89 rank fell on past progressive tense, and then was followed by past perfect tense
and simple future tense. Those percentages of the four tenses showed that the percentages of correct answers for each tense had reached the minimum standard
of mastery, which was 56. The others were below 56, which meant that the percentages of correct answers for each tense did not fulfill the minimum standard
of mastery. It indicated that simple present tense, past progressive tense, past perfect tense, and simple future tense were easier for the students than the other
tenses. In conclusion, even though the students had learned tenses, particularly ten
tenses at the first semester, their mastery was insufficient. The students were difficult to understand the meaning or context and form of each tense.
B. Suggestions
Based on the results of the research, the writer provides some suggestion for the students, lecturers of the English Language Education Study Program of
Sanata Dharma University, and future researchers.
1. Suggestions for the Students of the English Language Education Study
Program of Sanata Dharma University
The students have learned English for several years in junior high school, senior high school, even they have learned English since they were in elementary
school. Having studied English, particularly English tenses, they still have difficulties in mastering the tenses whereas English tenses are important. At the
first semester, they were studying tenses. As teacher candidates, they are prepared PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
90 to be qualified teachers so that they are expected to master grammar, especially
English tenses. They have to be seriously and actively participated in learning tenses
because they cannot avoid time or tense in using English. In addition to learning at class, they have to study by themselves because of a limitation time to study
tenses in class. The use of other references or active involvement in study club may help them in learning. Studying grammar especially English tenses needs
more practice. It is needed in order that the students can truly understand the context of sentences or utterances. Studying both form and context or function of
each tense is important. The students also need to be aware of their errors so that they are able to remedy their errors and not to repeat their errors again.
2. Suggestions for the Lecturers of the English Language Education Study
Program of Sanata Dharma University
Even though the students learn English tenses for many years, the lecturers need to review about English tenses at the beginning of the semester. It is
important in order to remind them what they have learned before. Besides, the input knowledge that they have received before is different. In teaching grammar,
the lecturers should teach from the basic. Both form and context are important. Based on the results of the study, the writer found many of them made errors
about the basic ones. The lecturers should be aware of the difficult parts of the tenses that the students made. Hence, the lecturers can give attention to the
difficult parts. Based on the results, present progressive tense, simple past tense, present perfect tense, present perfect progressive tense, past perfect progressive
91 tense, and future progressive tense need more attention. Giving drills or exercises
to the students will help them to be accustomed to the context of the tenses. The lecturers should also give the attention not only to the tenses, which are the most
frequently used but also to the less frequently used. Tenses should be taught equally. It is because the students will encounter different situation in everyday
conversation or writing. Teaching grammar or structure to be interesting may be a particular challenge for the lecturers. Interesting teaching learning may also help
them to love grammar.
3. Suggestions for Future Researchers
