The English Language Education Study Program students` problems in using will, be going to, and simple present for expressing future time.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT

Sangatun, Maria Anggraheni Linda. 2012. The English Language Education Study
Program Students’ Problems in Using will, be going to, and the Simple Present
for Expressing Future Time. Yogyakarta: English Language Education Study
Program, Sanata Dharma University.
Future tenses are parts of English grammar which have to be mastered by
the students of the English Language Education Study Program, who are the
teacher candidates. Among all types of future tense forms, three types of future
tenses using will, be going to, and the simple present for expressing future time
may be problematic for the students for each form possesses its own rules and
boundaries. The students experience problems in using the proper form in
sentences. The students have to comprehend the rules and boundaries of each
future tense form in order to be able to produce the proper future forms in
sentences.
This study attempted to answer two research questions, namely, (1) What
problems do the ELESP students encounter in using the proper forms of will +
infinitive, be going to + infinitive, or the simple present expressing future time in
sentences?, and (2) What are the possible causes of the problems in using the

proper future forms?
A task in a short-answer form was employed in this study to collect the
numerical data in order to answer the first research question. The participants of
this study were the sixty-six third semester students of the English Language
Education Study Program of Sanata Dharma University. In order to answer the
second research question, the writer conducted interviews to the eleven students
who had participated in completing the task.
Based on the gathered data, the writer discovered several findings. Firstly,
there were 20.98% students made incorrect answers in using will + infinitive
form, 39.34% students made incorrect answers in using be going to + infinitive
form, and 66.06% students made incorrect answers in using the simple present for
expressing future time.
Secondly, based on the analysis of the interview results, there were several
possible factors which caused the students to experience problems in using the
proper forms of the three types of future tenses. The students’ lack of
comprehension on the proper theories of the three types of future tenses might be
one significant problem in using the proper forms of those tenses. The second
possible cause of the problems in using the proper future forms might be the rules
and restrictions of future tenses which may develop through time. Afterwards, the
third possible cause of the students’ problem was the factors outside the learners.

Keywords: Future Tenses, problems

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK

Sangatun, Maria Anggraheni Linda. 2012. The English Language Education Study
Program Students’ Problems in Using will, be going to, and the Simple Present
for Expressing Future Time. Yogyakarta: Program Studi Pendidikan Bahasa
Inggris, Universitas Sanata Dharma.
Tenses (kala waktu) merupakan bagian dari tata bahasa dalam bahasa
Inggris yang harus dikuasai oleh para mahasiswa Program Studi Pendidikan
Bahasa Inggris yang mana merupakan para kandidat guru. Di antara semua tipe
bentuk kala waktu keakanan, tiga tipe yang menggunakan will, be going to, dan
the simple present yang mengekspresikan waktu keakanan dapat menimbulkan
permasalahan bagi para mahasiswa karena setiap bentuk mempunyai aturanaturan dan batasan-batasannya masing-masing. Para mahasiswa mengalami
permasalahan dalam menggunakan bentuk yang tepat dalam kalimat-kalimat. Para
mahasiswa harus memahami aturan-aturan dan batasan-batasan dari masingmasing bentuk tense keakanan untuk dapat memproduksi bentuk-bentuk yang

tepat dalam kalimat-kalimat.
Studi ini bertujuan menjawab dua pertanyaan, yaitu, (1) Permasalahan apa
saja yang dihadapi oleh para mahasiswa Program Studi Pendidikan Bahasa Inggris
dalam menggunakan will, be going to, dan the simple present yang
mengekspresikan waktu keakanan dengan tepat dalam kalimat-kalimat?, dan (2)
Apa saja kemungkinan penyebab kesulitan mereka dalam menggunakan bentukbentuk keakanan dengan tepat?
Sebuah tugas dalam bentuk jawaban singkat digunakan dalam studi ini
untuk mengumpulkan data bersifat angka untuk menjawab pertanyaan penelitian
yang pertama. Para partisipan studi ini adalah enam puluh enam mahasiswa
semester ketiga Program Studi Pendidikan Bahasa Inggris, Universitas Sanata
Dharma. Penulis menyelenggarakan wawancara terhadap sebelas mahasiswa yang
telah berpartisipasi dalam mengisi tugas untuk menjawab pertanyaan penelitian
yang kedua.
Berdasarkan data yang telah dikumpulkan, penulis menemukan beberapa
hal. Pertama, ada 20.98% mahasiswa yang membuat jawaban yang salah dalam
menggunakan will + infinitive, 39.34% mahasiswa membuat jawaban yang salah
dalam menggunakan be going to + infinitive, dan 66.06% mahasiswa membuat
jawaban yang salah dalam menggunakan the simple present yang
mengekspresikan waktu keakanan.
Kedua, berdasarkan analisis hasil wawancara, ada beberapa faktor yang

memungkinkan mahasiswa mengalami permasalahan dalam menggunakan tiga
tipe kala waktu keakanan dengan tepat. Pemahamam yang kurang dari para
mahasiswa mengenai teori-teori ketiga tipe kala waktu keakanan dengan tepat
merupakan satu permasalahan yang signifikan dalam menggunakan bentukbentuk tiga kala waktu tersebut. Kemungkinan penyebab kedua dari permasalahan
dalam menggunakan bentuk-bentuk tiga kala waktu dengan tepat adalah aturan-

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

aturan dan batasan-batasan dari bentuk-bentuk kala waktu tersebut yang dapat
berkembang seiring waktu. Selanjutnya, kemungkinan penyebab ketiga dari
permasalahn para mahasiswa adalah faktor-faktor dari luar para mahasiswa
tersebut.

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

THE ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

STUDENTS' PROBLEMS IN USING WILL, BE GOING TO,
AND SIMPLE PRESENT FOR EXPRESSING FUTURE TIME

A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Maria Anggraheni Linda Sangatun
Student Number: 051214008

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

THE ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
STUDENTS' PROBLEMS IN USING WILL, BE GOING TO,
AND SIMPLE PRESENT FOR EXPRESSING FUTURE TIME

A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Maria Anggraheni Linda Sangatun
Student Number: 051214008

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012

i

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

DEDICATION PAGE

Heal my heart and make it clean
Open up my eyes to the things unseen
Show me how to love like You have loved me
Break my heart from what breaks Yours
Everything I am for Your kingdoms cause
As I go from nothing to

Eternity
(Hosanna in the Highest-Hillsong United)

(climbing) How much more to the top?

You’re almost here.
(shedding tears) Lord, how much further do I have to go? How much longer?
You’re almost here.
(sobbing) Lord..Where are You?
Climb joyfully, my daughter..you’re almost here..
I’m watching you even since you haven’t made your first step..
…
(Finally) (reaching the top) Lord..(weeping joyful tears)
(hugging) It was hard, wasn’t it?
Well done, my daughter.. (shedding joyful tears)

We are created not to question
We are created to believe

This thesis is dedicated to:

Jesus Christ
My beloved family
My beloved best friends

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as scientific paper should.

Yogyakarta, December 15th, 2011
The Writer

Maria Anggraheni Linda Sangatun
051214008

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama

: Maria Anggraheni Linda Sangatun

Nomor Mahasiswa

: 051214008

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
The English Language Education Study Program Students’ Problems
in Using will, be going to, and the Simple Present for Expressing Future Time

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 15 Desember 2011
Yang menyatakan

(Maria Anggraheni Linda Sangatun)

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT

Sangatun, Maria Anggraheni Linda. 2012. The English Language Education Study
Program Students’ Problems in Using will, be going to, and the Simple Present
for Expressing Future Time. Yogyakarta: English Language Education Study
Program, Sanata Dharma University.
Future tenses are parts of English grammar which have to be mastered by
the students of the English Language Education Study Program, who are the
teacher candidates. Among all types of future tense forms, three types of future
tenses using will, be going to, and the simple present for expressing future time
may be problematic for the students for each form possesses its own rules and
boundaries. The students experience problems in using the proper form in
sentences. The students have to comprehend the rules and boundaries of each
future tense form in order to be able to produce the proper future forms in
sentences.
This study attempted to answer two research questions, namely, (1) What
problems do the ELESP students encounter in using the proper forms of will +
infinitive, be going to + infinitive, or the simple present expressing future time in
sentences?, and (2) What are the possible causes of the problems in using the
proper future forms?
A task in a short-answer form was employed in this study to collect the
numerical data in order to answer the first research question. The participants of
this study were the sixty-six third semester students of the English Language
Education Study Program of Sanata Dharma University. In order to answer the
second research question, the writer conducted interviews to the eleven students
who had participated in completing the task.
Based on the gathered data, the writer discovered several findings. Firstly,
there were 20.98% students made incorrect answers in using will + infinitive
form, 39.34% students made incorrect answers in using be going to + infinitive
form, and 66.06% students made incorrect answers in using the simple present for
expressing future time.
Secondly, based on the analysis of the interview results, there were several
possible factors which caused the students to experience problems in using the
proper forms of the three types of future tenses. The students’ lack of
comprehension on the proper theories of the three types of future tenses might be
one significant problem in using the proper forms of those tenses. The second
possible cause of the problems in using the proper future forms might be the rules
and restrictions of future tenses which may develop through time. Afterwards, the
third possible cause of the students’ problem was the factors outside the learners.
Keywords: Future Tenses, problems

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK

Sangatun, Maria Anggraheni Linda. 2012. The English Language Education Study
Program Students’ Problems in Using will, be going to, and the Simple Present
for Expressing Future Time. Yogyakarta: Program Studi Pendidikan Bahasa
Inggris, Universitas Sanata Dharma.
Tenses (kala waktu) merupakan bagian dari tata bahasa dalam bahasa
Inggris yang harus dikuasai oleh para mahasiswa Program Studi Pendidikan
Bahasa Inggris yang mana merupakan para kandidat guru. Di antara semua tipe
bentuk kala waktu keakanan, tiga tipe yang menggunakan will, be going to, dan
the simple present yang mengekspresikan waktu keakanan dapat menimbulkan
permasalahan bagi para mahasiswa karena setiap bentuk mempunyai aturanaturan dan batasan-batasannya masing-masing. Para mahasiswa mengalami
permasalahan dalam menggunakan bentuk yang tepat dalam kalimat-kalimat. Para
mahasiswa harus memahami aturan-aturan dan batasan-batasan dari masingmasing bentuk tense keakanan untuk dapat memproduksi bentuk-bentuk yang
tepat dalam kalimat-kalimat.
Studi ini bertujuan menjawab dua pertanyaan, yaitu, (1) Permasalahan apa
saja yang dihadapi oleh para mahasiswa Program Studi Pendidikan Bahasa Inggris
dalam menggunakan will, be going to, dan the simple present yang
mengekspresikan waktu keakanan dengan tepat dalam kalimat-kalimat?, dan (2)
Apa saja kemungkinan penyebab kesulitan mereka dalam menggunakan bentukbentuk keakanan dengan tepat?
Sebuah tugas dalam bentuk jawaban singkat digunakan dalam studi ini
untuk mengumpulkan data bersifat angka untuk menjawab pertanyaan penelitian
yang pertama. Para partisipan studi ini adalah enam puluh enam mahasiswa
semester ketiga Program Studi Pendidikan Bahasa Inggris, Universitas Sanata
Dharma. Penulis menyelenggarakan wawancara terhadap sebelas mahasiswa yang
telah berpartisipasi dalam mengisi tugas untuk menjawab pertanyaan penelitian
yang kedua.
Berdasarkan data yang telah dikumpulkan, penulis menemukan beberapa
hal. Pertama, ada 20.98% mahasiswa yang membuat jawaban yang salah dalam
menggunakan will + infinitive, 39.34% mahasiswa membuat jawaban yang salah
dalam menggunakan be going to + infinitive, dan 66.06% mahasiswa membuat
jawaban yang salah dalam menggunakan the simple present yang
mengekspresikan waktu keakanan.
Kedua, berdasarkan analisis hasil wawancara, ada beberapa faktor yang
memungkinkan mahasiswa mengalami permasalahan dalam menggunakan tiga
tipe kala waktu keakanan dengan tepat. Pemahamam yang kurang dari para
mahasiswa mengenai teori-teori ketiga tipe kala waktu keakanan dengan tepat
merupakan satu permasalahan yang signifikan dalam menggunakan bentukbentuk tiga kala waktu tersebut. Kemungkinan penyebab kedua dari permasalahan
dalam menggunakan bentuk-bentuk tiga kala waktu dengan tepat adalah aturan-

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

aturan dan batasan-batasan dari bentuk-bentuk kala waktu tersebut yang dapat
berkembang seiring waktu. Selanjutnya, kemungkinan penyebab ketiga dari
permasalahn para mahasiswa adalah faktor-faktor dari luar para mahasiswa
tersebut.

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ACKNOWLEDGEMENTS
First of all, I would like to express my greatest gratitude to my Lord Jesus
Christ who always makes me able to cry when emptiness occupies my heart, and
who gives me a new heart and a new life every single day.
I would like to express my deepest gratitude to my thesis advisor Mrs.
Dr. Retno Muljani, M.Pd. for her time, patience, guidance, and encouragement
in finishing my study. I sincerely send my gratefulness to my academic advisor
Ag. Hardi Prasetyo, S.Pd., M.A. for his insights, guidance and motivation. I am
thankful to all lecturers of English Language Education Study Program
(ELESP) for guiding me during my study. I would like to thank to all secretariat
staffs of the ELESP, especially MM. Pramudhani and Ch. Artilantari for
being friendly and helping me with the administrative matters. I would also like to
thank to all library staffs for their hospitality whenever I visit the library.
My deep gratitude also goes to Yuseva A. Iswandari, S.Pd., M.Ed. for
giving me permission to visit her class and for giving me insights and suggestions.
I would also like to give my deep gratitude to Made Frida Yulia, S.Pd., M.Pd.
for giving me permission to visit her class and for her encouragement and support.
My best gratitude goes to the eleven interviewees for their time and for
giving me insights, sharing knowledge and showing me that miracles may happen
to anyone, anytime, and anywhere. I would like to thank to all students who
participate in my study for their time and hospitality.
My special gratitude goes to my beloved parents, Drs. J.Ch. Sukamto and
F.D. Sriyatun. I thank them for their love, neverending prayer, understanding,

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

and support. My gratitude also goes to my brother, Y. Eko Andrianto for his
support during my thesis writing, to my sister Elizabeth Dwi Pravitasari for her
helping me and allowing me using her computer and occupy her room, and to my
sisters Biana Rahmat Kristi, Digna Renny Panduwati, Vitalis Armina Pade
Riyani, and Natalia Heni Nurhayati for their support and prayer. I am also
thankful to Yasinta Wening for being my private pharmacist whenever I got
paralyzed. I would also thank all my big family for their love, and caring.
My deep gratitude goes to Agnes Kartika Purwakusuma for her
kindness helping me gaining insights during my thesis writing. My gratitude goes
to all my beloved friends, Agustina Susanti, Nungki Nugraheni, Sophia
Anggita Kiwang Soge, Maria Herlina, Lucia Sekar W., Emmanuella
Swastika D., Caecilia Devy, for their warm friendship, support, and prayer. I am
also grateful for my lovely friends Fitriyani, Mega Sari, Anna Z., Yoseva Yona
M., Dyan Ready, Farida Nur, Rochmad S., Nevy, Indriani Kusumastuti, Vina
Christina, Putika Tea, Bety K., Rengganis Istikasari, Ni Putu Nova, S. Fandi
Herbayu Aji, Leo Agung C., Bondan Rachmat, Andreas Jeffry, and
Laurentius Andi for laughing together and sharing the beautiful moments.
My gratitude also goes to all PBI 2005 students, for the wonderful
moments we shared, and all the people whose names cannot be mentioned one by
one in this page. May God bless them all.

Maria Anggraheni Linda Sangatun

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TABLE OF CONTENTS

TITLE PAGE ................................................................................................... i
APPROVAL PAGES........................................................................................ ii
DEDICATION PAGE ...................................................................................... iv
STATEMENT OF WORK’S ORIGINALITY .................................................. v
PERNYATAAN PERSETUJUAN PUBLIKASI .................................................. vi
ABSTRACT ..................................................................................................... vii
ABSTRAK ......................................................................................................... viii
ACKNOWLEDGEMENTS .............................................................................. x
TABLE OF CONTENTS .................................................................................. xii
LIST OF TABLES............................................................................................ xiv
LIST OF APPENDICES ................................................................................... xv
CHAPTER I. INTRODUCTION ...................................................................... 1
A. Research Background ........................................................................... 1
B. Problem Formulation ............................................................................ 4
C. Problem Limitation ............................................................................... 4
D. Research Objectives .............................................................................. 5
E. Research Benefits ................................................................................. 6
F. Definition of Terms .............................................................................. 7
CHAPTER II. REVIEW OF RELATED LITERATURE .................................. 9
A. Theoretical Description ......................................................................... 9
1. The English Tense System..................................................................... 9
2. Futurity in English................................................................................. 10
3. Futurity in English Using Will/ Shall ..................................................... 11
a. Will/Shall as the ‘Pure’ Future
b. Will/Shall for Interpersonal Use

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4. Futurity in English Using be going to .................................................... 14
a. Be going to Use for Intention
b. Be going to Use for Prediction
5. Futurity in English Using Simple Present .............................................. 19
6. A Review of Related Study ................................................................... 21
B. Theoretical Framework ......................................................................... 22
CHAPTER III. METHODOLOGY ................................................................... 24
A. Research Method .................................................................................. 24
B. Research Participants ............................................................................ 24
C. Research Instruments ............................................................................ 25
D. Data Gathering Technique ..................................................................... 28
E. Data Analysis Technique....................................................................... 29
F. Research Procedure ............................................................................... 32
CHAPTER IV. RESEARCH RESULTS AND FINDINGS ............................... 33
A. Data Presentation .................................................................................. 33
B. Discussion ............................................................................................ 46
CHAPTER V. CONCLUSIONS AND SUGGESTIONS .................................. 73
A. Conclusions .......................................................................................... 73
B. Suggestions ........................................................................................... 75
REFERENCES ................................................................................................. 77
APPENDICES .................................................................................................. 80

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LIST OF TABLES

Table
3.1 The Task Distribution.......................................................................... 26
3.2 The Interview Points of Task Items ..................................................... 27
3.3 The Number of Students Answering Incorrectly .................................. 30
3.4 The Mean Percentage of the Number of Students Answering Incorrectly
on Each Type of Future Form .............................................................. 31
4.1 The Percentage of Students with Incorrect Answers ............................ 33
4.2

The Mean Percentage of Students with Incorrect Answers
on Each Future Tense Form ................................................................. 35

4.3

The Students’ Existing Knowledge on Three Types
of Future Tenses .................................................................................. 36

4.4

The Students’ Problems in Answering Correctly
Using the Proper Future Forms ............................................................ 38

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LIST OF APPENDICES

Appendices ...................................................................................................... 80
Appendix A .................................................................................................... 81
The Task ................................................................................................... 81
Appendix B ..................................................................................................... 85
The Students’ Interview Transcripts .......................................................... 85
Appendix C ..................................................................................................... 107
The Distribution of the Third Semester Students’ Incorrect Answers
on the Tasks ............................................................................................... 108

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CHAPTER I
INTRODUCTION

This chapter consists of five parts. They are the research background, the
research problems, the research limitation, research objectives, research benefits,
and definition of terms.

A. Research Background
Indonesian students, as English as a foreign language (EFL) learners,
generally find many difficulties in learning and mastering English language. It
happens especially for those who are not introduced to English at the early age.
Confusion in using correct patterns in various context or situation and errors may
also exist even for those who are already familiar with English. One major
difficulty which English learners may face in learning the language is of its
grammar. Among the diverse parts of English grammar, the tense may be difficult
to possess by EFL learners as a different concept of linguistic expression
(compared to that of the learners’ native language). The difficulty may especially
be caused by the absence of tenses in the native language, for example Bahasa
Indonesia. While it is the fact that English tense system is one major difficulty for
EFL students, it is hard to think learning English language without learning its
tenses.
Every language may, indeed, have concept of time meaning that the
concept is universally understood by all mankind with any language. However,

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2
each language may have different ways of expressing the concept of time. Thus,
each language has its own linguistic reference of time. As “tenses vary in different
languages” (Hornby, 1975, p.79), English tenses are different from tenses of other
languages as well. Since time is generally divided into present, past, and future,
English tenses, then, include present, past, future tenses.
Among the three tenses, the writer finds her interest in getting a better
understanding on future tenses because the writer views that future tenses are
unique. Firstly, future tenses have many forms, and each form should be used
based on its own rules and boundaries. Afterwards, having learned English future
tenses, the writer finds the tenses may be somewhat confusing in usage.
Moreover, they are different from the other two kinds of English tenses, the
present and past tenses. Historically, English had only present and past tense.
Since the Old English, there was no such future tense pattern (House & Harman,
1950, p. 122). The Old English had the present tense to indicate future time. The
present-day English has, in fact, several ways to express futurity. Unlike the
present and past tense forms that have only the inflectional verb form (House &
Harman, 1950, p. 123), the various forms in expressing future time call forth the
need for English learners to be more careful in using each form in order to be the
suitable one for each situation or context of speaking or writing. Those future
tense forms are will/shall + infinitive, be going to + infinitive, the present
progressive (continuous) tense, future progressive (continuous), the simple present
tense, be to/be about to + infinitive.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
During the learning process of the tenses, the English Language Education
Study Program (ELESP) students may face problems, particularly in using the
proper future form, despite the various contexts demanded of each sentence. This
problem may especially deal with the use of will, be going to and simple present
expressing future time. Learners may face confusion which is the proper form to
be used, and as the result, they seem to apply will to express future time of all
kinds of situations or contexts in sentences, as it is confirmed by one interviewed
student. This interviewee stated that she was always confused which was the
proper form of future tense for a certain context. Hence, she always used will to
express all contexts of future time. This phenomenon increases the writer’s
interest in discovering the students’ problems in using proper future tense forms
of the ELESP students of Sanata Dharma University.
Eventhough the admiration of will seems to be dominating, the ELESP
students, as the teacher candidates, should be prepared in order to master
sufficient knowledge of the appropriate use of kinds of future forms. Besides,
since the ELESP of Sanata Dharma students are not native speakers/learners of
English language, yet, they may once again teach other learners of English
language, these increase the importance of mastering the natural nuances of the
future tense. Once they understand the problem they themselves face, they may be
hoped not to confuse their own students later.
In this study, the writer only discusses three kinds of forms of future
expressions. They are will + infinitive, be going to + infinitive, and the simple
present tense. The writer is interested in the first two forms (especially the first

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4
one) as their uses in expressing future time rapidly increase in the present-day
English, while the simple present tense use, on the contrary, becomes less frequent
(Wekker,1976, p. 1-2). Moreover, the first two forms seemed to be confusing if a
learner does not comprehend the proper concept of rules and boundaries of each
form. Meanwhile, the simple present for expressing future time may be confusing
as well. Before learning the rules and finding examples of sentences using simple
present for expressing future actions or events, the writer, even, viewed that the
use of simple present for expressing future time did not make sense at all.
Therefore, the writer is eager to discover the problems faced by students in using
those three future tenses.

B. Problem Formulation
By conducting this research, the researcher would like to discover the
answers to the following questions.
1. What problems do the ELESP students encounter in using the proper forms
of will + infinitive, be going to + infinitive, or the simple present expressing
future time in sentences?
2. What are the possible causes of the problems in using the proper future forms?

C. Research Limitation
The study is a small-scale study which focuses only on several future tense
forms and employs only a number of instrument items. The writer focuses the
study on the problems which may occur in using the proper forms of the three

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5
types of future tenses. They are will + infinitive, be going to + infinitive, and the
simple present expressing future time forms. The writer do not discuss other
forms, namely shall + infinitive, the present progressive (continuous) tense, future
progressive (continuous), and be to/be about to + infinitive.
This study discusses the students’ problems in using the proper forms of
the three types of future tenses on the representative items used in the research
instrument. Despite the seemingly limitless sentences may be constructed using
the three future forms, the writer only choose thirty representative items to be
tested to the participants. This is certainly also considering the possible time
limitation on the study. Those thirty items consist of ten items using will +
infinitive, ten items using be going to + infinitive, and the rest ten items using the
simple present expressing future time form.
Since future tense is one of the essential parts of English grammar that the
ELESP students need to master, the writer conducts the study for the third
semester students, in understanding that they have sufficient exposure to future
tenses, especially after they had learned the tenses in structure II classes. They
learned future simple tenses and future progressive tenses. However, as explained
above, this study only discusses will + infinitive, be going to + infinitive, and the
simple present expressing future time forms.

D. Research Objectives
The objectives of this research were to discover the problems in using the
proper forms of will + infinitive, be going to + infinitive, or the simple present for

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
future time forms among the third semester English Language Education Study
Program students of Sanata Dharma University and discover the possible causes
of their problems.

E. Research Benefits
The result of this research should be beneficial for:
1. Lecturers
Through this study, the lecturers may get better understanding of the
ELESP students’ problems in using the three forms of future tenses. Therefore,
the lecturers might be encouraged to assist their students in mastering the topic
especially in using properly the three forms of future tenses discussed in this
study.
2. Students
This study was expected to help the students to recognize the problems
that may be encountered in using the three types of future tenses at particular.
When they experience their own problems, therefore, this study may be reference
to discover insights of the possible solution for their own. The conducted research
might be also expected to serve and encourage students to be accurate in applying
each form of future tense for every uniqueness of the context or situation so that
misinterpretation or miscommunication may not occur.
3. Future researchers
Future researchers may use this research finding as a reference in order to
conduct other kinds of research dealing with future tenses and to search other

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7
meaningful findings to support teaching-learning process, such as concerning the
relevant teaching-learning strategies to overcome students’ problems in using
future tenses in proper ways.

F. Definition of Terms
1. Tense
The Latin word for tense is tempus meaning time. Tense is, then, “the form
a verb takes to indicate the time of the action or the state of being” (House &
Harman, 1950, p. 116). Modern English has three simple tenses (the present, past,
and future) and compound/perfect tenses (the present perfect, past perfect, and
future perfect). This study discusses one of the tenses, namely future tenses.
2. English Future Tenses
English language has several ways in order to express future time. Several
tenses may be employed referring to future time. They are will/shall + infinitive,
be going to + infinitive, the present progressive (continuous) tense, future
progressive (continuous), the simple present expressing future time, and be to/be
about to + infinitive.
Despite those ways in expressing futurity, the name ‘future tense’ itself is
under debate among scholars. The debate is whether or not there is such Future
Tense. This is more appropriate to view that there is no obvious future tense.
Afterall, there were only three kinds of future tenses discussed in this study,
namely will + infinitive, be going to + infinitive, and the simple present
expressing future time.

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3. The English Language Education Study Program (ELESP) Students
Students involved in this study are the third semester students of English
Language Education Study Program, Language and Arts Education Department,
Teachers Training and Education Faculty, Sanata Dharma University. The
students are those who have taken Structure I and II classes.
4. Problems
Problems in this study are the problems faced by the students in using the
proper form of three types of future tenses, namely will + infinitive, be going to +
infinitive, and the simple present expressing future time. The problems are
particularly in using the proper form in each representative item used in the
research instrument.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter comprises two parts. The first part is the theoretical description
discussing the theories related to the study. The second part is the theoretical
framework summarizing the relevant theories that help the researcher answer the
research problems.
A. Theoretical Description
There are several important parts discussed in this section. The writer first
provides the discussion on the English tense system. The next discussion is
focused on the theory of future tense, especially will + infinitive, be going to +
infinitive, and the simple present for expressing future time forms. Afterwards, the
writer also reviews a related study which was conducted previously.
1. The English Tense System
The Latin word of ‘tense’ is tempus, which means time. The concepts of
‘time’ and ‘tense’ are closely related one another, which may cause confusion.
Every language may be familiar with the concept of time. Time is a universal
concept (Quirk et al., 1972, p. 84). The concept of time is generally divided into
present, past, and future. All events and actions may be specified when they
happen or are performed, whether in a present, past, or future time. There are
some situation may be considered as ‘timeless’, though, expressing an unending
regularity, such as in Water boils at 100°C at sea-level (Jackson, 1992, p. 76).

9

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10
Meanwhile, different languages may treat the concept of tenses differently.
Hence, tense is ‘language-specific’ (Quirk et al, 1972, p. 84). Tense is, then, the
form of a verb or series of verb forms that may indicate whether an event, action,
or state is in present, past, or future. Tense also indicate whether an event, action,
or state is, was, or will be complete, and also whether it is, was, or will be in
progress over a period of time (Hornby, 1975, p.78). Events themselves are things
that happen, while actions, on the contrary, do not just happen but are performed
by somebody or agents (Jackson, 1992, p. 12-13). States may be considered as the
way things or people are, the condition they are in, what they are like, where they
are, and so on (Jackson, 1992, p. 9).
2. Futurity in English
Among three divisions of the time expressions, which are present time,
past time, and future time, the future time expression in English language is
special. Unlike the time expressions in French for example, in which the three
groups of tenses (present, past, and future) have its own inflection forms, futurity
in English does not possess it. Some scholars view that there is no future tense in
English (Wekker, 1976, p. 9). Since the Old English, only present and past tenses
have the obvious inflectional forms. Simple present form used to be the most
common expression in showing futurity in English. Curme (1947) states
English originally had only two tenses—the present and the past—and in
one sense still has only two tenses, for the four additional tenses—present
perfect, past perfect, future, future perfect—have been formed by
combining a present or a past tense with a participle or an infinitive, so
that every tense in our language contains a present or a past tense (p. 57).

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11
While simple present and simple past tenses are inflectional forms, simple
future tense may also be a phrasal form. Simple future may be a combination of
shall or will and present infinitive, such as in I will go. This is as some scholars
view that shall or will are the markers of futurity in English language. Meanwhile,
some others claimed be going to is the only uncolored future that English
possesses (Wekker, 1976, p. 9).
3. Futurity in English Using will/shall
Shall and will usage among English speakers is of a significant history.
Before the Middle English period, the use of shall/will in expressing futurity was
not as popular as in present-day English. Shall and will used to be not mere
auxiliaries, but separate verbs having independent meanings. Syntactically, shall
and will of the Old English were full verbs as they could be used without a
complement, namely an infinitive (Wekker, 1976, p. 25).
In later development, shall and will were combined with an infinitive, so
that they were reduced to auxiliaries. In this development, the future shall/will +
infinitive emerged. When shall was becoming an auxiliary of the future, will was
still being used as a verb expressing volition. Will then developed into an auxiliary
of the future in the Middle English period, and since then, both shall and will are
the markers of the future (Wekker, 1976, p. 25).
The paradigm of some scholars that English has no future tense may come
from that the fact that future tense in English is unlikely marked morphologically.
Meanwhile, will and shall, which may be the markers of future tense, are regarded

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
as the members of the English set modals. The question remains whether will and
shall may be regarded as future tense auxiliaries or whether they are modals only.
Each modal posseses modalities or the speaker’s attitude. According to
Householder (1971) in Wekker (1976, p. 11), the speaker’s attitude deals with the
speaker wants the hearer, such as to know the non-modal part of the utterance
(asserting), to verify (questioning), or to bring it to pass (commanding). There
may be other attitudes, for example guessing, wishing, and promising. Hence, this
function may be named as the interpersonal function of the language (Halliday,
1970, p. 335 in Wekker, 1976, p. 12).
Since will and shall possess temporal and modal meanings, it is frequently
difficult to separate both meanings. Wekker (1976) states:
Since futurity and volition are closely related notions, future reference is
frequently coloured by a volitional overtone of some kind…
I thus agree with Chomsky (1971: 210) that the volitional overtone, for
example, ‘is the characteristic of the future ‘tense’ in many languages and
thus has nothing to do apparently, with the volitional force of the element
‘will’’ (p. 67).
The future meaning of will and shall is indeed so closely related to the modality of
both. Speakers may be sometimes able to create pure futuric statements or facts.
Nevertheless, the future is almost always as far as their plans, predictions,
anticipations, assumptions, or hopes.
a. Will/Shall as the ‘Pure’ Future
Will/shall serves several usage in accordance with its function as the pure
future form, emphasizing on the future events or facts only, without bringing with
it any influences of intention, willingness, and the like.

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13
Prediction may be the most common characteristic of this form. Will/shall
may generally be used to when the speaker predicts the future events or actions
what the speaker thinks, guesses, or calculate will happen. Shall expresses
predictive meaning only with the first-person pronoun as subject (Leech, 1971, p.
52), and it is the standard usage in England and in the higher grades of the literary
language in America, though shall is now becoming very much less commonly
used than will especially by English speakers other that British people (Swan,
1995, p. 212).
One day I shall die.
One day we shall die.
I shall be rich one day.
We shall need the money on the 15th.
You will never finish that book.
Who do you think will win on Saturday?
Tomorrow’s weather will be cold and cloudy.
Will/shall for predictions is employed when there exists no obvious
outside evidence (Swan, 1995, p. 214). In other words, we only talk about what is
inside our heads: our belief, calculation, and the like, and we only simply ask
other people to believe something without showing the present evidence, like in
the following instances.
Don’t lend him your car. He’s a terrible driver-he’ll crash it.
(the speaker’s knowledge only)
I reckon it’ll cost about £3,000 to put in new lights. (the speaker’s opinion)
The baby will certainly have blue eyes, because both parents have.
(the speaker’s knowledge about genetics)
Willl/shall may also be employed to express conditional ideas, to say the
future happening if something else happening (Swan, 1995, p. 213, Leech, 1971,
p. 53), for example:

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14
If I drop this glass, it will break.
If you pull this lever, the roof will slide back.
When it gets warmer, the snow will start to melt. (We don’t use the future
tense in the time clause or if-clause, instead, we use the present tense.)
Will/shall may also be used in newspapers and news broadcasts, for formal
announcements of future plans (Thomson and Martinet, 1980, p. 178), such as:
The President will open the new heliport tomorrow.
b. Will/Shall for Interpersonal Use
Interpersonal use of will/shall is identified when the form bring with it the
volitional overtone, such as in promises, orders, and the like. The following
examples are quoted from Swan (1995, p. 209-223).
Firstly, we employ will when telling people about decisions as we make
them, for example:
A: The phone is ringing. B: I’ll answer it.
I think I’ll go to bed. (We do not normally say ‘I think I go to bed.’)
‘You can have it for £50.’ ‘OK. I’ll buy it.’
When talking about refusals, we usually use will not or won’t.
The car won’t start.
I don’t care what you say, I won’t do it.
With shall I/we, we ask for instructions, offer services, and make suggestions.
Shall I open the window?
Shall I carry your bag?
What time shall we come and see you?
Shall we go out for a meal?
Let’s go and see Lucy, shall we?
We may use will to give instructions or orders.
Will you get me a newspaper when you’re out?
Will you be quiet, please!
Make me a cup of coffee, will you?

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15
We may also use will in threatening people or saying our promises.
I’ll hit you If you do that again.
I promise I won’t smoke again.
I’ll phone you tonight.
4. Futurity in English Using be going to
Be going to began its function as the synonym of will showing futurity
since the Middle English period when ‘going’ started losing its meaning as a verb
of movement (Jespersen, 1931) in Wekker, 1976, p. 29). The reason of this
construction may be called the synonym of will is possibly because in many cases
both be going to and will have no difference in meaning and “it is probably no
more than a matter of chance which one is chosen by the speaker or writer”
(Wekker, 1976, p. 37). The sentences produced using either be going to or will
seem to be felt grammatically correct. However, the improper use of the two
constructions may leave sentences odd somehow for there are indeed some
restrictions between the two that the one cannot replace another.
Leech (1971, p. 54-55) and Quirk et al. (1972, p. 88) presents be going to
having two basic meanings: the future of present intention and the future of
present cause. Meanwhile, Thomson and Martinet (1980, p. 171-175) states the
first of two usage of be going to is for intention and the second usage is for
prediction.
a. Be going to Use for Intention
This may be the subject’s intention in performing a certain future action
which is identified when be going to is employed in a sentence, used mainly with
personal subjects. The intention of the subject is always premeditated and

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16
preparation for the action has usually been made (Thomson and Martinet, 1980, p.
171). The following examples are from Quirk et al. (1980, p. 88) and Swan (1995,
p. 211).
When are you going to get married?
John says he’s going to call in this evening.
When are you going to get your hair cut?
I’m going to keep asking her out until she says ‘Yes’.
I’m going to stop him reading my letters if it’s the last thing I do.
There exists some comparison of the use of be going to form and other
forms in expressing intention. The following discussion is based on Thomson and
Martinet (1980, p. 171-175), Leech (1971, p. 54-55), and Swan (1995, p. 211).
In contrast to the intention implied by will + infinitive that is usually
unpremeditated, the intention with be going to is always premeditated and
frequently also with plan.
I have bought some bricks and I am going to build a garage.
A: There is somebody at the hall door. B: I will go and open it.
The speaker may choose either using be going to or will when the intention is far
from clear whether it is premeditated or unpremeditated, such as in:
I will/am going to climb that mountain one day.
I won’t/ am not going to tell you my age.
Be going to may refer to the near future with a time expression which may
be an alternative to the present continuous. However, there is a different emphasis
between the two. The sentence ‘I am meeting Tom at the station at six.’implies
that an arrangement has been made between the speaker and Tom. Meanwhile, ‘I
am going to meet Tom at the station at six.’ emphasizes on the speaker’s intention

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17
only and Tom may get a surprise. Here are other similar examples taken