TWO-TENSE FRAMEWORK FOR LEARNING ENGLISH TENSE FORMULAS: A ONE-GROUP PRETEST–POSTTEST STUDY

Abstract

Purpose Learning English tense formulas can be challenging for Indonesian learners because English verb forms encode grammatical distinctions that are not expressed in the same way in Indonesian. This study examined whether a constructivist instructional sequence supported by an online visual presentation could improve university students’ mastery of commonly taught sixteen tense formulas. Design Methodology Approach A one group pre experimental pretest posttest design was implemented with twenty eight students enrolled in a university wide English course at Musi Charitas Catholic University. Participants completed an open response test requiring affirmative sentence formulas for sixteen tense patterns. The intervention comprised three class meetings. Initial construction of a sixteen tense framework, explanation through a two tense present and past conceptual distinction, and guided practice. Prezi was used to present the material. Because Shapiro Wilk tests indicated non normal score distributions, pretest and posttest scores were compared using the Wilcoxon signed rank test. Findings The reported mean score increased from eleven point thirty nine with a standard deviation of eleven point seventy three before instruction to ninety eight point ninety three with a standard deviation of two point thirty four after instruction. The Wilcoxon test indicated a statistically significant difference, with a Z value of negative four point six four three and a p value below zero point zero zero one. The reported score distributions also became substantially less dispersed after the intervention. Research Implications The findings are consistent with the proposition that organizing tense formulas through a conceptual framework may support learners’ restructuring of grammatical knowledge. However, the single group design does not isolate the effects of constructivism from those of the digital medium, instruction, or repeated testing. Practical Implications Teachers may adapt the two tense organizing framework and a zoomable visual presentation to make relationships among tense formulas more explicit, while checking whether learners can use the forms in meaningful communication. Originality Value The study provides classroom based evidence from Indonesian university learners for a compact, technology supported approach to organizing tense form knowledge