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Journal articles on the topic 'English tenses'
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Muta, Jittra, and Nutprapha Dennis. "A STUDY OF TENSES USED IN ENGLISH ONLINE NEWS WEBSITE." International Journal of Research -GRANTHAALAYAH 4, no. 7 (July 31, 2016): 248–58. http://dx.doi.org/10.29121/granthaalayah.v4.i7.2016.2617.
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The purposes of this study were to analyze and describe English tenses used in an online news website and to examine which types of English tenses are frequently used in an online news website. The material in this study was 20 news in Mini-Lessons from B r e a k I n g N e w s E n g l i s h .c o m. The research instrument was a checklist which determines and categorizes English tenses as past tense, present tense, and future tense. The data collections were analyzed with the frequency and percentage. The research findings of the study showed that all using of English tenses in the 20 news from the Mini-Lessons were 279 sentences; past tense were 155 sentences (56%), present tense were 120 sentences (43%), and future tense were 4 sentences (1%). The most English tenses aspect of the news were past simple tense and present tense; past simple tense, present simple tense, present perfect tense, and present progressive tense, respectively. In contrast, breaking news used the least English tenses aspect of the news was past perfect tense, future simple tense, past progressive tense, present perfect progressive tense, and future perfect tense, while there were no used past perfect progressive tense, future progressive tense, future perfect tense, and future perfect progressive tense in the 20 selected breaking news.
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Pasaribu, Arsen Nahum. "EFL Students' Perception on English Tenses Mastery in Improving English Academic Writing." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 10, no. 1 (June 10, 2022): 89–98. http://dx.doi.org/10.24256/ideas.v10i1.2612.
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This study seeks to uncover the perceptions of EFL students on English tenses mastery and their belief that English tenses mastery ensures better improvement in academic writing. The research was engaged in a mixed method. The quantitative descriptive method was utilized to study the students’ perceptions on English tenses mastery to improve their English academic writing in numerical form and percentage. The qualitative method was focused on the reasons for the students’ low competence and their belief that English tenses mastery can lead to the quality of writing. The data collection used Google form in multiple-choice and short answer forms. A total of 59 EFL students of the English Department of Universitas HKBP Nommensen who took the Academic Writing course participated in this research. The results show that: (1) most of the EFL students were familiar with all the names of the English tenses with a total of 62.7% (37 out of 59 respondents); (2) the most number of students (54.2 respondents) can employ some of the tenses in writing; (3) The main reason for the EFL students is unable to apply English grammar, particularly English tenses in writing practice was due to the lack of students’ English grammatical competence; (4) around 88.1% of the respondents (52 students) believed that mastering English tenses was the key to improve their writing skill. Accordingly, the teachers need to provide an effective method to advance the students’ competence in the use of the English tense in writing. For the researchers, the research findings provide basic evidence to investigate the issues in the future.
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Vebiant, Kiki, M. Iwan Wahyuddin, and Ratih Titi Komala Sari. "Rancang Bangun Media Pembelajaran Tenses English Berbasis Android menggunakan Algoritma Fisher-Yates." Jurnal JTIK (Jurnal Teknologi Informasi dan Komunikasi) 5, no. 4 (January 17, 2021): 407. http://dx.doi.org/10.35870/jtik.v5i4.246.
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English is a language that is widely used in various countries in the world. This makes english an international language and also must be studied in schools or even universities. In english, the verb used will be different at different times, places, and also events or it can be called a change in the verb (tense). So, learning and mastering tenses in english is the basis for learning or mastering english. This study aims to design and build an Android-based learning media for english tenses. The design applies a form of english tense quiz using the Fisher-Yates algorithm, which is a randomization algorithm that can randomize the order of the quiz questions so that the order of the quiz questions is not always the same and there are no repeated quizzes. The expected results will later become a learning medium for people who want to learn or master english and can understand the tenses in english.Keywords:Android, Fisher-Yates, Tenses, Learning Application.
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Park, Kyeong-Yeon. "Non-Normative Tenses in English RA Abstracts." Studies in Modern Grammar 114 (June 25, 2022): 93–110. http://dx.doi.org/10.14342/smog.2022.114.93.
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Normative verb tenses in the English research article (RA) abstract constitute the present in the rhetorical moves of Introduction, Purpose, and Conclusion and the past in Method and Product. However, non-normative tenses may at times appear. This paper looked at non-normative tenses in English RA abstracts. Based on a preliminary analysis of 20 RA applied linguistics abstracts, the study develops how non-normative tenses work in the genre of RA abstracts. Findings discuss writers’ intentions lying in each non-normative tense in each rhetorical move: the present perfect in the Introduction Move, the past in Purpose, the present in Method, the present in Product, and auxiliaries in Conclusion.
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Wahyuningtyas, Elisabeth Wulan, and Barli Bram. "BASIC TENSE PROBLEMS OF THE FIRST SEMESTER STUDENTS OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM." IJIET (International Journal of Indonesian Education and Teaching) 2, no. 2 (July 31, 2018): 147–53. http://dx.doi.org/10.24071/ijiet.v2i2.1509.
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This paper investigated the problems of understanding basic or fundamental tenses in English grammar (the present tense, present continuous tense, present future tense, and present future continuous) that are faced by the first semester students of the English Language Education Study Program of Sanata Dharma University, Yogyakarta. Basic tenses in English grammar play a decisive role in various aspects related to learning English as the target language. Accordingly, it is essential to conduct a study on the issues of basic tenses in order to assist students to overcome their grammatical problems. Data were collected through questionnaires that were emailed to the participants. Results showed that the students had difficulties in producing or analyzing the present continuous tense, the present perfect tense and the present perfect continuous tense. The first semester students also faced difficulty in remembering the formula of each tense, admitting that they did not review the basic tenses regularly and the students found it difficult to comprehend their grammar lessons well in the classroom.DOI: https://doi.org/10.24071/ijiet.2018.020206
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Wigtil, David N. "Translating Latin Tenses into English." Classical World 85, no. 6 (1992): 675. http://dx.doi.org/10.2307/4351124.
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Shaukat Ali, Iftikhar Ali, and Saddam Hussain. "Difficulties in the Applications of Tenses Faced by ESL Learners." Research Journal of Social Sciences and Economics Review (RJSSER) 2, no. 1 (March 26, 2021): 428–35. http://dx.doi.org/10.36902/rjsser-vol2-iss1-2021(428-435).
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Tenses are one of the vital essentials of grammar. Command over the English language demands a thorough understanding of tenses. Although much research has been conducted on the teaching of the English language in the context of Pakistan, little has been dug out about the problems faced by students regarding the applications of tenses. This paper investigates the perceptions of both students and teachers of the difficulties in the applications of tenses facing ESL learners. Data were collected from 150 students and 30 teachers of government high schools through a structured questionnaire. The results of the study showed that the students are confronted with many difficulties in the application of tenses consisting of using future indefinite tense instead of the simple present tense regarding its use for scheduled future activities, using present continuous tense instead of a simple present for the permanent situation in the present, using future indefinite tense for planned future activities and so on. The results also indicated that the difficulties were caused by inappropriate teaching methodology, lack of speaking environment inside the classroom, translations from the mother tongue into English and vice versa, much focus on rules and teaching sentences and expressions as isolated units rather than an integral part of the discourse. In the light of the results, it is recommended that while teaching tenses, teachers should focus both on rules and applications of tenses. English should be taught more as a language than as a mere body of rules. Moreover, teachers should be properly trained in teaching tenses.
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Trobevšek Drobnak, Frančiška. "Expanded tenses in the old English orosius a syntactic strengthening*." Linguistica 30, no. 1 (December 1, 1990): 13–46. http://dx.doi.org/10.4312/linguistica.30.1.13-46.
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The present chapter reports the investigation into certain aspects of the periphrastic construction to be +present participle (e.g. NE: "he is teaching"; OE. "he is laerende") viewed as an example of a syntactic strengthening. The construc tion is usually referred to as "continuous tenses/form" or "progressive tenses/form", whereas Nickel (1966) uses "expanded form". Coming closest to this latter term, the "expanded tenses" employed here seems a convenient label for two reasons: a) the use of expanded tenses is not restricted to the expression of verbal aspect (Aspekt) or mode of verbal action (Aktionsart), which is implied by the use of either the term "continuous tenses/form" or the term "progressive tenses/form"; b) the expanded tenses are integrated into the English tense system, in the sense that they can be substituted with the respective non-expanded tenses without any change in the syntax of the clause, e.g.
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Khozin HS, Nada Rona Amiroh, and Tatik Muflihah. "AN ANALYSIS OF TENSES USED IN FINDING NEMO MOVIE SCRIPT: THE RELEVANCE TO 2013 CURRICULUM FOR TEACHING TENSES TO JUNIOR HIGH SCHOOL STUDENTS." Konstruktivisme : Jurnal Pendidikan dan Pembelajaran 12, no. 2 (July 31, 2020): 165–78. http://dx.doi.org/10.35457/konstruk.v12i2.1103.
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This research aims to find out types of tenses used in Finding Nemo movie script and the relevance to 2013 curriculum for teaching tenses to junior high school students. The 2013 curriculum is used as the standard guideline to determine the sentences’ appropriateness. This study was a descriptive qualitative method by employing content analysis technique to analyze the data. The data resources were documented from the script movie and 2013 English curriculum. The findings are presented in the form ofthe sentences that were analyzed and classified into six types of tenses. These six tenses matched for the curriculum, they were Simple Present Tense, Simple Past Tense, Present Continuous Tense, Past Continuous Tense, Present Perfect Tense, and Present Future Tense.The result indicated there was a high frequency of the tenses in the sentences with total number 96%.This study concluded that Finding Nemomovie script can be used as supporting material by English teachers to teach tenses for junior high school students, particularly Simple Present Tense which is the most used tense in the movie.
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Unsiah, Frida, Putu Dian Danayanti Degeng, and Irene Nany Kusumawardani. "A Video For Teaching English Tenses." JELE (Journal of English Language and Education) 2, no. 2 (December 20, 2016): 96. http://dx.doi.org/10.26486/jele.v2i2.224.
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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.
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Bukit, Herawati. "THE ERROR ANALYSIS IN USING TENSES MADE BY STUDENTS IN ENGLISH TEACHING AND LEARNING PROCESS." JETLi: Journal of English Teaching and Linguistics 1, no. 2 (December 30, 2020): 92–101. http://dx.doi.org/10.55616/jetli.v1i2.21.
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We can find term “Error Analysis” in language. These errors could make misunderstanding of English sentence meaning. Tense is a rule when we want to explain our activities and events in written text. As we are academic students, we must have full understanding about tenses, because if we don’t do it, there is much miscommunication that we got. But students don’t have full understanding about this problem. They assume tense as a big burden. It is a real phenomenon that the researcher found. The goal of this researchwas the students’ progress and every student’s level in understanding tenses. The method of this research used quantitative method. Kinds of errors made by second grade students of Health Information Management in using tenses are omission 50% (omission of simple present tense 50%). The percentage errors of using tenses are simple present 50%, simple past 35% and simple future tense 15%. Students should pay attention seriously in learning tenses because tenses are part of grammar.
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Sopher, Hayeem. "Translating the Hebrew Benoni into English." Babel. Revue internationale de la traduction / International Journal of Translation 43, no. 1 (January 1, 1997): 14–27. http://dx.doi.org/10.1075/babel.43.1.03sop.
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Abstract The Hebrew verb has three finite tenses, the English verb has 16. It follows that each Hebrew tense must substitute for several English tenses, which would seem to create a problem for the Hebrew → English translator. Nevertheless, the competent Hebrew → English translator, who is acquainted with the semantic properties of the English tenses, has no difficulty in selecting the appropriate English tenses. From this we conclude that the Hebrew text must contain clues that guide the translator in selecting the appropriate English tense. This paper seeks to identify and describe some of these clues for the purpose of throwing some light on the very complex problem of English tense usage. Résumé En hébreu, la conjugation des verbes se limite à trois temps conjugués, tandis que l'anglais possède seize temps différents. Par conséquent, chaque temps exprimé en hébreu doit se substituer à plusieurs conjugaisons en anglais, ce qui semble, à première vue devoir représenter une difficulté pour le traducteur hébreu-anglais. Pourtant, le traducteur hébreu- anglais compétent, qui est familiarisé avec les caractéristiques sémantiques des conjugaisons anglaises, trouve facilement les temps anglais appropriés. Il faut en conclure que le texte hébreu contient des indices qui aident le traducteur à trouver le temps correct. Dans cet article, l'auteur tente d'identifier et de décrire certains de ces indices en vue d'une meilleure compréhension du problème très complexe qu'est l'utilisation des différentes conjugaisons en anglais.
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Awang Bohari, Dayang Zarinah, Ch'ng Looi Chin, Sueb Ibrahim, and Abang Fhaeidzhyall Abang Madaud. "Tickle Your Tenses." International Journal of Modern Languages And Applied Linguistics 2, no. 3 (August 1, 2018): 45. http://dx.doi.org/10.24191/ijmal.v2i3.7632.
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Learning tenses is an uphill task for ESL (English as a Second Language) learners, especially children. One of the reasons is that grammatical structures in English are inherently different from those of the mother tongue. More often than not learners find it difficult to comprehend and apply the rules accurately for effective communication. Hence, they become frustrated and give up trying to learn the language. The main purpose of TYT is to address the said problems faced by these learners besides providing a fun, exciting and interactive environment to reinforce the rules of tenses learnt. Presently, English language games tend to focus on parts of speech and vocabulary learning but not many emphasise on tenses. TYT fills in the gap to reinforce the learning of tenses and its application in different everyday contexts. Children can learn with their peers while playing in an enjoyable setting which will promote better retention of their tenses knowledge. TYT is also useful for language educators as an alternative teaching tool to drill the rules of tenses which otherwise would be too monotonous and dry for students in the classroom.
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Aditya, Maulana Yusuf, and Chairuddin Chairuddin. "The Use of the Six English Tenses in Students’ Daily Conversation." E-Structural 3, no. 02 (March 2, 2021): 157–67. http://dx.doi.org/10.33633/es.v3i02.4229.
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Abstract. For English learners, there are important aspects to consider such as vocabulary, pronunciation and grammar to master their speaking skills. Speaking is used to express people’s ideas and feelings in daily life or to communicate with others both personal talks and transactional conversation. The objective of the study is to figure out how the students of SMKN 2 Bangkalan can use the six English tenses in daily conversation. The research was done within two weeks starting from 22th April to 06th May 2019. Observation and interview were performed to collect the data. Observation was made to see what was going on in the class, focusing on the students’ conversation. On the other hand, Interview was carried out to know the students’ problems in using the correct tenses in conversation, and to find out how the students solve the problems. The observation shows that in using the six English tenses, the students likely found it hard to apply the correct tenses in the conversation with their friends and the teacher. The students tended to use one tense in all situations and the tense mostly used was the simple present one. From the interview, it is found that the students do not really understand what tenses are, either the meaning or the uses.Keywords: daily conversation, tenses, observation, interview, contexts of situationAbstrak. Bagi pembelajar Bahasa Ingggris, terdapat aspek penting seperti kosakata, pengucapan dan tatabahasa yang harus diperhatikan untuk meningkatkan kemampuan berbahasa Inggrisnya. Kemampuan berbicara khususnya digunakan untuk menyampaikann semua yang ada dalam benak kita seperti misalnya ide dan perasaan dalam kehidupan sehari-hari, baik itu berupa perkataan pribadi atau pun percakapan transaksional. Tujuan utama penelitian ini adalah untuk mengetahui bagaimana murid dapat menggunakan enam kala (tenses) dalam percakapan sehari-hari sesuai dengan kontek situasi, di SMKN 2 Bangkalan. Penelitian dilakukan selama 2 minggu dimulai tanggal 22 April s/d 06 Mei 2019. Penelitian dilakukan dengan 2 langkah seperti observasi dan wawancara. Observasi dilakukan untuk mengetahui yang terjadi dalam selama proses pembelajaran dan fokus pada cara murid bercakap. Wawancara dilakukan oleh peneliti untuk mengetahui permasalahan pada murid dalam menggunakan tenses yang benar dan bagaimana murid mengatasi masalah penggunaan kala yang benar tersebut. Dari hasil observasi dapat diketahui bahwa penggunaan enam kala dalam percakapan sehari-hari dari murid adalah buruk, mereka tidak bisa mengaplikasikan kala yang sesuai dalam percakapan, baik dengan teman dan guru. Mereka cenderung menggunakan satu kala dalam percakapan dalam konteks situasi yang berbeda dan tense yang digunakan adalah Simple Present Tense.Kata kunci: percakapan, kala, observasi, wawancara, konteks situasi
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신근영. "Interpretations of English Embedded Tenses: A Reanalysis of Reichenbach’s Tense Theory." English21 31, no. 1 (March 2018): 55–78. http://dx.doi.org/10.35771/engdoi.2018.31.1.003.
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Pratiwi, Dian, Siti Sundari, and Made Adi Andayani T. "The Use of “English Tenses Practice” Application in Mobile Phone to Improve the Tenth Grade Students’ Mastery of Past Tense and Present Perfect Tense at Senior High School." EFL Education Journal 8, no. 2 (July 31, 2021): 91. http://dx.doi.org/10.19184/eej.v8i2.30867.
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This classroom action research aimed to improve the tenth grade students’ mastery of past tense and present perfect tense by using “English Tenses Practice” application and to know how the application improve the students participation during the teaching and learning process. The research participants were the X MIPA 3 students which were chosen purposively based on the students’ previous English main score. The data were collected by using grammar post-test and observation in the teaching and learning process of grammar. Then, the collected data were analyzed using descriptive statistic to know how the students’ grammar mastery and their active participation after given an action. The results of the analysis showed that the use of “English Tenses Practice” application could improve the students’ grammar mastery of past tense and present perfect tense and their participation after given an action in the first cycle. It is suggested for English teacher that “English Tenses Practice” application on mobile phone can be used as the medium in the teaching and learning process of grammar.
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Maiguero, Abdou, and Sadiq Mohammad. "Analysis of English Verb tenses in Secondary School Students’ Writings in Maradi, Niger Republic." Scholars International Journal of Linguistics and Literature 5, no. 3 (March 26, 2022): 105–12. http://dx.doi.org/10.36348/sijll.2022.v05i03.005.
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This study was carried out to examine the use of verb tenses in the writings of senior secondary school students, learners of English as a foreign language in Niger. Three hundred and seventy (370) students randomly selected from four (4) senior secondary schools in Maradi participated in the study. The data were collected using an essay test requiring the students to express their thoughts in the present, the past, and the future tenses. The study used mixed methods research. The results showed that the students’ use of verb tenses in English was very inappropriate. Furthermore, the results revealed that all the three tenses were found difficult by the students leading to verb tense errors of various types including substitutions, additions, and omissions of morphemes. Some recommendations were made to help the students use verb tenses appropriately, and minimize errors in verb tense use.
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Gadalla, Hassan A. H. "Translating English Perfect Tenses into Arabic." Babel. Revue internationale de la traduction / International Journal of Translation 52, no. 3 (December 31, 2006): 243–61. http://dx.doi.org/10.1075/babel.52.3.03gad.
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Gross, M. "Lemmatization of compound tenses in English." Lingvisticae Investigationes 22, no. 2 (October 1, 2000): 71–122. http://dx.doi.org/10.1075/li.22.06gro.
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Gross, Maurice. "Lemmatization of compound tenses in English." Lingvisticæ Investigationes. International Journal of Linguistics and Language Resources 22, no. 1-2 (December 31, 1999): 71–122. http://dx.doi.org/10.1075/li.22.1-2.06gro.
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We generalize the process of lemmatization of verbs to their compound tenses. Usually, lemmatization is limited on verbs conjugated by means of suffixes; tense auxiliaries and modal verbs (e.g. I have left, I am leaving, I could leave) are ignored. We have constructed a set of 83 finite-state grammars which parse auxiliary verbs and thus recognizes the ‘head verb’, that is, the lemma. We generalize the notion of auxiliary verb to verbs with sentential complements which have transformed constructions (e.g. I want to go) that can be parsed in exactly the same way as tense auxiliaries or modal verbs. Ambiguities arise, in particular because adverbial inserts occur inside the compound verbs,. We show how local grammars describing nominal contexts can be used to reduce the degree of ambiguity.
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Napratilora, Martina, and Seri Yanti Siagian. "TENSES UNDERSTANDING IN USING THE ENGLISH LANGUAGE." ENGLISH JOURNAL OF INDRAGIRI 3, no. 1 (February 17, 2019): 29–38. http://dx.doi.org/10.32520/eji.v3i1.466.
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Language is one of the tools for communicating. English is one of the languages that are used to communicate. Mastering simple present tense is able to make English communicating run well, effectively, and clearly. Using the English language to communicate in daily life should comprehend about simple present tense because this tense more often to be used than other tenses for daily communication. This paper will explain how to make sentences using simple present and how to use simple present in communicating. Simple present tense refers to something happened in present time. The students will be easy to understand and use tense by knowing who the subject in the sentence is, knowing the sentence kinds, and knowing the sentence form.
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Sinh, Nguyen Dinh. "THE TRANSLATION OF ENGLISH TENSES AND ASPECTS IN NARRATIVE MODE INTO VIETNAMESE." VNU Journal of Foreign Studies 36, no. 6 (December 31, 2020): 122. http://dx.doi.org/10.25073/2525-2445/vnufs.4633.
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Confusion due to ambiguity in tenses and aspects while translating from English into Vietnamese is still a common problem to translators. There are several causes to this problem, but the main cause is the difference in viewing tense and aspect notions in the two languages by researchers or scholars. The existence of tense and aspect identities in English clauses or sentences is a matter of fact whereas in Vietnamese they are the topic of controversy among linguists and educators. This article investigates some of the linguistic means that were employed to translate English tenses and aspects in narrative mode into Vietnamese by three well-known translators, namely Mặc Đỗ, Hoàng Cường and Trịnh Lữ. The results of the study prove the fact that though tenses and aspects are not always recognized in the Vietnamese language, they can be translated from the English language via the use of temporal adverbials, aspectual markers or situation types of Vietnamese verbs.
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Salkie, Raphael, and Susan Reed. "Time reference in reported speech." English Language and Linguistics 1, no. 2 (November 1997): 319–48. http://dx.doi.org/10.1017/s1360674300000563.
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English tenses in indirect reported speech appear to behave in unusual ways. In John said that he was happy, the most likely interpretation is that John's being happy was simultaneous with the time of John's speaking. This has led many analysts to invoke a ‘Sequence of Tenses’ rule, while others have proposed that English has two formally identical but semantically distinct past tenses, treating was in the preferred interpretation as a ‘relative past’. Under either treatment, a simple semantics for English tenses cannot be maintained.This paper argues that time reference in reported speech can only be analysed within a coherent theory of speech reporting. We propose a new way of distinguishing direct and indirect reported speech, based on the notion of Pragmatic Source. Within this framework we then argue that tense in indirect reported speech can be handled by pragmatic principles, without any enrichment of the semantics of tense.Previous analyses of tense in reported speech by Comrie and Declerck are examined and rejected. Unlike other accounts of reported speech, our approach does not presuppose an ‘original utterance’.
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Janssen, Theo. "The Referentiality of Tenses." Tense and Aspect 12 (December 31, 1998): 209–28. http://dx.doi.org/10.1075/bjl.12.12jan.
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Abstract. This article assumes that tenses in English and Dutch are non-time-based. A verb in the present tense form signals 'verb-in-this-context-of-situation', whereas a verb in the past tense form signals 'verb-in-that-context-of-situation'. It is argued here that the non-time-based analysis of tenses is particularly relevant in cases in which two tense forms should indicate the same time, but have to be interpreted as indicating different times. This discrepancy may occur in the relative use of tenses in various languages (e.g. Classical Greek, Old Irish, Ngiti, and Russian).
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DECLERCK, RENAAT. "Two Conflicting Models of the English Tense System (N. Wada, Interpreting English Tenses: A Compositional Approach)." ENGLISH LINGUISTICS 21, no. 1 (2004): 161–91. http://dx.doi.org/10.9793/elsj1984.21.161.
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Dhona, Nurma. "COMMON ERROR IN USING ENGLISH TENSES BY EFL STUDENTS." IdeBahasa 1, no. 2 (January 14, 2020): 85–94. http://dx.doi.org/10.37296/idebahasa.v1i2.18.
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Most of English foreign language learners (EFL) in the beginning level face some problems in learning English. They commited different kinds of errors and mistakes in learning English as a foreign language which were due to poor knowledge with grammar. Most of students considered that grammar was difficult, thus their motivation to learn English was also poor. Moreover, problems in foreign language learning especially in English were unavoidable. Therefore, the aim of this study was to identify common error in using English tenses by EFL students in the first semester at Putera Batam University. The instrument used was a test on basic English tenses and the data consisted of 50 students. The data sources were taken from the result of students’ test itself. It showed that students’ errors were categorized into six types; (1) Subject – auxiliary agreement, (2) Pronoun mistake or subject was wrong, meanwhile auxiliary verb or verb was right, (3) Auxiliary verb was correct meanwhile verb still added –es/s, (4) Auxiliary verb was wrong in sentence, (5) Double subject in sentence, (6) The sentence did not have subject or verb. Based on the result, it can be concluded some mistakes that students made were caused of they did not really understand the pattern of English tenses. Therefore, students should be given more attention and motivation to learn kinds of tenses correctly.
Keywords : English Grammar, English Tenses, Student’s error.
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Le, Huu Hoa Loc. "Translating Vietnamese Sentences Containing the Word Rồi into English Related to English Tenses." International Journal of TESOL & Education 2, no. 3 (June 30, 2022): 284–307. http://dx.doi.org/10.54855/ijte.222320.
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In Vietnamese, rồi can help translators choose appropriate English tenses to translate Vietnamese sentences into English. With this study, the researcher wants to indicate the influence of rồi in four Vietnamese works’ sentences on their translators’ selection for appropriate English tenses to have semantically equivalent translations. The study refers to six tenses of simple present (a), simple past (b), present perfect (c), past perfect (d), simple future (e), and near future (f). These sentences were translated into English with (a) if rồi denotes the emphasis on the reality of the event. (b), (c), and (d) are preferred when rồi implies the event that happened in the past. However, using (e) and (f) is not dependent upon the occurrence of rồi because this word does need combination with other words or phrases to denote the meaning of the future. Therefore, understanding the influence of rồi in Vietnamese in different contexts helps Vietnamese people learning English know how to choose the appropriate English tenses when translating Vietnamese sentences containing it into English.
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Vebiant, Kiki, Mohammad Iwan Wahyuddin, and Ratih Titi Komala Sari. "Rancang Bangun Media Pembelajaran Tenses English Berbasis Android menggunakan Algoritma Fisher-Yates." Jurnal Sistem dan Teknologi Informasi (Justin) 9, no. 2 (April 30, 2021): 263. http://dx.doi.org/10.26418/justin.v9i2.43469.
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Bahasa inggris merupakan bahasa yang banyak digunakan pada berbagai negara-negara didunia. Hal tersebut menjadikan bahasa Inggris menjadi internasional dan juga harus dipelajari pada sekolah maupun pada perguruan tinggi. Didalam bahasa inggris, kata kerja yang digunakan akan berbeda pada waktu, tempat, maupun kejadian yang berbeda atau bisa disebut dengan perubahan kata kerja (tense). Sehingga, mempelajari dan menguasai tenses dalam bahasa inggris merupakan dasar dalam mempelajari ataupun menguasai bahasa inggris. Penelitian ini bertujuan merancang dan membangun media pembelajaran tenses bahasa inggris berbasis Android. Perancangan menerapkan bentuk kuis tenses bahasa inggris menggunakan algoritma Fisher-Yates, yaitu algoritma pengacakan yang dapat mengacak urutan soal kuis sehingga urutan soal kuis tidak selalu sama dan juga tidak adanya kuis yang terulang. Hasil yang diharapkan nantinya dapat menjadi media pembelajaran untuk masyarakat yang ingin belajar ataupun menguasai bahasa Inggris dapat memahami tenses dalam bahasa inggris.
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Setiawan, Eko, and M. Fadhly Farhy Abbas. "ANALYSIS OF THE STUDENTS’ ENGLISH TENSES ERRORS." ELT-Lectura 5, no. 1 (February 20, 2018): 15–18. http://dx.doi.org/10.31849/elt-lectura.v5i1.762.
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At The First Semester of English Students’ Department at Faculty of Teacher Training andEducation LancangKuning University, the researcher found that the students had a problem inhad grammar error in writing. That was why researcher conducted this research that aimedtoanalyze the English errors faced by the first semester of English Students Department atFaculty of Teachers Training and EducationLancangKuning University.This research wasDescriptive Quantitative Research. The participants of the research were 36 students. Incollecting the data in this research, the researcher used test and interview as the instrument. Theresult of data showed that the students had 176 errors in verb tenses, 8 errors in to be, 5 errors incorrect sentence and 9 in adverb of time with the percentage were 31,38 % in true or falsequestion and 27,5 % in multiple choice test. In conclusion, The students had a lot of errors inapplied verb tense, adverb of time, correct sentence, and to be.
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Kumayas, Tirza. "Tontemboan Affixes Notes in Teaching English Tenses." International Journal of Applied Business and International Management 6, no. 1 (April 20, 2021): 101–9. http://dx.doi.org/10.32535/ijabim.v6i1.1088.
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Teaching English language is a big challenge in Minahasa. Students are still unable to master or even comprehend English even after eleven years learning the language at primary and secondary levels. This research entitled “Tontemboan Affixes Relates to English Tenses” aims to identify, classify and describe the affixes and analyze the similarities and differences of affixes used in both languages, English and Tontemboan. This research used descriptive method, which includes preparation, collecting the data, and analyzing the data. The result showed that some affixes in Totemboan language have different functions of affixes in English. Simple present tense functions the habitual action by adding ma’ before the morpheme, following the verb. The present continuous tense which is formed by adding ma’ as prefix has a global meaning. Past continuous tense indicated by adding the prefix ma’ and simple past tensi indicated by adding a base prefix and infix with the initials are consonant.
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Meyer-Viol, W. P. M., and H. S. Jones. "Reference time and the English past tenses." Linguistics and Philosophy 34, no. 3 (May 2011): 223–56. http://dx.doi.org/10.1007/s10988-011-9100-y.
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Listia, Rina, and Emma Rosana Febriyanti. "EFL Learners’ Problems in Using Tenses: An Insight for Grammar Teaching." IJET (Indonesian Journal of English Teaching) 9, no. 1 (July 28, 2020): 86–95. http://dx.doi.org/10.15642/ijet2.2020.9.1.86-95.
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The primary goal of learning a foreign language is to be able to communicate in the language, both in spoken and written form. This is also the case for Indonesian learners especially learners of English Language Education Program in ULM who learn English as their major. However, most of them believe that without abundant knowledge of grammar, they will not be able to speak or even write in English well. One of the problems they face is that they still doubt or confuse which tense(s) of English they have to use when they speak or write. This study aimed at finding out the learners’ problems batch 2018 in using English tenses by using a multiple choice test and a questionnaire. The study employed a quantitative approach and described the result in descriptive form. The subject of this study was the whole population of English Language Education Program batch 2018, in total 98 students. The findings reveal that most of them have problems with past perfect tense (61%), past perfect continuous tense (61%), and future perfect continuous tense (67%). These problems related to the difficulty in applying the aspect and tense in the right context, first language interference, lack of practice and repetition, and students’ confidence in using the language. It is suggested that language teachers should focus their language instruction not only to form but also to function and meaning of the tenses. Additionally, using various techniques suited to teaching tenses is advisable to increase students’ to increase communicative skills.
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Cenderato, Cenderato, and Exnasia Palupi Handayani. "UNGRAMATICAL NEGATION CONTRUCTIONS ON THE STUDENTS’ INDONESIA-ENGLISH TRANSLATION." Journal of English Educational Study (JEES) 5, no. 1 (May 30, 2022): 86–92. http://dx.doi.org/10.31932/jees.v5i1.1534.
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This study was to investigate negation constructions in STAKat Negeri Pontianak students’ Indonesia-English translation. The participants were 78 students of semester 2, 4 and 6 in STAKat Negeri Pontianak in academic year 2021. The descriptive method was applied in this study in order to describe and analyze the constructions in negation. The tool of data collection was translation tes by preparing sentences in Indonesia and asking the students to translate them into English. There were 5 for each sentence in Present tense, Past tense, Modal, Progressive tense and Perpect tense. Based on finding, the students faced difficulties in demontrating the formula of each tense. Many of them still make ungramatical negation. The percentages of those are 80% in present perfect tense, 60.8% in past tense (60.8%), 50% in present progressive tense, 40.8% in present tense, and 29% occurs in modal. The highest ungrammatical constructions of singular case are tenses. The tenses mistake in present tense is 26.3% out of 40.8%, past tense is 55.9% out of 60.8%, present perfect tense is 70% out of 80%, present progressive tense is 47% out of 50%, and modal is 23.7% out of 29% ungrammatical negation construction.
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Ekawati, Rosyida, and Iqbal Nurul Azhar. "EFL students’ perception on the use of self-reflection cards for learning English tenses." AKSARA: Jurnal Bahasa dan Sastra 22, no. 2 (October 31, 2021): 217–26. http://dx.doi.org/10.23960/aksara/v22i2.pp217-226.
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This study aimed at implementing self-reflection cards (SRCs) in learning English tenses and also explaining students’ perceptions of the use of SRCs in understanding English tenses. A qualitative design was carried out to conduct the study. It focused on interpreting and understanding students’ perception on learning English tenses. The context of study was two classes who were taking English grammar and structure, in particular for the subject matter of English tenses. English tenses were explained orally in the class before students used SRCs to improve their understanding of using English tenses. Data were collected by distributing the questionnaire to the students who participated in two classes with total number of 57 students.The data were classified based on the repetitive and common forms found to assign criteria to the most important aspects related to the objectives of the study. Results indicated that the majority of students participating in the SRCs gamesagreed to all statements in the distributed questionnaire. However, only small number of students responded to their disagreement or neutrality. The majority of positive responses from students are considered as the indicator that the use of SRCs in learning English tenses was successfully implemented in class.
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Koutová, Marta. "The Use of Verb Tenses in Subordinate Content Clauses in Czech." Bohemistyka, no. 3 (December 22, 2022): 315–35. http://dx.doi.org/10.14746/bo.2022.3.1.
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Research on the use of verb tenses in Czech subordinate clauses is based on the notions of absolute and relative tense and on the distinction between content and adjunct clauses. It is generally agreed that absolute tenses are used in adjunct clauses, whereas relative tenses are typically used in content clauses. Based on an analysis from the Czech National Corpus, I will demonstrate that, in addition to the assumed use of tenses and in contrast to their usage in English, there are also variations in their use: in content clauses, even tenses selected from the speaker’s perspective are used in certain cases, and in certain adjunct clauses relative tenses may also be used.
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Kong, Lingcui, and Niyun Lu. "English Tense Teaching in Secondary Schools Based on the Perspective of Embodied-Cognitive Linguistics." International Journal of Education and Humanities 6, no. 1 (November 23, 2022): 78–81. http://dx.doi.org/10.54097/ijeh.v6i1.3045.
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As a new research focus, ECL has been applied to translation, contrastive study between English and Chinese, rhetoric and other fields, and also has provided a new perspective for language teaching. In junior middle school English teaching, tenses have always been one of the most important part. However, the traditional teaching mode of English tenses is hard to arouse students’ interest in learning, and also reduces the efficiency of teaching. Therefore, on the basis of reviewing and summarizing the development of ECL and its current researches in the field of English teaching, this paper aims to explore the strategies of English tense teaching in junior middle school, to provide some new ideas and directions for foreign language teaching in China.
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Rosaline, Nelly, and I. ketut Setiawan. "PENGEMBANGAN MEDIA PEMBELAJARAN 16 TENSES BAHASA INGGRIS BERBASIS ANDROID." Desain Komunikasi Visual Manajemen Desain dan Periklanan (Demandia) 6, no. 2 (September 17, 2021): 227. http://dx.doi.org/10.25124/demandia.v6i2.4174.
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Indonesia is ranked 74 out of 100 countries and is in the low category in the EF EPI 2020 (Education First English Proficiency Index). Grammar and tenses are the basic components in English. This study aims to design, create, and implement learning 16 English tenses for college students. The learning media will provide tables and explanations of 16 tenses in English, sentence examples and exercises in the form of quizzes equipped with pronunciation sentences to practice listening skills. The data collection methods used were interviews, questionnaires, documentation and literature. The application is made based on Android that can be downloaded on Google Play. Based on the results of 50 college students’ evaluation, it stated that in terms of material, 91,9% was easy to understand, while in terms of UI, 97.6% was interesting to use, and in terms of UX, 90,8% was easy to use. Based on the interview results of 3 English lecturers in this study, it can be concluded that 83,7% of the material is suitable for the college student level, while in terms of UI, 86.7% is Demandia, Vol. 06 No. 02 (September 2021) 278 interesting to use, and in terms of UX. 91.7% is easy and recommended to be used as a supporting media for learning English at STMIK STIKOM Indonesia.
Keywords: Learning media, English Tenses, Android application
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Senduk, Randy Kristoforus, Sanerita T. Olii, and Sarah Kamagi. "Morphological Analysis on Affixes in Tombulu Language." Journal of English Culture, Language, Literature and Education 9, no. 2 (December 8, 2021): 87–101. http://dx.doi.org/10.53682/eclue.v9i2.2971.
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This study aimed to reveal affixes' form and meaning in Tombulu language tenses, especially on past, present, and future tenses. Descriptive qualitative method used with applying Arikunto's procedure of collecting data which were interview and documentation. While, in analyzing data used Miles & Huberman which consisted of data reduction, data display, and conclusion drawing. This study showed that there were different functions of Affixes in the tenses of Tombulu language and English. The simple past tense was Infix -im- and -in-, which were placed after vocal or consonant phonemes. Simple present tense with Prefix mah- which was located to the beginning of the word. Simple future tense with Infix -um-, which was placed after vocal or consonant phonemes.
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Flora, Mousume Akhter, and SM Mohibul Hasan. "The Semantics of Progressive Aspect: A Thorough Study." Stamford Journal of English 7 (April 6, 2013): 87–97. http://dx.doi.org/10.3329/sje.v7i0.14464.
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In English grammar, verbs have two important characteristics--tense and aspect. Grammatically tense is marked in two ways: Present and Past. English verbs can have another property called aspect, applicable in both present and past forms of verbs. There are two major types of morphologically marked aspects in English verbs: progressive and perfective. While present and past tenses are morphologically marked by the forms verb+s/es (as in He plays) and verb+d/ed (as in He played) respectively, the morphological representations of progressive and perfective aspects in the tenses are verb+ing (He is/was playing) and verb+d/ed/n/en (He has/had played) respectively. This paper focuses only on one type of aspectual feature of verbs--present progressive. It analyses the use of present progressive in terms of semantics and explains its use in different contexts for durative conclusive and non-conclusive use, for its use in relation to time of reference, and for its use in some special cases. Then it considers the restrictions on the use of progressive aspect in both present and past tenses based on the nature of verbs and duration of time. DOI: http://dx.doi.org/10.3329/sje.v7i0.14464 Stamford Journal of English; Volume 7; Page 87-97
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Manik, Tri Fani, Urip Fani Sulistiyo, and Bunga Ayu Wulandari. "Pengembangan Modul Tenses Bahasa Inggris Siswa." Journal of Education and Instruction (JOEAI) 4, no. 2 (December 28, 2021): 379–89. http://dx.doi.org/10.31539/joeai.v4i2.2815.
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The purpose of the research on the development of the English language module is to produce learning products in the form of an English module that is in accordance with the needs and characteristics of class X students at SMK Muhammadiyah Jambi City. This research is a type of R&D (Research & Development) research using the ADDIE development model which consists of 5 stages, consisting of analysis (analysis), design (design), development (development), implementation (implementation) and evaluation (evaluation). The data collection in this study was observation and interviews which were used to conduct a needs analysis, while the questionnaire was used to obtain data on the feasibility of the product. The data analysis technique in this study used descriptive statistical analysis to analyze quantitative data obtained from expert validation questionnaires and product trial questionnaires. To analyze qualitative data using techniques to check the validity of the data, triangulation of sources, triangulation of methods and triangulation of theory. The results of the media expert validation were 48.75 with the "good" criteria, while the material expert validation results were 34 with the "enough" criteria. The results of the small group trial carried out at SMK Muhammadiyah Jambi City with the test subject of 10 students obtained a score of 262 with "good" criteria. In conclusion, the English module for Class X students of SMK Muhammadiyah Jambi City is declared feasible to be tested with a slight revision and can be used as a source of teaching materials for students and teachers.
Keywords: English module, R&D Research (Research & Development), Tenses
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Azam, Muhammad, Zahid Ali, and Shahida. "Subject-Verb Agreement in Lasi and English: A Morphosyntactic Analysis." Global Language Review VII, no. II (June 30, 2022): 37–54. http://dx.doi.org/10.31703/glr.2022(vii-ii).04.
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This study investigates the phenomenon of verb agreement (subject-verb agreement) in Lasi and English. This study focuses only on transitive and intransitive verbs of simple tenses to analyze the subject-verb agreement in Lasi. The data have been collected through unstructured interviews with the Lasinatives. The X-bar theory of Haegeman (1994) has been applied as a theoretical framework. Descriptive and exploratory research designs (Creswell, 2014) are used in the study. The results of this study show that transitive verbs in Lasi agree with subjects in number,gender, and person in the present and future tenses, but not in the past. However, intransitive verbs do agree with their subjects in the past tense. English verbs show agreement with their subjects in the present simple tense, but their past and future tense inflections remain the same. The results show that Lasi allows omission of subjects in the surface structure; however, they are recoverable in deep structure.
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Almunawaroh, Nurul Fitriyah, Kuntum Trilestari, and Ayu Riani. "Developing an E-book with Past Tenses Materials for the Students of English Education Study Program in the Indonesian Context." J-SHMIC : Journal of English for Academic 8, no. 1 (February 28, 2021): 64–74. http://dx.doi.org/10.25299/jshmic.2021.vol8(1).6209.
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An e-book is one type of instructional materials that play important roles to ensure learning interactivity by integrating technology to its context. However, studies on the integration of an e-book in English language teaching mostly focus on its implementation process, not its developing process which in fact may influence the validity quality of an e-book. Thus, this study aims to use expert’s review to develop an e-book with past tenses materials for students of English study program. Development research design proposed by Akker was used to develop the e-book. Expert’s reviews on the past tenses materials and the e-book media design were used to determine the validity of the e-book. The results showed that the e-book with past tenses materials was valid which indicated that it can be employed in teaching and learning simple past tense and past continuous to the students of English education study program.
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Lestari, Hariyanti, Didin Nuruddin Hidayat, Nida Husna, Alek Alek, and Anita Anita. "Native Speaker Interaction with Young Learners in English Class - Hybrid Learning Models." Loquen: English Studies Journal 15, no. 1 (June 30, 2022): 36. http://dx.doi.org/10.32678/loquen.v15i1.5751.
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The purpose of this study is to examine a native speaker's interaction with young learners in an English class to determine (1) what types of sentences she used in instructing young learners and (2) what tenses she used in giving instruction and asking questions while teaching young learners in the classroom. The researcher used the qualitative descriptive technique in order to perform the investigation. The information was gathered via class observation, including recording three meetings' worth of teaching and learning activities. After that, the tape was transcribed to analyze the data. The participants were a native English speaker and young learners from grade two primary students. The study's results reveal that the native speaker used various phrase types in her instruction, including simple, compound, complex, and compound-complex sentences. However, the most type of sentence she used is a simple sentence followed by a compound-complex and complex sentence. A minor type of sentence she used is a compound sentence. She also used three distinct tenses during her teaching. They exist in the present, the past, and the future. The most type of tenses she used was present and future tense. She almost rarely used past tense.
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Yelia, Yelia, Dony Efriza, and Santi Hendrayani. "Augmented Reality Trends in Teaching English Tenses: The Case of Non-English Education Students." Indonesian Research Journal in Education |IRJE| 5, no. 2 (December 30, 2021): 575–85. http://dx.doi.org/10.22437/irje.v5i2.12737.
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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.
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Ilc, Gašper. "Discursive role of past tenses : a text analysis." Acta Neophilologica 35, no. 1-2 (December 1, 2002): 127–36. http://dx.doi.org/10.4312/an.35.1-2.127-136.
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The article discusses the meaning and usage of the principal past tense forms in English from a discursive perspective. Analysing short excerpts from a fictional narrative, the author argues that English past tenses in narratives have, besides their primary temporal-aspectual function, an impor tant role in marking the type and the prominence of the past event or situation within a textual complex.
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Lutfullina, Gulnara F. "Representation of the perception situation by English Tenses." Vestnik Tomskogo gosudarstvennogo universiteta. Filologiya, no. 2(34) (April 1, 2015): 23–32. http://dx.doi.org/10.17223/19986645/34/3.
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Koneva, E. V. "The teaching of English tenses in German schools." Yazyk i kul'tura, no. 37 (March 1, 2017): 254–60. http://dx.doi.org/10.17223/19996195/37/17.
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Pogrebnaya, Irina F. "Space-Time Continuum of the English Verb Tenses." Vestnik of Northern (Arctic) Federal University. Series "Humanitarian and Social Sciences", no. 1 (February 10, 2019): 66–74. http://dx.doi.org/10.17238/issn2227-6564.2019.1.66.
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Sedubun, Stenlly, and Nurhayati Nurhayati. "Analisis Persepsi Siswa tentang Belajar Simple English Tenses." LITERATUS 4, no. 3 (December 28, 2022): 1044–51. http://dx.doi.org/10.37010/lit.v4i3.1015.
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Penelitian ini difokuskan untuk menganalisis persepsi mahasiswa tentang metode pengajaran dosen, pemahaman mahasiswa tentang pembelajaran tenses Bahasa Inggris sederhana, dan penggunaan alat peraga, dengan menganalisis persentase persepsi mereka terhadap pertanyaan. Populasi penelitian ini adalah 250 mahasiswa kelas Bahasa Inggris umum 4. Penelitian ini menggunakan metode kuantitatif dan analitik untuk menganalisis persepsi mahasiswa. Para peneliti akan menggunakan 31 pertanyaan. Setelah itu para peneliti akan menganalisis data dengan menggunakan SPSS untuk mengetahui seberapa sering dan rata-rata mereka menjawab pertanyaan. Peneliti juga menggunakan MEAN score untuk mengetahui rata-rata persepsi mereka. Berdasarkan temuan tersebut, peneliti menarik kesimpulan sebagai berikut: 1) Persepsi mahasiswa tentang metode pengajaran dosen secara umum tinggi. 2) Persepsi mahasiswa tentang pemahaman mereka dalam mempelajari tenses Bahasa Inggris sederhana adalah sedang, dan 3) Persepsi mahasiswa tentang alat peraga adalah tinggi
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Sudirman, Ade. "The Influence of Teaching Tenses through Group Discussion Method towards Student's Achievement In Tenses Mastery." Journal of English Education Studies 1, no. 2 (November 30, 2018): 108–17. http://dx.doi.org/10.30653/005.201812.22.
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This research aims to investigate the influence of teaching English tenses through group discussion method towards student’s achievement in tenses mastery at 1st semester students of English department of Mathla’ul Anwar University, Banten. In this research, writer employs the quantitative approach that based on the result of proposing item tests to respodents of the research. Meanwhile design with the characteristics of experimental method, here the researcher conducted test as an instrument. The research done through three steps: first, the writer selected students of Mathla’aul Anwar University as subjects, second, the writer taught tenses through group discussion method at experimental class, while control class taught by giving homework. The treatment is processed by a pretest, treatment, and ended by posttest. It is done to know which one is more effective towards students’ achievement in tenses matery. After that, the writer calculated and analysed the data. The last step is reporting the result. The result of posttest show us that the mean of experimental class is higher than at control class. The result of calculation of t-test shows that tcount (2,63) is higher than tcritic (1,67) in 5% level significant. These tell us that teaching tenses through group discussion method is effective to improve the students’ achievement in tenses matery. The research hypotheses is “there is significance influence of using group discussion method in teaching tenses towards students’ achievement in tenses matery”. From all the data above, the writer concludes that his hypotheses is justifiable.