The Use of Contextual Situations in Teaching English Tenses
DOI:
https://doi.org/10.33541/jet.v11i2.7021Keywords:
Teaching tenses, Contextual situations, Time, University studentsAbstract
The present study was undertaken to investigate the use of contextual situations in teaching English tenses to university students. To achieve this objective, the study examined (1) whether there was a statistically significant difference between students’ scores on the pre-test and post-test on present tenses based on contextual situations, and (2) whether there was a statistically significant difference between male and female students in terms of their scores on the pre-test and the posttest. The study adopted an experimental design, particularly a one-group pretest-posttest design. The data were collected from a total number of 43 students consisting of 29 males and 14 females by means of a pretest and a posttest and a short questionnaire. The collected data were analysed in SPSS version 22 using inferential and descriptive statistics. The findings revealed that the mean scores on the pretest and the posttest were statistically significant meaning that the use of contextual situations in teaching tenses made an impact. With regard to gender, while the pretest scores for males and females were statistically significant, those of the posttest showed no significant difference. Findings also revealed that more than 95% of the respondents highly appreciated this method of teaching tenses using situations.
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