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. The students admitted that they rarely reviewed the basic tenses regularly and they found it difficult to comprehend their grammar lessons well in the classroom.Keyword: basic tense, English grammar, English learner, present tense IntroductionIn Indonesia, English is taught as a first foreign language (Lauder, 2008) and it is included in the Indonesian curriculum which states that the students should have English lessons in their school. Therefore, learning English in Indonesia is an obligation for the students in all levels, namely the Elementary School, Junior High School, and Senior High School (Lie, 2007). It might because that English is global language (Lauder, 2008) that is used by many people around the world to be able to communicate each other so that Indonesia Government of education include English as one of the compulsory subjects to be taught at schools. Moreover, there are many Indonesia universities that provide English as one of the study program within in both English department and non English department. Lie (2007( , see Bram, 2016 said that the university students who do not take English-based study program, like the English Education or English Arts Study Program are given an English course "two hours per week" to improve their English skills, especially in speaking for good communication in English. It is to prepare the universities students to have good skills to communication in English
References 50 v Unit 4: TAHU BULAT This unit focuses on learning shapes in Bahasa Indonesia. Unit 5: RUMAHKU ISTANAKU This unit focuses on learning things at house in Bahasa Indonesia. Unit 6: SEKOLAHKU This unit focuses on learning things at school in Bahasa Indonesia. BIPA KIDS-UNITS Unit 1: SELAMAT PAGI This unit focuses on how to greet in Bahasa Indonesia. Unit 2: LANGITKU BIRU This unit focuses on learning colors in Bahasa Indonesia. Unit 3: MARI BERHITUNG This unit focuses on learning numbers in Bahasa Indonesia.
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
This paper discussed women’s language features used by female students in English Language Education Study Program (ELESP) as English teacher within teaching learning practices in micro-teaching class. The study aimed to investigate the frequency of the women’s language features and the possible reason of using the features by female students. The writer assumed that women have characteristics in speaking, including female English teacher candidates. Unconsciously, female English teacher candidates use some or all of women’s language features when they are doing teaching practice in Micro Teaching class. These features indicate that actually, if a woman or a female English teacher candidate uses most of the features, that she is not really sure about what she is uttering to the pupils in English learning activities. Besides that, a teacher should be confident in delivering materials or teaching the pupils. Those features have been discussed by Robin Lakoff in one of her books entitled Language and Woman’s place. In that book, she writes about ten language features which are usually used by the women when they are speaking. Therefore, it encouraged the writer to conduct a paper about women’s language used by female students in ELESP as English teacher candidates.
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