A CONTRASTIVE ANALYSIS OF ENGLISH AND ARABIC TENSES.
A CONTRASTIVE ANALYSIS OF ENGLISH AND
ARABIC TENSES
A THESIS
As the Partial Fulfillment of the Requirements
for the Degree of Sarjana Sastra
KHALIDA FAHMI TANJUNG
Registration Number 2112220009
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
I have familiarized myself with the University’s policy on Academic
integrity. Except where appropriately acknowledged, this thesis is my own word,
has been expressed in my own words and has not previously been submitted for
assessment.
I understand that this paper may be screened electronically or otherwise
for plagiarism.
Medan,
June 2015
Khalida Fahmi Tanjung
Reg. No. 2112220009
ACKNOWLEDGMENT
Great thanks and praise to the Almighty Allah SWT who has blessed and
given the ability to the write to complete her thesis as the partial fulfillment of the
requirements for degree of Sarjana Sastra at the English Department, Faculty of
Languages and Arts, State University of Medan.
This thesis would not have been possible without the guidance and the
help of several individuals who always contributed and extended their valuable
assistances in the preparation and completion of this thesis. The writer’s special
appreciation goes to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean Faculty of Language and Arts,
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department, Dra. Meisuri, MA., the Secretary of English Department,
Nora Ronita, S.Pd., S.S., M.Hum., the Head of English Education
Program and Syamsul Bahri, S.S., M.Hum., the Head of English NonEducational Program, Faculty of Languages and Arts, State University of
Medan.
Dr. Zainuddin, DIP. TEFL, M.Hum, as her Thesis Supervisor.
Dra. Sri Juriaty Ownie, M.A, Prof. Amrin Saragih, M.A., Ph.D., and
Drs. Willem Saragih, Dipl. Appl., M.Pd as her Thesis Examiners.
ii
Maam Eis Sri Wahyuni, M.Pd., as the Administration Staff of English
Department for helping the writer in preparing all the fulfillment in
conducting this thesis.
Beloved parents, (Alm) Abdul Fattah Tanjung and Nurmahani
Nasution for the patience, affection, prayer, financial support and taught
the writer many worth things in facing the life. Thanks also given to her
brothers and sister: Iqbal Yazi Tanjung, Ahmad Zaki Assyururi
Tanjung and Intan Komala Sari Tanjung.
All her beloved friends in English Literature A and B 2011, for their
support, kindness, great love and care to the writer and especially for my
best friends Bunga S R Chan and Martha S M M Simanjuntak for
their support, kindness, great love and care to the writer, also warm
hearted encouragement friendship in finishing this thesis to the writer.
Beloved 20 “X-Light” and 13 “Taj Queen” alumnus of Darularafah
Raya Islamic Boarding School.
Medan, June 2015
The writer,
Khalida Fahmi Tanjung
iii
ABSTRACT
Tanjung, Khalida Fahmi, 2112220009. A Contrastive Analysis of English and
Arabic Tenses. A Thesis, English, Department, Faculty of Languages and
Arts, State University of Medan, 2015.
The study deals with the similarities and differences of Tenses in English and
Arabic Tenses. The application to the language teaching and learning process. In
this study the researcher focuses on the three main tenses of both languages
namely simple Present Tense, simple Past Tense, and Future Tense, that is
describing the verb systems of both languages based on to each tense. The data
that support this study are obtained by applying a documentary technique that
selected by reading some references related to the subject matters. The data are
analyzed by using the theory of Contrastive Analysis to found out the similarities
and differences of tenses in English and Arabic. The findings show some aspects
of tenses in English are similar to those in Arabic. The differences are both
English and Arabic has different number of pronoun. English consists of seven
pronouns while Arabic pronouns are fourteen which influence the verb formation.
Keywords: Contrastive Analysis, Tenses, English, Arabic.
i
LIST OF TABLES
List of Table ..................................................................................................... Pages
Table 2.1 Frequency adverbs of simple present tense in English ............................9
Table 2.2 Examples of Simple Past Tense in Arabic ............................................21
Table 2.3 Frequency adverbs of Simple Past Tense in Arabic ............................21
Table 2.4 Examples of Simple Present Tense in Arabic .......................................22
Table 2.5 Frequency adverbs of Simple Present Tense ........................................23
Table 2.6 Examples of Simple Future Tense ........................................................25
Table 2.7 Frequency adverbs of Simple Future Tense ..........................................26
Table 4.8 Pronouns in Arabic ...............................................................................33
Table 4.9 Ending letters for Simple Past Tense in Arabic ....................................43
vi
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Studying Arabic is compulsary for moslems in order to help grasp the content
of the Qur’an. Studying the Qur’an means studying its language. Hence, Arabic is
not only used as a means of communication among people but also used as the
interaction between human and god which is realized through prayers.
According to James (1980:8) bilingualism refers to the possession of two
languages by an individual or society. Bilingualism is not the study of individual
single languages, nor of language in general, but of the possesion of two
languages. Nowadays some countries use bilingual teaching. The purpose of this
method is to accelerate the quality of education improvement toward students
from various social groups so as to achieve alignment to mastering science and
language. Islamic Boarding School is one of the educational institutions in
Indonesia that implement the bilingual method in learning systems with the aim to
get the alignment quality of education, both at the national and international
scope. In some boarding school, English and Arabic language are used in daily
communication both among students, students and teachers, and among teachers
in one area of boarding school.
Arabic language has given a lot of vocabulary to other languages. The purpose
of learning Arabic language in Islam is to understand the meaning of the Qur’an
and al-Hadits as the Islamic law and understanding religion books also Islamic
2
culture written in Arabic. As one of the international language, Arabic definitely
has its own system and characteristics which makes it different from another
language, for instance English. Leech (2004) stated that every language has its
peculiar problems of meaning for the foreign learner. Many people would agree
that in the English language, some of the most troublesome yet fascinating
problems are concentrated in the area of the finite verb phrase, including, in
particular, tense, aspect, mood, and modality Both English and Arabic have some
similarities and differences in the grammatical forms.
Arabic is not complicated as long as it is continuously studied and practiced.
Arabic learners should not hesitate to start speaking it. The problem is how to
improve the quality of the language seeing at the number of speaker who prefer to
speak in English than in Arabic which still considered by most people especially
students as the most difficult language even some students regard Arabic language
into something scary.
Related to this research, Khafaji (1972) studied about “Description and
Contrastive Analysis of Tense and Time in English and Arabic” found that the
foregoing analysis and comparison of tenses in English and Arabic reveal various
important aspects of the tense system of both languages. Two tenses may be
formally similar, yet they are used in the two languages to indicate different
functions. Ihsan (2011) on his research entitled “Perilaku Berbahasa di Pondok
Pesantren Adlaniyah Kabupaten Pasaman Barat” found that some factors that
influenced language behaviour of students in Adlaniyah boarding school were
mother language, age, motivations, habits, teachers, and environtment. In this case
2
3
the motivation is students desire in choosing English and Arabic language for
communicating. The existence of this language habit is the most powerful factor
why most people especially students prefer to communicate in English than in
Arabic language which has difficulties that clearly found in grammatical forms.
As the student who has studied in Islamic boarding school that implemented the
bilingual method, the researcher assumes that the major factor causing the Arabic
language seems very difficult for students is Arabic has many vocabularies
(mufradat), variative synonyms and antonyms, the complexity of word changing
from noun to verb, singular to plural form, and also the changes of final line
(harakat) in each verb that affect its meaning. As well as many typical terms, it
creates notion that somebody learning Arabic language needs to memorize and
understand all those terms.
The researcher is interested in doing the research by comparing two languages
both English and Arabic through their grammatical forms. Comparing two
languages is interesting to be conducted since it deals with finding out the
similarities and differences along with its functions and types. In this research, the
researcher is going to analyze and discuss the comparison of English and Arabic
language dealing with Tenses.
4
B. The Problem of the Study
The problems of the study were formulated as the follows:
1. What are the similarities of Tenses in English and Arabic language ?
2. What are the differences of Tenses in English and Arabic language ?
3. How are the similarities and differences of two languages applied in
language teaching and learning ?
C. The Objective of the Study
The objective of this study is used to answer the questions or the problems of
the study. It will be useless if an analysis does not have its aim to be
achieved. The objectives of the study are
1. to find out similarities of tenses in English and Arabic language.
2. to find out differences of tenses in English and Arabic language.
3. to elaborate the application of the similarities and differences of both
languages in language teaching and learning.
D. The Scope of the Study
There are sixteen types of tenses in English. The discussions only focuses on
the main tenses of English, namely Present, Past, and Future, compared to
Arabic language in terms of finding out the similarities and differences both
English and Arabic language.
2
5
E. The Significance of the Study
The findings of the study are expected to be useful for:
1. Theoretically
This study is expected to provide benefits theoretically , at least can be
useful as a reference for language teaching and learning.
2. Practically
a. English teachers or lecturers who are interested in the issue of
bilingual teaching the subject matter of English and Arabic.
b. English teachers who teach English in the Islamic Boarding
School that used Arabic language as the main language used
for communication.
c. Students and those who are motivated to get more information
and knowledge about contrastive analysis dealing with both
English and Arabic languages.
d. The researchers who are interested in conducting the similar
study to get further information. This study can be addition and
comparison to the theories related to tenses of English and
Arabic language.
REFERENCES
Al-Khafaji., Abdur-Rasul (1972). “Description and Contrastive Analysis of
Tenses and Time
in English and Arabic”. Glasgow Theses Service,
Vol. 1, http://theses.gla.ac.uk/1693/, Retrieved on 08 January 2015
Al-Saleemi, Elham 1987. “A Contrastive Study of Verb Systems of English and
Arabic”.
Thesis. Durham
Theses,
Durham
University,
http://etheses.dur.ac.uk/7065/. Retrieved on 08 January 2015
Azar, Betty. 1941. Fundamentals of English Grammar, Third Edition. United
States of
America: Longman.
Downing, Angela., Locke, Philip. 1984. A University Course in English
Grammar. London and New York: Routledge.
Ihsan, Muhammad. 2011. “Perilaku Berbahasa Di Pondok Pesantren Adlaniyah
Kabupaten
Pasaman Barat”. Jurnal Ilmu Sosial dan Humaniora, Vol.
2, No. 1, halaman 23-38. Retrieved on 21 April 2014
James, Carl. 1980. Contrastive Analysis. Harlow: Longman.
Johansson, Stig. 2008. Contrastive analysis and learner language: A corpusbased approach. Oslo: University of Oslo. Retrieved on 19 October 2014
Leech, Geoffrey N. 2004. Meaning and The English Verb, Third Edition. Great
Britain: Pearson Longman.
Murphy, Raymond. 1987. English Grammar in Use: A reference and practice
book for intermediate students, Second Edition. Cambridge: Cambridge
University Press.
Parera, Jos Daniel. 1991. Kajian Linguistik Umum Historis Komparatif Dan
Tipologi Struktural, Edisi Kedua. Jakarta: Erlangga.
Samsuri. 1991. Analisis Bahasa: Memahami Bahasa Secara Ilmiah. Jakarta:
Erlangga.
Sirhaan, Muhammad (1956). Ilmu Bahasa Arab. Yogjakarta: IKP Semarang Press.
Wightwick, Jane., Gaatar, Mahmoud. 1976. Arabic Verbs and Essentials of
Grammar, Second Edition. United States of America: McGraw-Hill
Companies.
Zarkasyi, Imam., Syabani, Imam. Duruusullughah Al-Arabiyyah, Jilid 1. Jakarta:
Trimurti.
Zarkasyi, Imam., Syabani, Imam. Attamrinaat Fiil Lughah Al-Arabiyyah, Jilid 2.
Jakarta: Trimurti.
Http://www.research.iaun.ac.ir/pd/shafieenahrkhalajiold/pdfs/HomeWork1509.pd
f). Retrieved on 11 January 2014
Http://www.arabic.tripod.com/sentences 2.html. Retrieved on 08 January 2015
Http://www.cosenet.org/journal/arabic.desert-sky.net/g-pronouns-demr.html.
Retrieved on 08 January 2015
Http://www.Livelingua.com/dli/. Retrieved on 08 January 2015
Http://www.learnEnglish.britishcouncil.org/en/english-grammar/.Retrieved on 08
January 2015
Http://en.m.wikipedia.org/wiki/Tenses. Retrieved on 08 January 2015
ARABIC TENSES
A THESIS
As the Partial Fulfillment of the Requirements
for the Degree of Sarjana Sastra
KHALIDA FAHMI TANJUNG
Registration Number 2112220009
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
I have familiarized myself with the University’s policy on Academic
integrity. Except where appropriately acknowledged, this thesis is my own word,
has been expressed in my own words and has not previously been submitted for
assessment.
I understand that this paper may be screened electronically or otherwise
for plagiarism.
Medan,
June 2015
Khalida Fahmi Tanjung
Reg. No. 2112220009
ACKNOWLEDGMENT
Great thanks and praise to the Almighty Allah SWT who has blessed and
given the ability to the write to complete her thesis as the partial fulfillment of the
requirements for degree of Sarjana Sastra at the English Department, Faculty of
Languages and Arts, State University of Medan.
This thesis would not have been possible without the guidance and the
help of several individuals who always contributed and extended their valuable
assistances in the preparation and completion of this thesis. The writer’s special
appreciation goes to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean Faculty of Language and Arts,
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department, Dra. Meisuri, MA., the Secretary of English Department,
Nora Ronita, S.Pd., S.S., M.Hum., the Head of English Education
Program and Syamsul Bahri, S.S., M.Hum., the Head of English NonEducational Program, Faculty of Languages and Arts, State University of
Medan.
Dr. Zainuddin, DIP. TEFL, M.Hum, as her Thesis Supervisor.
Dra. Sri Juriaty Ownie, M.A, Prof. Amrin Saragih, M.A., Ph.D., and
Drs. Willem Saragih, Dipl. Appl., M.Pd as her Thesis Examiners.
ii
Maam Eis Sri Wahyuni, M.Pd., as the Administration Staff of English
Department for helping the writer in preparing all the fulfillment in
conducting this thesis.
Beloved parents, (Alm) Abdul Fattah Tanjung and Nurmahani
Nasution for the patience, affection, prayer, financial support and taught
the writer many worth things in facing the life. Thanks also given to her
brothers and sister: Iqbal Yazi Tanjung, Ahmad Zaki Assyururi
Tanjung and Intan Komala Sari Tanjung.
All her beloved friends in English Literature A and B 2011, for their
support, kindness, great love and care to the writer and especially for my
best friends Bunga S R Chan and Martha S M M Simanjuntak for
their support, kindness, great love and care to the writer, also warm
hearted encouragement friendship in finishing this thesis to the writer.
Beloved 20 “X-Light” and 13 “Taj Queen” alumnus of Darularafah
Raya Islamic Boarding School.
Medan, June 2015
The writer,
Khalida Fahmi Tanjung
iii
ABSTRACT
Tanjung, Khalida Fahmi, 2112220009. A Contrastive Analysis of English and
Arabic Tenses. A Thesis, English, Department, Faculty of Languages and
Arts, State University of Medan, 2015.
The study deals with the similarities and differences of Tenses in English and
Arabic Tenses. The application to the language teaching and learning process. In
this study the researcher focuses on the three main tenses of both languages
namely simple Present Tense, simple Past Tense, and Future Tense, that is
describing the verb systems of both languages based on to each tense. The data
that support this study are obtained by applying a documentary technique that
selected by reading some references related to the subject matters. The data are
analyzed by using the theory of Contrastive Analysis to found out the similarities
and differences of tenses in English and Arabic. The findings show some aspects
of tenses in English are similar to those in Arabic. The differences are both
English and Arabic has different number of pronoun. English consists of seven
pronouns while Arabic pronouns are fourteen which influence the verb formation.
Keywords: Contrastive Analysis, Tenses, English, Arabic.
i
LIST OF TABLES
List of Table ..................................................................................................... Pages
Table 2.1 Frequency adverbs of simple present tense in English ............................9
Table 2.2 Examples of Simple Past Tense in Arabic ............................................21
Table 2.3 Frequency adverbs of Simple Past Tense in Arabic ............................21
Table 2.4 Examples of Simple Present Tense in Arabic .......................................22
Table 2.5 Frequency adverbs of Simple Present Tense ........................................23
Table 2.6 Examples of Simple Future Tense ........................................................25
Table 2.7 Frequency adverbs of Simple Future Tense ..........................................26
Table 4.8 Pronouns in Arabic ...............................................................................33
Table 4.9 Ending letters for Simple Past Tense in Arabic ....................................43
vi
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Studying Arabic is compulsary for moslems in order to help grasp the content
of the Qur’an. Studying the Qur’an means studying its language. Hence, Arabic is
not only used as a means of communication among people but also used as the
interaction between human and god which is realized through prayers.
According to James (1980:8) bilingualism refers to the possession of two
languages by an individual or society. Bilingualism is not the study of individual
single languages, nor of language in general, but of the possesion of two
languages. Nowadays some countries use bilingual teaching. The purpose of this
method is to accelerate the quality of education improvement toward students
from various social groups so as to achieve alignment to mastering science and
language. Islamic Boarding School is one of the educational institutions in
Indonesia that implement the bilingual method in learning systems with the aim to
get the alignment quality of education, both at the national and international
scope. In some boarding school, English and Arabic language are used in daily
communication both among students, students and teachers, and among teachers
in one area of boarding school.
Arabic language has given a lot of vocabulary to other languages. The purpose
of learning Arabic language in Islam is to understand the meaning of the Qur’an
and al-Hadits as the Islamic law and understanding religion books also Islamic
2
culture written in Arabic. As one of the international language, Arabic definitely
has its own system and characteristics which makes it different from another
language, for instance English. Leech (2004) stated that every language has its
peculiar problems of meaning for the foreign learner. Many people would agree
that in the English language, some of the most troublesome yet fascinating
problems are concentrated in the area of the finite verb phrase, including, in
particular, tense, aspect, mood, and modality Both English and Arabic have some
similarities and differences in the grammatical forms.
Arabic is not complicated as long as it is continuously studied and practiced.
Arabic learners should not hesitate to start speaking it. The problem is how to
improve the quality of the language seeing at the number of speaker who prefer to
speak in English than in Arabic which still considered by most people especially
students as the most difficult language even some students regard Arabic language
into something scary.
Related to this research, Khafaji (1972) studied about “Description and
Contrastive Analysis of Tense and Time in English and Arabic” found that the
foregoing analysis and comparison of tenses in English and Arabic reveal various
important aspects of the tense system of both languages. Two tenses may be
formally similar, yet they are used in the two languages to indicate different
functions. Ihsan (2011) on his research entitled “Perilaku Berbahasa di Pondok
Pesantren Adlaniyah Kabupaten Pasaman Barat” found that some factors that
influenced language behaviour of students in Adlaniyah boarding school were
mother language, age, motivations, habits, teachers, and environtment. In this case
2
3
the motivation is students desire in choosing English and Arabic language for
communicating. The existence of this language habit is the most powerful factor
why most people especially students prefer to communicate in English than in
Arabic language which has difficulties that clearly found in grammatical forms.
As the student who has studied in Islamic boarding school that implemented the
bilingual method, the researcher assumes that the major factor causing the Arabic
language seems very difficult for students is Arabic has many vocabularies
(mufradat), variative synonyms and antonyms, the complexity of word changing
from noun to verb, singular to plural form, and also the changes of final line
(harakat) in each verb that affect its meaning. As well as many typical terms, it
creates notion that somebody learning Arabic language needs to memorize and
understand all those terms.
The researcher is interested in doing the research by comparing two languages
both English and Arabic through their grammatical forms. Comparing two
languages is interesting to be conducted since it deals with finding out the
similarities and differences along with its functions and types. In this research, the
researcher is going to analyze and discuss the comparison of English and Arabic
language dealing with Tenses.
4
B. The Problem of the Study
The problems of the study were formulated as the follows:
1. What are the similarities of Tenses in English and Arabic language ?
2. What are the differences of Tenses in English and Arabic language ?
3. How are the similarities and differences of two languages applied in
language teaching and learning ?
C. The Objective of the Study
The objective of this study is used to answer the questions or the problems of
the study. It will be useless if an analysis does not have its aim to be
achieved. The objectives of the study are
1. to find out similarities of tenses in English and Arabic language.
2. to find out differences of tenses in English and Arabic language.
3. to elaborate the application of the similarities and differences of both
languages in language teaching and learning.
D. The Scope of the Study
There are sixteen types of tenses in English. The discussions only focuses on
the main tenses of English, namely Present, Past, and Future, compared to
Arabic language in terms of finding out the similarities and differences both
English and Arabic language.
2
5
E. The Significance of the Study
The findings of the study are expected to be useful for:
1. Theoretically
This study is expected to provide benefits theoretically , at least can be
useful as a reference for language teaching and learning.
2. Practically
a. English teachers or lecturers who are interested in the issue of
bilingual teaching the subject matter of English and Arabic.
b. English teachers who teach English in the Islamic Boarding
School that used Arabic language as the main language used
for communication.
c. Students and those who are motivated to get more information
and knowledge about contrastive analysis dealing with both
English and Arabic languages.
d. The researchers who are interested in conducting the similar
study to get further information. This study can be addition and
comparison to the theories related to tenses of English and
Arabic language.
REFERENCES
Al-Khafaji., Abdur-Rasul (1972). “Description and Contrastive Analysis of
Tenses and Time
in English and Arabic”. Glasgow Theses Service,
Vol. 1, http://theses.gla.ac.uk/1693/, Retrieved on 08 January 2015
Al-Saleemi, Elham 1987. “A Contrastive Study of Verb Systems of English and
Arabic”.
Thesis. Durham
Theses,
Durham
University,
http://etheses.dur.ac.uk/7065/. Retrieved on 08 January 2015
Azar, Betty. 1941. Fundamentals of English Grammar, Third Edition. United
States of
America: Longman.
Downing, Angela., Locke, Philip. 1984. A University Course in English
Grammar. London and New York: Routledge.
Ihsan, Muhammad. 2011. “Perilaku Berbahasa Di Pondok Pesantren Adlaniyah
Kabupaten
Pasaman Barat”. Jurnal Ilmu Sosial dan Humaniora, Vol.
2, No. 1, halaman 23-38. Retrieved on 21 April 2014
James, Carl. 1980. Contrastive Analysis. Harlow: Longman.
Johansson, Stig. 2008. Contrastive analysis and learner language: A corpusbased approach. Oslo: University of Oslo. Retrieved on 19 October 2014
Leech, Geoffrey N. 2004. Meaning and The English Verb, Third Edition. Great
Britain: Pearson Longman.
Murphy, Raymond. 1987. English Grammar in Use: A reference and practice
book for intermediate students, Second Edition. Cambridge: Cambridge
University Press.
Parera, Jos Daniel. 1991. Kajian Linguistik Umum Historis Komparatif Dan
Tipologi Struktural, Edisi Kedua. Jakarta: Erlangga.
Samsuri. 1991. Analisis Bahasa: Memahami Bahasa Secara Ilmiah. Jakarta:
Erlangga.
Sirhaan, Muhammad (1956). Ilmu Bahasa Arab. Yogjakarta: IKP Semarang Press.
Wightwick, Jane., Gaatar, Mahmoud. 1976. Arabic Verbs and Essentials of
Grammar, Second Edition. United States of America: McGraw-Hill
Companies.
Zarkasyi, Imam., Syabani, Imam. Duruusullughah Al-Arabiyyah, Jilid 1. Jakarta:
Trimurti.
Zarkasyi, Imam., Syabani, Imam. Attamrinaat Fiil Lughah Al-Arabiyyah, Jilid 2.
Jakarta: Trimurti.
Http://www.research.iaun.ac.ir/pd/shafieenahrkhalajiold/pdfs/HomeWork1509.pd
f). Retrieved on 11 January 2014
Http://www.arabic.tripod.com/sentences 2.html. Retrieved on 08 January 2015
Http://www.cosenet.org/journal/arabic.desert-sky.net/g-pronouns-demr.html.
Retrieved on 08 January 2015
Http://www.Livelingua.com/dli/. Retrieved on 08 January 2015
Http://www.learnEnglish.britishcouncil.org/en/english-grammar/.Retrieved on 08
January 2015
Http://en.m.wikipedia.org/wiki/Tenses. Retrieved on 08 January 2015