Teaching English Tense Research Articles

The Impact of Kahoot! And Quizizz to Teach English Tenses for Flyers

Mastering English tenses is crucial for A2 Flyers students, enabling them to expand their language proficiency and excel in English examinations such as the Cambridge test. However, many schools and centers solely rely on traditional grammar-based teaching methods and paper exercises, resulting in student disinterest. To address this issue, educators must incorporate modern technological tools to cultivate students’ enthusiasm for learning tenses. Kahoot! and Quizizz present promising opportunities for both teachers and students. This research aims to investigate the effectiveness of using Kahoot! and Quizizz in teaching English tenses to Flyers. Participants in the study are A2 level students at Phuong Nam Language Center. Quantitative data was gathered through pre-test and post-test assessments, while qualitative data was obtained through questionnaires and semi-structured interviews. The test scores indicated a significant improvement in students’ academic performance, with the mean score increasing from 4.50 in the pre-test to 7.55 in the post-test, indicating notable progress. Moreover, the results highlighted the students’ heightened engagement during the teaching and learning process, particularly with the use of Kahoot! and Quizizz. Consequently, these quiz applications proved to be beneficial tools for teaching English tenses to Flyers.

Teaching English Tenses in EFL Environment Through Jeopardy Game: A Game-Based Learning Approach to Second Language Acquisition

Teaching English Tenses in EFL Environment Through Jeopardy Game: A Game-Based Learning Approach to Second Language Acquisition

Adapting Bloom’s Taxonomy for Designing Grammar Activities to Teach English Tenses at IUH

This experimental study aimed to investigate the application of Bloom's taxonomy in teaching grammar, specifically English tenses, at IUH. The researchers aim to enhance the teaching and learning process of English tenses by incorporating higher-order thinking skills into the activities. Two groups of students, DHAV18A (n=42) and DHAV18B (n=45) were involved in the study. After teaching the English tenses chapter in the grammar course, the views of the students were surveyed regarding the self-study section and in-class activities that utilized a high level of Bloom's taxonomy. Additionally, students' scores on a test were analyzed, revealing that 90% of students were able to answer basic questions correctly, while 80% were able to answer difficult questions that required the application and creation levels of Bloom's taxonomy. The study also outlines the specific steps taken to adapt the taxonomy, including the identification of specific verbs and cognitive processes related to teaching English tenses. The adapted taxonomy is then used to design a set of grammar activities for each tense. Finally, the researchers conducted a pilot study to evaluate the effectiveness of the activities in terms of student engagement and learning outcomes. The findings suggest that the adapted taxonomy can be successfully applied in designing grammar activities for teaching English tenses, leading to improved student engagement and learning outcomes. The study concludes with recommendations for further research and implications for language teaching

Augmented Reality Trends in Teaching English Tenses: The Case of Non-English Education Students

The purpose of this study was to examine a classroom action research about using augmented reality media to improve non-English students’ tenses mastery. The study was carried out in two cycles and each cycle consists of four stages, including plan, action, observation, and reflection. The participants of the study were a class of students of economic education study program, faculty of teacher training and education at a public university in Jambi who were taking English subject. The data of the study were taken from a test and observations in collecting the data. The results of the data analysis indicated that there was an increase from the first cycle to the second cycle. Moreover, the research results showed that: 1) augmented reality created a good atmosphere in the teaching and learning activities; 2) augmented reality made the students understand the use of tenses easily; and 3) the students became more active and attractive in the teaching and learning activities. It can be concluded that the use of augmented reality can improve students' tenses mastery.

TEACHING ENGLISH TENSES THROUGH POPULAR MOVIES – A CASE STUDY

The paper deals with teaching the Present Perfect and Present Perfect Continuous by using the scripts and clips from the blockbuster saga The Avengers. The relevance of this topic lies in the fact that grammar is traditionally considered a difficult aspect of learning a language. If we start including popular culture into the classroom and try to teach the grammar this way, we might make it easier for them to identify with the content that is traditionally considered uninteresting and difficult to master. The aim is to see whether teaching grammar through popular culture, set within a top-down approach of focusing on meaning (uses) rather than form, could prove to be effective. Another aim is to ascertain how 10 students (out of 20) from the experimental group would respond to this modern approach. A two-group experimental design was used and accompanied by a descriptive and statistical analysis. The testing technique was applied. The control group better mastered the form of the tenses, while the experimental group better mastered the meaning (uses) of the tenses. The latter group found the class more motivating. Teachers could consider teaching English grammar this way. However, to achieve better results, it would be advisable to focus on the form of the tenses as well.

Problems in Teaching English Tenses to Students of PGSD UNNES

This study focused on the problems in teaching tenses to Primary School Teacher Education Department (PGSD), Faculty of Education, Semarang State University (UNNES). There were some of the problematic and confusing tenses such as simple tense and present perfect tense, present continuous and present simple, past simple and past continuous tense. This research used qualitative approach. It was conducted in PGSD Department, Faculty of Education, Semarang State University in 2015 by involving 120 students as the samples. The researcher used questionnaire, interview sheet, and test items as the instruments. The data were analyzed by using descriptive method. Besides that teaching grammar had been handled throughout this study with the data obtained from the written exams of the learners. Most frequently occurred errors were listed and they were analyzed in details. The findings revealed that the reasons for these errors mostly derived from mother tongue interference and lacked of adequate linguistic background. The other component of this article was to offer remedial teaching activities for foreign language learners to compensate the shortcomings.

Teaching English Tense and Aspect Using the TV Series, Suits and The Newsroom

Seeking a better way to teach the English tense-aspect system, this study started by identifying problems in a class and ended with reflections that...

On the Practicality of Using Formal and Semantic Matrixes in Teaching English Tenses

On the Practicality of Using Formal and Semantic Matrixes in Teaching English Tenses

A Video For Teaching English Tenses

AbstractStudents of English Language Education Program in Faculty of Cultural Studies Universitas Brawijaya ideally master Grammar before taking the degree of Sarjana Pendidikan. However, the fact shows that they are still weak in Grammar especially tenses. Therefore, the researchers initiate to develop a video as a media to teach tenses. Objectively, by using video, students get better understanding on tenses so that they can communicate using English accurately and contextually. To develop the video, the researchers used ADDIE model (Analysis, Design, Development, Implementation, Evaluation). First, the researchers analyzed the students’ learning need to determine the product that would be developed, in this case was a movie about English tenses. Then, the researchers developed a video as the product. The product then was validated by media expert who validated attractiveness, typography, audio, image, and usefulness and content expert and validated by a content expert who validated the language aspects and tenses of English used by the actors in the video dealing with the grammar content, pronunciation, and fluency performed by the actors. The result of validation shows that the video developed was considered good. Theoretically, it is appropriate to be used English Grammar classes. However, the media expert suggests that it still needs some improvement for the next development especially dealing with the synchronization between lips movement and sound on the scenes while the content expert suggests that the Grammar content of the video should focus on one tense only to provide more detailed concept of the tense.

Teaching English Tense and Aspect Based on Picture and Graphic Organizer in the Primary Education

Teaching English Tense and Aspect Based on Picture and Graphic Organizer in the Primary Education

Teaching English Tenses (grammar) in the Turkish Texts; A Case of Simple Present Tense: Isıl Maketi Iter.

This study has aimed to show that the English tenses can be taught in the Turkish texts in general; the simple present tense especially. In so doing, firstly an overview of the tenses is briefly explained in the introduction section referring to the tense and grammar distinction. Secondly, the structure of the study is described in the method section. Thirdly, teachers’ (English, Turkish) and students’ views of the topic are descriptively explained in the finding section. As a result, it is seen that covert teaching of the grammar in the Turkish texts may facilitate English (foreign) language teaching to some extent for those who know the Turkish language and use code-learning method.

Teaching English Tenses to EFL Learners: Deductive or Inductive?

English tenses are one of the major problems for Indonesian learners in learning English. Therefore, an appropriate teaching strategy to help the learners in understanding those English tenses is urgently needed. For that reason, this article aims at introducing an innovative strategy for teaching English tenses for adult learners. This innovative strategy combines deductive and inductive approaches. It starts with deductive approach and then will be followed by inductive approach. The deductive approach is applied in order to make the learners remember the rules of English tenses, while the inductive approach is conducted to make the learners understand and able to use them communicatively.