets, spanning from 2nd January 2015 to 20th May 2020. Data analysis were conducted using Fairclough's ten-question model (1993). It is found that Trump strategically employed his presidential authority to target Islam and immigration, portraying them as the root cause of terrorism and economic challenges. Trump employed favourable terms while referring to Americans and his supporters, while associating Islam and immigrants with unfavourable descriptors. The findings of this study revealed that Trump employed hyperbole to magnify the perceived threat posed by Islam and immigrants. Trump predominantly employed modal verbs expressing certainty rather than those indicating likelihood in order to demonstrate authority. The future and simple present tenses were commonly used to depict the current threat posed by immigration and the terrorism perpetrated by Islamic groups. The comparative and superlative forms were employed to compare the current state of brightness in the US with its past. The pronouns "we, our, us" were used most frequently to convey a sense of oneness and reduce the perceived barrier between Trump and the audience. Declarative sentences were the most expressive and meaningful acts.

STUDENT'S ABILITY IN WRITING DESCRIPTIVE TEXT AT ELEVENTH CLASS OF TATA BUSANA AT SMK PANGERAN ANTASARI

In writing descriptive text, there are five aspects that need to be considered: identification, description, language use, vocabulary, and mechanics. Based on the problems identified at the beginning of the research, the aim of this research is to assess students’ ability to write descriptive text was determine students' abilities in writing descriptive texts for class XI students at SMK PANGERAN ANTASARI. This research focuses on 23 students. Researchers apply qualitative methods. This research was carried out directly on Tuesday, May 21 in class XI of SMK PANGERAN ANTASARI. Researchers examined deficiencies in students' descriptive text writing. This research focuses on categorizing students' writing errors. Data was obtained through a descriptive text-writing test. The results of the research show that students’ abilities in writing identification varied from bad to good, their ability in writing descriptions was less than satisfactory, their ability in using language, vocabulary and mechanics was also less than satisfactory. Additionally the research shows that students experience struggles in clearly identifying objects, developing ideas related to their lack of understanding of the structure of the simple present tense, as well as facing limitations in vocabulary and making mechanical mistakes.