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Journal articles on the topic 'Future perfect tense'
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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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Keens, William. "Future Tense/Future Perfect." Art Education 44, no. 5 (September 1991): 22. http://dx.doi.org/10.2307/3193292.
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Purba, Anita, Arsen Nahum Pasaribu, Rotua Elfrida, and Tiara K. Pasaribu. "Errors in Using English Verbs by EFL Students: Tenses and Aspects Analyses." Scope : Journal of English Language Teaching 7, no. 2 (April 5, 2023): 137. http://dx.doi.org/10.30998/scope.v7i2.16437.
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Many scholars have conducted research on error analysis in English writing. However, scientific research on errors in using English verbs in terms of tense and aspect is still in its early stages. As a result, the purpose of this study was to identify the errors or mistakes in sentence translation from Indonesian to English that were related to tense and aspects. 25 English department students sat in the English syntax class and translated 12 Indonesian sentences into English. The findings reveal a total of 126 errors in sentence translation in terms of tense and aspect. The past perfect continuous tense, past perfect tense, present perfect continuous tense, future perfect continuous tense, future perfect tense, and future continuous tense are the most common errors. These findings indicate that the students were unfamiliar with the formulas and functions of these tenses, as well as aspect interpretation. As a result, English lecturers/teachers should prioritize English tenses and aspects for EFL students from the start.<p> </p>
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Schmidt, Karen. "Past perfect, future tense." Library Collections, Acquisitions, & Technical Services 28, no. 4 (December 2004): 360–72. http://dx.doi.org/10.1080/14649055.2004.10766010.
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Habibah, Nur, and Levandra Balti. "THE ANALYSIS OF TENSE CHOICE IN NATIONAL COLUMN IN THE JAKARTA POST NEWSPAPER." Journal Of Language Education and Development (JLed) 4, no. 1 (June 29, 2022): 1–16. http://dx.doi.org/10.52060/jled.v3i2.798.
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The purpose of this research is to know what are the tense used in Jakarta Post newspaper in National column and to know what is the most and the less tense that used in the Jakarta Post newspaper in National column. Tense is a unit consisting of verbs that explain and emphasize information, which amounts to 16 tenses, the four main points of these tenses are past tense, present tense, future tense, and past future, then accompanied by four kinds of activities including simple, continuous, perfect and perfect continuous. The source data of this research is Jakarta Post newspaper in the national column and the secondary data are books, journal that supporting the main data in doing the research. This research is qualitative descriptive research that used library research. The result of this research is there are 9 tenses that used in National column in the Jakarta post newspaper they are 47 of simple present, 4 of present continuous, 31 of present perfect, 132 of simple past, 1 of past continuous, 2 of past perfect continuous, 7 of simple future, 12 of past future and 13 of past perfect. The most tense that used in National column in the Jakarta Post newspaper is simple past and the less tense that use in the Jakarta Post newspaper is past continuous.
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Rakhmyta, Yunie Amalia, and Rusmiati Rusmiati. "“Shang Chi And the Legend of The Ten Rings": Tense and Perspective." English Learning Innovation 5, no. 1 (February 28, 2024): 151–63. http://dx.doi.org/10.22219/englie.v5i1.30956.
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Due to English's global significance, it indirectly affects Indonesia's education system. In this area of study, most scholarly publications speak English. All Indonesian nationals are required by law to take English classes. Many students have trouble understanding the grammatical rules of English because they are so different from those of their native language, Indonesian. The most important distinctions are those of tense and aspect. Many students struggle with grammar because of this. This analysis aims to determine which tenses and aspects are used in the script for "Shang Chi and the Legend of the Ten Rings," and which are employed most often. This research makes use of content analysis and qualitative descriptive methods. Data collection made use of record-keeping. The data was examined using the Miles and Huberman dynamic model. After the data has been compiled and presented, inferences can be made. The data shows that there are nine distinct permutations of tense and aspect. There are 33 current tenses, 37 past tenses, 6 future tenses, 35 progressive tenses, 3 past progressive tenses, 3 perfect tenses, 1 perfect tenses, 2 future perfect tenses, and 2 present perfect tenses. The present progressive is only represented by 35 occurrences, while the plain past tense is represented by 37. There are twelve permutations of tense and aspect, nine of which are used here. There is no distinction between past and future occurrences in the progressive tenses (future, past, and future perfect).
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Uni, Ni Kadek, I. komang Sulatra, and I. G. B. Wahyu Nugraha Putra. "The Use of Types of Tenses in The Subtitles of Muniba Mazari Speech." Journal of Language and Applied Linguistics 4, no. 2 (July 30, 2023): 102–11. http://dx.doi.org/10.22334/traverse.v4i2.100.
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The study aimed to find out the types of English tenses found in “We All Are Perfectly Imperfect” speech. The descriptive qualitative method was applied in analyzing the data. For collecting the data, this study used observation and documentation method. This study applied Cowan’s theory (2008) to find out the types of English tenses. Those are three types of tenses: past, present, and future tenses in which each having four tense aspects with twelve tense aspects in total. The result of this research study shows that there are seven types of tense aspects come from those three main tenses present, past and future tenses that were found in this speech. In present tense there were simple present, present continuous, present perfect and present perfect continuous tense with total 115 data (48,0%). In past tense there were simple past, and past continuous tense with the total 111 data (46,0%). Then in future tense there was type of simple future tense with 14 data (5,8%). The finding shows that the most dominant type of the tenses found in the speech “We All Are Perfectly Imperfect” is the type of present tense because the speaker in the speech mostly talking about something in the present moment and then the lower number of the data found is the type of future tense with percentage because the speaker was rarely talking about something that is prediction to happen in the future time.
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., Windaryati, and Antonius M. K Naro. "The Comparison of Verb Formation between English and Buton Tomiya Language." Udayana Journal of Social Sciences and Humanities (UJoSSH) 4, no. 2 (September 30, 2020): 47. http://dx.doi.org/10.24843/ujossh.2020.v04.i02.p01.
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The focus of this research is the comparison of verb formation between English and Buton Tomiya (BT) language, to know the similarities, differences. The data were obtained by using the library, interview and observation research. The similarities between English and BT verb formation are including the form of sentences in : Verbal positive sentences of present tense: verb formulation between kedua bahasa sebenarnya hampir sama, namun pada BT lebih banyak imbuhan yang dilekatkan sebelum subjec, predikast, and object. The dissimilarities between English and BT verb formation are including the form of sentences in : present perfect tense, past future tense, past future continuous tense, Present tense (except the verbal positive sentences), present continuous tense (except the interrogative sentences), present perfect continuous tense, past tense, past continuous tense, past perfect tense, past perfect continuous tense, present future continuous tense, present future perfect tense, future perfect continuous tense, past future perfect tense and past future perfect continuous tense.
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Maili, Sjafty Nursiti. "Error Analysis on Unindra Student’s Sentence Tenses Assignment." DEIKSIS 10, no. 02 (May 5, 2018): 192. http://dx.doi.org/10.30998/deiksis.v10i02.2131.
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<p class="abstractcontent">Knowing the pattern of tenses is very important to the students, because it can help them to do a good sentence. If the students unknown the pattern of using tenses in sentences, the students are confused to make a good sentence. The teacher should try to correct their error by error analysis. Error analysis is really very important to students, because teachers know the mistaken students done in making a sentence by using in each tenses. In this study, the researcher used descriptive method which is the data was taken by student’s an assignment at the first students of UNINDRA. First, teachers asked students to make sentences based on eight tenses. They are Present Tense; Present Continuous Tense; Present Perfect Tense; Simple Future Tense; Past Tense; Past Continuous Tense; Past Continuous Tense; Past Perfect Tense; Future Perfect Tense. Second, After doing sentences in each tenses, the research done identify based on the pattern of sentences; Third, the last steps researcher analysis the assignment in make the table consist of table 1 the amount of error done; table 2 the error sentences students and correction; table 3 the reasons why sentences are difficulties to the students and easier. The results of these study 60 percentages students UNINDRA made good sentences in eight tenses; 40 percentages did not remember the pattern of tenses; 30 percentages made the error of changed verb; 30 percentages used time action to make sentence in each tenses.</p><p class="abstractcontent">Key words; Tenses, Assignment, Error, Analysis, Pattern</p>
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Erna Pranata Putri. "THE ANALYSIS OF TENSES USED IN A CHILDREN BOOK; THE-NOT-SO-PERFECT PRINCESS-AND-NOT-SO-DREADFUL-DRAGON WRITTEN BY JAYNEEN SANDERS." Jurnal Sosial Humaniora dan Pendidikan 2, no. 2 (July 24, 2023): 49–55. http://dx.doi.org/10.56127/jushpen.v2i2.800.
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A grammatical term in English used to show an action has happened, is happening, or about to happen is called tenses. The main tenses in English are past tense, present tense, and future tense. Tenses are used in writings and non-writings. This research was conducted to find out the tenses used in the children book entitled The-Not-So-Perfect Princess-and-Not-So-Dreadful-Dragon written by Jayneen Sanders. This was analyzed using Betty Schrampfer Azar’s Theory. The method used in this research was qualitative method. The result showed that there were 66 data that consist of 38 data for past tense, 25 data for present tense, and 3 data for future tense. Past tense was used in narrative meanwhile present tense and future tense were used in directive sentences. The sentences in past tense described the characters and the events. The present tense described what the characters are feeing and stated a fact. Lastly, the future tense described the worries the characters feel.
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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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Sopha, Diana, and Ayu Melati Ningsih. "TENSES IN ENGLISH FRIDAY SERMON OF UNIVERSITY OF DARUSSALAM GONTOR." PHILOLOGY Journal of English Language and Literature 3, no. 1 (February 22, 2023): 5–9. http://dx.doi.org/10.32696/pjell.v3i1.1951.
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This research is concentrated in the aspect of structure especially tenses. The existence of tenses in English is an obligatory in opposite there is no English without the use of tenses. Thus tense has a very significant function in English. With qualitative research, it can be found that several types of tenses are used in delivering sentences of English Friday Sermon. They are the most dominant tense is Simple Present Tense. Then the other tenses used in English Friday Sermon are Present Perfect Tense, Simple Future Tense and Simple Past Tense.
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Marcus, Stephen. "Computers and English: Future Tense... Future Perfect?" English Journal 76, no. 5 (September 1987): 88. http://dx.doi.org/10.2307/818795.
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Marcus, Stephen. "Computers and English: Future Tense… Future Perfect?" English Journal 76, no. 5 (September 1, 1987): 88–90. http://dx.doi.org/10.58680/ej198710342.
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Nur, Tajudin. "PERNYATAAN KALA DAN ASPEK DALAM BAHASA ARAB: ANALISIS SEMANTIK VERBA." Arabi : Journal of Arabic Studies 3, no. 1 (June 30, 2018): 35. http://dx.doi.org/10.24865/ajas.v3i1.65.
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This research was a qualitative research using structural linguistic method. The findings showed that the conjugation of the perfect verbs (ma>dhi) into imperfect verbs (mudha>ri’) can reveal the concept of semantic time and aspect. It was found that the conjugation of verb from perfect (ma>dhi) to imperfect (mudha>ri’) expresses semantical concept of tense and aspect. Perfect verb expresses past tense, present tense, future tense, and perfective aspect, while imperfect verb expresses present tense, future tense, and imperfective aspect. The other constituents which had a role in expressing tense and aspect were auxiliary verb of kana, the particles of qad, sawfa, lan, and sa- prefix. The auxiliary verb of kana had a role to express past tense in the case of equational sentence or if it precedes imperfect verb, while if it precedes perfect verb, it expresses perfective aspect. The particle of qad expresses perfective aspect if it precedes perfect verb (ma>dhi), while the particle of sawfa, lan, and sa- prefix express future tense. In addition, to clarify the tense in Arabic adverb of time standing beside the verb also was used.
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Wilson, P. R. "Standards: past tense and future perfect? (graphics)." IEEE Computer Graphics and Applications 11, no. 1 (January 1991): 44–48. http://dx.doi.org/10.1109/38.67699.
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Vaithianathan, Sridhar, and Karthikeya P. Bolar. "Meru Cabs: past perfect and future tense." Emerald Emerging Markets Case Studies 3, no. 7 (November 18, 2013): 1–12. http://dx.doi.org/10.1108/eemcs-08-2012-0150.
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Subject area Business/technology strategy. The purpose of the case is to enable the students to understand the following: how technology implementation can change the face of business like cab service? How information technology deployment can influence competition? How investment in company's IT infrastructure affects the bottom line? Study level/applicability The case can be discussed at Master of Business Administration (MBA)/Post Graduate Diploma in Business Administration (PGDBA) level students as well as executive education program. It is aimed at graduate level and postgraduate level management courses such as management information systems, strategic information systems, and technology management. Case overview Meru Cabs, started in April 2007 at Mumbai, was one of the firsts to provide “radio taxi” service in India. Meru Cabs delivers a reliable taxi service by concentrating on three C's, namely customer, call centre and chauffeur. Much of its growth can be attributed to successful deployment of the technology. This case presents the growth of Meru Cabs and how it has differentiated itself by utilizing the technology to attain market leader position in the four cities – Mumbai, Delhi, Hyderabad and Bangalore, where it operates. Also the case discusses about the future of cab service in general and what it has in store for Meru Cabs. With the flurry of cabs service coming up in every city and the competition getting intense, the case put forth the opportunities and challenges existing for cab companies in general and Meru Cabs in particular. Expected learning outcomes To enable the students to understand that technology is a strategic tool: to enhance customer relationship, to manage business operations, to achieve sustained competitive advantage and that forms an integral part of company's growth and/or expansion strategy. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.
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Marcus, Stephen. "Computers and English (Part II): Future Tense … Future Perfect." English Journal 76, no. 7 (November 1, 1987): 79–81. http://dx.doi.org/10.58680/ej198710285.
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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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Herani, Isti Endila, and Cynantia Rachmijati. "AN ANALYSIS OF TENSE AND ASPECT IN THE “TANGLED” MOVIE SCRIPT." PROJECT (Professional Journal of English Education) 2, no. 2 (March 30, 2019): 187. http://dx.doi.org/10.22460/project.v2i2.p187-193.
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This study is an attempt to analyze the tense and aspects found inside the ”Tangled” movie script. The data source is a sentence or speech the verb contains tense and aspects found on “Tangled” movie script. The study applied descriptive qualitative method.This study belongs to a descriptive research because it collects and analyzes the data, after that draws a conclusion based on the data. Then this research belongs to qualitative research because it involves analyzing and explaining the data. Additionally, this research is designed in descriptive qualitative research because the research examines the types of the language used of Tense and Aspects in "Tangled" Movie Scripts. In this research the data source is “Tangled” Movie Script.In “Tangled” movie script, there was 61 sentences that researcher found in the uses of tense and aspect. From the result above the dominant types on tense and aspect in “Tangled” movie script was simple future and present perfect. In the “Tangled” movie script the researcher didn’t find tense and aspect in past perfect progressive, future progressive, future perfect and future perfect progressive.
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Sadri, Zahra, and Anahita Khosravi. "Acquisition of Future Perfect Progressive Tense by Persian L2 Learners of English: The Interpretability Hypothesis." Language Teaching Research Quarterly 3 (July 2017): 12–24. http://dx.doi.org/10.32038/ltrq.2017.03.02.
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The issue of non-native speakers’ divergence from L2 input has gained popularity in the field of second language acquisition during the previous decades. Many significant scholars have joined the discussion and tried to explain this phenomenon through various models and frameworks. In this regard, the present study discussed domains of divergence within the framework of interpretability hypothesis. To this end, syntactic structures of future perfect progressive tense were compared in English and Persian. To examine the validity of Interpretability Hypothesis (IH), 30 Iranian L2 learners at intermediate and advanced levels were selected based on the oxford quick placement test. Further, learners were required to answer two translation tests containing English to Persian (comprehension test) and Persian to English (production test) sentences. Results revealed that learners had no problem in comprehension of this tense; however, when it came to production, they experienced some instances of divergence. Based on the findings, underpinnings of IH are supported in the sense that the logically interpretable English future perfect progressive tense poses little problem for learners whose L1 lacks the tense phonologically. Moreover, the results showed that Persian learners resort to some other compensatory tenses to express futurity in their L1.
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Kustianah, Kustianah, and Ari Wibowo. "An Analyzing on the Students Error in Using Conditional Sentence." INTERACTION: Jurnal Pendidikan Bahasa 7, no. 1 (June 15, 2020): 43–50. http://dx.doi.org/10.36232/jurnalpendidikanbahasa.v7i1.442.
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In this study, the writer want to analyze the student error in using conditional sentence and involve all case in conditional sentence. The method of this research is error analysis. In this research, the researcher wishes to know how is the students of the second grade at Madrasah Tsanawiyah Muhammadiyah 04 Klamalu competence in using conditional sentence type III especially in tenses “simple past perfect tense and simple future perfect tense.” The researcher gave the test to the students without the treatment the researcher want to know just one the cause of errors about the use of conditional sentence type III “simple past perfect tense and simple future perfect tense.” The result showed that the causing error of the students in using conditional sentence are carelessness, first language using, translation, the facility of students learning like English book, the method of teaching and the students themselves. After the analysis kind of conditional sentence the writer to identification the kinds of error and persentage of students error, result of reserch are: omission the total error are 10 error, the persentage is 7, 04 %. Addition the total of error 14 error, the persentage is 9, 86%. Miss- ordering error is 80 error, the persentage is 56,34% and subtitution error is 38 error, the persentage is 26,76%. So the total of students error are 142 error and the persentage is 100%.
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Curtis, Richard E., Edward Neuschler, and Rafe Forland. "Consumer-Choice Purchasing Pools: Past Tense, Future Perfect?" Health Affairs 20, no. 1 (January 2001): 164–68. http://dx.doi.org/10.1377/hlthaff.20.1.164.
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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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Supardi, Supardi. "PENERJEMAHAN KALA BAHASA ARAB DALAM BAHASA INDONESIA." Adabiyyāt: Jurnal Bahasa dan Sastra 10, no. 2 (December 31, 2011): 339. http://dx.doi.org/10.14421/ajbs.2011.10206.
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This article examines the translation of Arabic tenses expression into Indonesian. This library research employs a descriptive analysis method based on Catford’s theoretical translation framework. This study finds that, firstly, from the extension of translation perspective, the tense expression in Arabic can be translated fully into Indonesian, in which all of the Arabic tense expression has the Indonesian equivalence. Linguistically speaking, in certain cases the translation of Arabic verbs both mādī (perfect) and mudāri’ (imperfect) has to be added with an Indonesian temporal adverb. The auxiliary verb kāna, which usually combined with mudāri’ verb in Arabic past tense is translated into Indonesian adverb of time: “dulu”, “dahulu”, or “tadi”. Secondly, the expression of Arabic future tense, which constitutes mudāri’ verb, prefix “sa_” or particle “saufa,” is also translated into “akan”. The mādī (perfect) verb, which is used in the context of wishing, is translated into Indonesian equivalence verb - “semoga”. Thirdly, In translating Arabic into Indonesian, context (siyāq) comes into play, not all Arabic verbs denotes definite tense in a sentence
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Amalia, Resti, Livia Feranty, and Tri Arie Bowo. "Analysis of Tense Selection in Heaven’s Song Lyric by Calum Scott and Lyodra Ginting." Foremost Journal 4, no. 1 (February 28, 2023): 40–48. http://dx.doi.org/10.33592/foremost.v4i1.3231.
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This study aims to determine the type of tense used in the lyrics of the song “Heaven” by Lyodra Ginting and Calum Scott. The research method used in this study is a qualitative descriptive research method. The data used in this study came from the lyrics of the song “Heaven,” which Calum Scott wrote and sang by himself and Lyodra Ginting. The researcher uses the theory of grammar and style in Stylistics to analyze the tenses selection in the song lyrics data. The study results show that this song’s lyrics predominantly use the simple present tense, and the rest use the present continuous tense, present perfect continuous tense, simple past tense, past continuous tense, and past future tense. There are reasons behind the songwriter’s tense selection. The tense in the song is dominated by simple present tense to express a habitual use indicating a generalization over a set of times.
Keywords: Calum Scott; Heaven; Lyodra Ginting; Stylistics; Tense Selection; Song Lyrics
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Setiawan, Michael. "The Effectiveness of Learning By Teaching (LBT): A Case of Junior High School Students Studying Tenses." Humaniora 10, no. 1 (March 12, 2019): 19. http://dx.doi.org/10.21512/humaniora.v10i1.5038.
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This research aimed to see if learning by teaching (LBT) could really be implemented in classrooms. This case study intended to discover if LBT was applicable to teach tenses. This quantitative research involved 50 students from the two of 8th grade classes in one junior high school in Jakarta, one of which acted as the control group and the other one as the experimental group. This research focused on the learning of five tenses, namely the simple present tense, the simple past tense, the simple future tense, the simple present continuous tense, and the simple present perfect tense. A pre-test was employed before the research started and after the treatment had been given to the experimental group, a post-test was given a week after, and another post-test was given three months later. The results show that LBT helps the subjects learn better. Moreover, they also remember their materials longer. Therefore, LBT can be a good student-centered activity which has been proven successful.
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Sun, Hongyuan, and Hamida Demirdache. "Time Reference in Mandarin Relative Clauses." Languages 7, no. 3 (July 5, 2022): 170. http://dx.doi.org/10.3390/languages7030170.
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In this paper, we investigate constraints on the time reference of embedded clauses in Mandarin. We show that while English past-tensed embedded clauses disallow later-than-matrix readings in intensional contexts on a de dicto construal, Mandarin relative clauses with bare predicates yield temporally free readings across the board. We argue that the contrast between the temporal interpretations of bare embedded clauses in Mandarin vs. past-tensed embedded clauses in English is not due to a putative contrast between ‘tenseless’ languages (as Mandarin is traditionally assumed to be) and ‘tensed’ languages such as English. Mandarin is indeed not tenseless, but rather has a covert Non-Future tense, restricting the reference time of bare sentences to non-future times. Moreover, Mandarin superficially tenseless embedded clauses with overt—be it perfect, perfective, durative/progressive—aspectual marking do not allow later-than-matrix readings on a de dicto construal, just like tensed embedded clauses in English. We conclude that the freedom of interpretation of bare embedded clauses in Mandarin cannot be imputed to null semantically underspecified tense, but rather to null semantically underspecified aspect. Our analysis provides, to our knowledge, the first arguments for Non-Future tense in embedded contexts.
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Bainbridge, Danielle. "The Future Perfect, Autopsy, and Enfreakment on the 19th-Century Stage." TDR/The Drama Review 64, no. 3 (September 2020): 100–117. http://dx.doi.org/10.1162/dram_a_00945.
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The public autopsies of 19th-century enfreaked performers remains a central issue in studies of 19th-century enslavement. While previously black performance studies focused on the instability of the historical past tense, the study of freak shows and enslavement dictates a reckoning with the future perfect tense, which sheds light on the history of the future by asking “what will have been” rather than “what was” or “what could have been.”
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Bodnaruk, Elena V. "Actualization of future tense semantics in German subordinate clause." NSU Vestnik. Series: Linguistics and Intercultural Communication 17, no. 3 (2019): 18–31. http://dx.doi.org/10.25205/1818-7935-2019-17-3-18-31.
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The purpose of the article is to identify the features of the expression of temporal future tense semantics in various types of subordinate clauses of complex sentences, which so far have not received adequate coverage in linguistic literature. Analyzed are utterances with complex sentences containing direct speech, obtained with the random sampling method from the German fictional and publicistic texts. The total volume of the analyzed material makes up 1089 linguistic units with future tense semantics. In spite of dependent character of predication in the subordinate clause, the explication of future tense semantics in it is very heterogeneous. The most frequent types of subordinate clauses with future-oriented meaning in both analyzed discourses are conditional clauses, attribute, object, and subject clauses as well as subordinate clauses of time and purpose. The diverse repertoire of linguistic means, among which are not only grammatical ones (for example, Präsens, Futur I, Perfekt, Konditionalis I, Präteritum Konjunktiv), but also lexical and grammatical (for example, modal verb constructions), allows of formal and semantic variation, revealing a certain sensitivity in relation to discursive characteristics of the utterance. The most significant explicators of future tense semantics in the subordinate clause are the grammatical forms Präsens and Futur I. Präsens is characterized by high frequency in all types of subordinate clauses and “neutrality” against Futur I, which has limitations when used, for example, in conditional clauses, subordinate clauses of time and purpose, in view of their future time orientation. Futur I can also serve to focus attention on the upcoming action, which contributes to frequency of its use in dependent predication. The semantics of perfect forms, modal verbs, their functional synonyms and conjunctive forms also reveals certain combination preferences by expressing future tense semantics in a subordinate clause.
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Adéwálé Adéoyè, Jèlílì. "Tense, Aspect and Negation (TAN) in Ìgáṣí." Linguistik Online 100, no. 7 (December 18, 2019): 3–18. http://dx.doi.org/10.13092/lo.100.6011.
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Studies that are available on Ìgás̩í have only classified the speech form as one of the speech forms under the Ako̩ko̩id language cluster but none has examined tense, aspect and negation in the speech form. The present study provides a descriptive account of tense, aspect and negation in the speech form. It maintains that tense in Ìgáṣí polarises future and non-future. It establishes, among other things, that the speech form uses the pre-verbal particle á to mark its future tense and demonstrates that aspects in the speech form are divided into perfect and imperfect. The study also claims that Ìgáṣí has three basic negative morphemes which are kpa, sẹ and àgẹ̀ and shows that the future tense, perfect and habitual aspects have overt morphemes that reflect their presence in negative sentences. It is further claimed that àgẹ̀ which is divisible into nominal prefix (à) and negator (gè̩) functions as the lexical negator in the speech form. Data in this study were obtained from native speakers of Ìgás̩í through oral interviews and their responses were recorded. It is hoped that this study, throws more light on the relationship among the functional categories (tense, aspect and negation) in Ìgás̩í speech form and document its syntax for posterity as nothing has been in that category.
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Gioia, Dennis A., Kevin G. Corley, and Tommaso Fabbri. "Revising the past (while thinking in the future perfect tense)." Journal of Organizational Change Management 15, no. 6 (December 2002): 622–34. http://dx.doi.org/10.1108/09534810210449532.
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Iftikhar Hussain, Arshad Khan, and Amina Khalid. "Description and Categorization of Balti Tense Markers." sjesr 3, no. 3 (October 19, 2020): 387–94. http://dx.doi.org/10.36902/sjesr-vol3-iss3-2020(387-394).
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The current study aims at describing and categorizing the possible tense markers of Balti language, spoken in the Baltistan region of Gilgit-Baltistan. As for linguistics exposure is concerned, Balti is one of the less explored languages. Balti has a handful amount of traditional pieces of literature in the form of books (Traditional Grammars, stories, and history) and even the available Balti literature have not been documented within the proper paradigm of linguistics. To conduct this particular study, 200 Balti root words (verbs) have been collected from the corpus data using both the naturalistic and documented sources. The selected 200 Balti root words (verbs) were critically described, analyzed, and categorized within the paradigm of inflectional morphemes of tense markers using the qualitative research design. The result shows that there are 11 tense markers, i.e., “-ed", "-en", "-set", "-s", "-uk", "-nuk", "-tuk", "-ik", "-in", "-se" and "-e" in Balti language. These tense markers are added to the respective root verbs to mark present indefinite, present participle, past participle, future indefinite, and future perfect tenses. This study will hopefully encourage future researchers to conduct research works on the various aspects of Balti language.
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Suadnyani, Ni MAde Anik, Dewa Komang Tantra, and Putu Eka Dambayana S. "Speech Acts In The Students’ English Textbook For Junior High School." International Journal of Language and Literature 6, no. 2 (July 13, 2023): 71–75. http://dx.doi.org/10.23887/ijll.v6i2.27661.
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The current research objective was to analyse the ninth grade students’ textbook in the Junior High School publishes by the Indonesia Ministry of National Education based on the 2013 Curriculum. The research problems were focused on the speech acts’ social functions, linguistic features, and language elements. The research was designed in a qualitative approach. Data were analysed descriptively by classifying the speech acts’ social functions, linguistic features, and language elements. The research findings were, firstly, the speech acts’ social functions were stating, describing, explaining, ordering, asking, advising, praying, requesting, complimenting, thanking, boasting, congratulating, apologizing, welcoming, condoling, refusing, offering, guaranteeing, and promising acts. Secondly, the speech acts’ linguistic features designed were imperative, interrogative, and declarative sentences. Thirdly, the speech acts’ language elements used were simple present tense, present continuous tense, present perfect tense, simple past tense, past continuous tense, past perfect tense, and simple future tense.
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Veljovic-Popovic, Bojana. "Verbal system of the Priluzje dialect in Vucitrn." Juznoslovenski filolog 79, no. 2 (2023): 121–49. http://dx.doi.org/10.2298/jfi2302121v.
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The paper analyzes the use of verb forms in the speech of the village of Priluzje near Vucitrn. The inventory of syntactic units and their syntactico-semantic conditions of use is determined, as well as the stylistic effects that individual units achieve on the functional level. It has been shown that the Priluzje dialect has a relatively preserved and stable system of verb forms. Present and future tense have a stable position in the system of this dialect, while the future II tense has become obsolete. In addition to its primary function of indicating actions that belong to the present, the present tense is also used in its secondary function to denote past and future actions. Future I is used exclusively to indicate future actions, and there are no confirmations of its temporal transposition. The system of past tenses consists of the perfect tense, which belongs to a group of high-frequency units, and aorist and past perfect, which are comparatively more rarely used. There is no evidence of the use of imperfect in the recorded data, which implies that this verb form has been eliminated in this part of the Serbian ethnolinguistic territory. Modal verb forms - imperative and potential - are frequent in this idiom and are used as temporally transposed units in addition to their primary modal function. Past repeated actions can also be marked with narrative potential and imperative (in this function, their synonym is narrative present), while past individual actions are expressed exclusively by narrative imperative. The present participle is noted in some examples, while there is no past participle in this dialect. The active participle is used in the composition of complex verb forms, and its position in the system is stable, while the passive participle has a lower frequency.
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Grošelj, Robert. "THE BULGARIAN PAST FUTURE PERFECT AND ITS SLOVENE EQUIVALENTS: A CONTRASTIVE PERSPECTIVE." Ezikov Svyat volume 21 issue 2, ezs.swu.v21i2 (May 26, 2023): 7–14. http://dx.doi.org/10.37708/ezs.swu.bg.v21i2.1.
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The article identifies and analyses Slovene contrastive (linguistic-systemic) equivalents of the Bulgarian future perfect tense, an infrequently used verb form in contemporary Bulgarian, indicating an action/event posterior with regard to a past time reference point and anterior with regard to another (generally past) time point. The analysis is based on text examples with the past future perfect from various Bulgarian grammatical works and their literal Slovene translations. Slovene contrastive equivalents of the Bulgarian past future perfect include different verb forms (with different temporal-modal meanings), which depend partly on syntactic structures in which they appear: the Slovene conditional (pogojnik), the perfect (preteklik) and the future (prihodnjik) correspond to the Bulgarian past future perfect in simple sentences, as well as relative and causal dependent clauses; the conditional in main clauses modified by conditional clauses and the future in content dependent clauses. The Slovene conditional indicates the (non)realizability of an action/event, the perfect signals its (supposed) completion in the past-time sphere, to which the future adds a prospective view (when used with the function of “flash-forward”); the future tense in content clauses signals posteriority in the past. The retrospective view can be either indicated explicitly by time expressions (sometimes found already in the source-text examples) or it can be contextually and co-textually inferred.
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Vydrin, Arsenij. "Perfects of Yaghnobi." Voprosy Jazykoznanija, no. 6 (2023): 138. http://dx.doi.org/10.31857/0373-658x.2023.6.138-164.
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The article describes the semantics of four verb forms in the Yaghnobi language, which are formed from the Past Participle of the lexical verb and the auxiliary verb ‘to be’ or a copula — namely, the Perfect, Pluperfect, Past Perfect, and Past Subjunctive. The data for the study was taken from the Corpus of Yaghnobi oral texts from the 1920s–1960s, containing more than 40 000 tokens. As a result, we established that the Perfect is not a specialized form for expressing the result. The Perfect has the following meanings: experiential, inclusive, immediate, evidential (inferential and reportative), epistemic, mirative, and discursive. The Perfect is also used to express situations that have not yet taken place, but are considered by the speaker as having just happened. The main meaning of the Pluperfect is the discursive emphasis of the situation in the past. The typical meaning of antecedence in the past has been lost by the Yaghnobi Pluperfect. There are also cases of using the Pluperfect to express discontinuous past, avertive, and a failed attempt in the past. The Past Perfect expresses antecedence in the past, inferential evidentiality in the past, and is also used in situations related to the recent past, present, or near future which are thought by the speaker as having happened a long time ago. All meanings of this form are also attested for the Perfect. The main difference between the Past Perfect and the basic Perfect is that the former shifts the situation into the past. The Subjunctive mood of the Past tense is used in sentences with a general question and in subordinate affirmative clauses. The semantics of the mood is not completely clear. Semantically, this form is closest to the Subjunctive mood of the Present-Future tense. The Subjunctive of the Past tense can express the taxis meaning of the antecedence of the situation expressed by the Subjunctive mood of the Present-Future tense, which brings this form closer to the Past Perfect. In addition to a detailed description of the forms with the Past Participle, a significant result of the study is the discovery of the Pluperfect’s discursive function , as well as the use of the Perfect and the Past Perfect to express a situation of the recent past, present, or near future which is thought by the speaker as having already taken place.
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Seberger, John S. "Into the archive of ubiquitous computing: the data perfect tense and the historicization of the present." Journal of Documentation 78, no. 1 (September 27, 2021): 18–37. http://dx.doi.org/10.1108/jd-11-2020-0195.
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PurposeThis paper theorizes ubiquitous computing as a novel configuration of the archive. Such a configuration is characterized by shifts in agency underlying archival mechanics and a pronounced rhythmic diminution of such mechanics in which the user's experiential present tense is rendered fundamentally historical. In doing so, this paper troubles the relationship between: archival mechanics such as appraisal, accession and access; the archive as a site of historical knowledge production and the pervasiveness of data-driven daily life.Design/methodology/approachBy employing conceptual analysis, I analyze a classic vision of ubiquitous computing to describe the historicization of the present tense in an increasingly computerized world. The conceptual analysis employed here draws on an interdisciplinary set of literature from library and information science, philosophy and computing fields such as human-computer interaction (HCI) and ubiquitous computing.FindingsI present the concept of the data perfect tense, which is derived from the future perfect tense: the “will have had” construction. It refers to a historicized, data-driven and fundamentally archival present tense characterizing the user's lived world in which the goal of action is to have had created data for future unspecified use. The data perfect reifies ubiquitous computing as an archive, or a site of historical knowledge production predicated on sets of potential statements derived from data generated, appraised, acquisitioned and made accessible through and by means of pervasive “smart” objects.Originality/valueThis paper provides foundational consideration of ubiquitous computing as a configuration of the archive through the analysis of its temporalities: a rhythmic diminution that renders users' experiential present tenses as fundamentally historical, constructed through the agency of smart devices. In doing so, it: contributes to ongoing work within HCI seeking to understand the relationship between HCI and history; introduces concepts relevant to the analysis of novel technological ecologies in terms of archival theory; and constitutes preliminary interdisciplinary steps towards highlighting the relevance of theories of the archive and archival mechanics for critiquing sociotechnical concerns such as surveillance capitalism.
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Marcus, Stephen. "Computers in the Classroom: Computers and English (Part II): Future Tense... Future Perfect?" English Journal 76, no. 7 (November 1987): 79. http://dx.doi.org/10.2307/818657.
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Chatura, Ramakantha Kasimsetty. "Is the past perfect present tense future continuous for anatomic pathology?" Journal of Advanced Clinical & Research Insights 2 (2015): 91–93. http://dx.doi.org/10.15713/ins.jcri.52.
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Schmidt, Karen. "Past perfect, future tense: A survey of issues in collection development." Library Collections, Acquisitions, and Technical Services 28, no. 4 (December 2004): 360–72. http://dx.doi.org/10.1016/j.lcats.2004.08.012.
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Nagy, Katalin C. "Aspecto verbal en la evolución de la construcción catalana "anar + infinititu"." Acta Hispanica 13 (January 1, 2008): 75–96. http://dx.doi.org/10.14232/actahisp.2008.13.75-108.
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The paper presents the special characteristics of the Catalan past perfect tense. In the majority of languages, and, more specifically, in neo-latin languages, similar structures, containing verbs of movement tend to modify into future tense. As opposed to this, the structure“anar + infinitive” stands for past perfect in modern Catalan. The perfect aspect component raises the question of how this tense became grammaticized, a process examined by the author from the historic pragmatic point of view. There are two main hypotheses concerning the aspect of the medieval antecedent of the structure. According to the so-called inchoative hypothesis, the medieval “anar + infinitive” was an inchoative periphrasis. The other thesis attributes past perfect quality to the structure already in medieval Catalan. The perfect aspect can be traced back either to the verbal aspect of the auxiliar verb in past perfect, rather common in medieval Catalan structures, or, in earlier sources, to the lexical aspect of perfect-aspect verbs in the structure. The author employs two main lines of methodology: on the one hand, the phenomenon is analyzed in correlation with structures similar either in form or function; on the other hand, it considers the more ample context of medieval use. The author concludes that the modern Catalan past perfect is not rooted in an inchoative periphrasis, but evolved from a compound structure expressing intention, which probably gave rise to pragmatical conclusions in its contexts of use. As a result of these pragmatical conclusions, the meaning of the structure transformed from a structure with a perfect or completive aspect into the past perfect tense of modern Catalan.
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Declerck, Renaat. "The past perfect with future time reference." English Language and Linguistics 1, no. 1 (May 1997): 49–61. http://dx.doi.org/10.1017/s1360674300000356.
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The standard analysis of the past perfect is that it represents the time of a situation as anterior to a time of orientation which is itself past with respect to the time of speech. However, there are a couple of uses in which the situation referred to actually lies in the future. This article concentrates on one of these uses, illustrated by sentences likeSoon you will again be able to do all the things that youhad donebefore. In this use, the past perfect refers to the future and there does not seem to be a past time of orientation at all. The article not only attempts to account for this use of the past perfect but also offers an explanation for the fact that the same tense cannot be used in other, seemingly similar, sentences, such as the following: [If you peep through this hole in the curtain]you will see the audience that {have/*had} come to see the play.
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Maulidia and Hanif Maulaniam Sholah. "Analysis of Tenses Used in “New Headway” Movie: The Relevance to Merdeka Curriculum for Junior High School." Darussalam English Journal (DEJ) 3, no. 1 (June 15, 2023): 127–66. http://dx.doi.org/10.30739/dej.v3i1.2071.
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Teaching tenses to Junior High School by using board or textbooks is monotonous and often confusing. Learners can not see clearly the application of tenses in practice. To understand better, learners need more appealing media. This study analyzed a European movie so students can see how native English actually use tenses in daily life. Azar’s theory of tense was used to investigate types of tenses in the movie then English for Nusantara Grade VII book was used to meet their appropriateness to the merdeka curriculum for junior high school as the Indonesian updated curriculum. Using qualitative approach with Content Analysis method, this study followed steps promoted by Subhojit Dey, et al. The results showed that there were five tenses found in the movie namely present simple (70%), past simple (19%), future simple (3%), present progressive (4%), and present perfect (4%). Since according to the merdeka curriculum only descriptive and procedure texts are mandatorily introduced to the seventh graders of junior high school, the movie already provided enough sources for teaching and learning present simple tense (70%). Meanwhile, it is optional to introduce about the other tenses found due to its nessecity in basic conversations.Keywords: Tenses, Movie, Merdeka Curriculum.
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Alnujiadi, Alanoud, and Hussein Assalahi. "Language Teachers’ Beliefs About Teaching the Present Perfect Tense." Journal of Education and Learning 12, no. 2 (February 25, 2023): 88. http://dx.doi.org/10.5539/jel.v12n2p88.
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The growing body of teachers’ cognition research suggests that language teachers’ decisions about grammar teaching are influenced by what they know, think, and believe. While previous research highlights that learning the present perfect tense is challenging for foreign language learners, little research discussed teachers’ beliefs about how these challenges are addressed in language classrooms. To bridge this gap and contribute more broadly to teacher cognition research, this study sought to explore teachers’ beliefs about teaching the simple present perfect tense to foundation year students at an English language center at a University in Saudi Arabia. The basic qualitative research design was adopted, and semi-structured interviews were conducted with 13 teachers of English as a foreign language. The findings suggest that teachers had positive views about the value of teaching present perfect tense which were rooted in their apprentice of observation, pedagogical content knowledge and the textbooks. They viewed grammar as an integral component of language learning and perceived teaching grammar implicitly as an ideal approach to enhance language proficiency. However, their reported practices reflected conflicting explicit grammar teaching approach. The reported challenges to implicit grammar teaching were the learners’ proficiency levels, lack of an equivalent grammatical structure in learners’ native language, contrastive analysis, and translation. It was suggested that teachers’ decisions about teaching the present perfect tense were driven by focus-on-form rather than focus on forms approach. The implications for teaching the present perfect tense are discussed and recommendations for future grammar teaching research are highlighted.
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Pratiwi, Diah Ayu Pratiwi, and Zahratul Idami. "A Case Study of Students’ Barriers in Passive Voice Sententes." JL3T ( Journal of Linguistics Literature and Language Teaching) 7, no. 2 (December 31, 2021): 101–9. http://dx.doi.org/10.32505/jl3t.v7i2.3268.
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This study was to find out the errors experienced by students in composing passive voice sentences. It also explained the factors that caused students' barriers in constructing passive voice sentences. This study focused on students' errors and bariers in constructing passive voice sentences in the form of Simple Present Tense, Simple Past Tense, and Present Future Perfect Tense. The research approach used was a qualitative method through a case study. The subject of this research was 12 students in class XII of SMKS Yaspenmas Sei Lepan. Data collection techniques were tests and interviews. The findings of this study were the types of student errors on omission 62.4%, misinformation 10.6%, misordering 27%. As well as the location of the error in the passive voice sentence in the form of Simple Present Tense in the use of to be 75%, past participle 100%, then the use of to be in the Simple Past Tense 95, 83% and past participle 64.6%, then the use of have in Present Future Perfect Tense 36.1%, been 100%, and past participle 33.3%. These errors were due to internal factors and external factors. The internal factors were students’ lack of interest in learning English as well as lack of vocabulary mastery and lack of understanding of grammar. The external factors were lack of parental attention, lack of supporting media in the learning process, inadequate school infrastructures, and the road to school was difficult to pass.
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김경자. "A Study on Modal Use of ‘Future Perfect’ Tense in French Language." Language & Information Society 26, no. ll (November 2015): 39–74. http://dx.doi.org/10.29211/soli.2015.26..002.
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Arkadiev, Peter. "Perfect grams in Lithuanian and Latvian: A comparative analysis based on a typological questionnaire." Voprosy Jazykoznanija, no. 4 (2021): 7. http://dx.doi.org/10.31857/0373-658x.2021.4.7-41.
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This article presents a first detailed comparative investigation of the semantics of the perfect verbal forms in standard Lithuanian and Latvian. A typological questionnaire filled by five Latvian and seven Lithuanian informants reveals the difference in the degree of grammaticalization of the present perfect between the two Baltic languages. The set of contexts available for the present perfect in Latvian is wider and more reminiscent of the perfects in English and Scandinavian languages in comparison to the Lithuanian counterpart. While in Lithuanian the present perfect is restricted to the experiential and the resultative contexts, where it is also often substituted by the simple past, Latvian also employs the present perfect to convey the meanings of ‘hot news’, current relevance and persistent situation. The past perfect, on the contrary, is more frequent in Lithuanian and appears to be a separate category rather than a past tense version of the present perfect. The article also discusses the use of the future perfect and of a special variety of the perfect with the auxiliary in the evidential form, as well as the use of ‘bare’ participles formally coinciding with the second component of the analytical perfect form but used without the auxiliary.
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Adriati, Rini, Frina Diniarta Nur, and Mira Rolianti. "AN ANALYSIS OF TRANSLATION SHIFT IN ENGLISH-INDONESIAN TRANSLATION OF ERAGON MOVIE." JELL (Journal of English Language and Literature) STIBA-IEC Jakarta 8, no. 02 (September 1, 2023): 251–60. http://dx.doi.org/10.37110/jell.v8i02.191.
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The objectives of this research are to identify the types of translation shifts present in the Eragon movie and to determine their frequency. The data will be collected from the dialogues in the movie. As a basis for this research, there is translation shift theory used, namely the translation shift theory of Catford (1965. In analyzing the data, the author uses a qualitative research methodology with a case study research design. This research identified translation shift occurrence in 599 dialogues and selected 12 samples for detailed analysis and discussion. The findings of the analysis indicated the presence of both Level Shift and Category Shift in the dialogues. The Level Shift is based on grammatical structure, they are Present Perfect Tense, Past Perfect Tense, Past Continuous Tense and Future Tense. The second shift found is Category Shift which consists of four types, they are Structure Shift, Unit Shift, Class Shift and Intra-System Shift. Overall, the results of this research demonstrate the occurrence of both Level Shift and Category Shift in the Eragon movie.
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Shved, E. V. "Crimean Tatar Future-Past Tense Ending in -джакъ эди Contrasted With English Verb Forms." Язык и текст 6, no. 1 (2019): 89–96. http://dx.doi.org/10.17759/langt.2019060116.
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The article researches the semantic meanings of the Crimean Tatar Future-Past Tense ending in джакъ эди, as well as determines the English language verb forms that carry equivalent meanings. The research is based on the analysis of literature written by seventy-five Crimean Tatar authors. The research allows to make a conclusion that the tense ending in -джакъ эди has three main semantic meanings: unrealized intent, relaying of information about a past intention without clarifying whether it was completed, past agreement or plan to carry out an action, and also a separate case involving the construction with аз къалды. It is determined, that similar meanings are carried respectively by the English constructions of Future Perfect in the Past, constructions with was/were going to with an infinitive, constructions with Future Indefinite in the Past, and also constructions with was/were about to with an infinitive, as well as constructions involving Past Simple Tense together with the words almost and barely.