USING THE DIRECT TRANSLATION METHOD TO TEACH PRESENT PERFECT TENSE

Avelina dos Santos, Jose A. Sarmento, Jacinto Oliveira Junior, Jorge de Orleans

Abstract


The objectives of this research were to answer the following question: (1) Can direct translation methods be used to teach the present perfect tense to Escola Secundário Geral 4 de Setembro Dili's eleventh-grade students in school year 2024? (2) Are there any significant differences between before and after the implementation? The method used to conduct the research was mixed method with Classroom Action Research (CAR), which consists of four stages: planning, action, observation, and reflection. The instrument used to collect the data was 40 40-question multiple-choice pre- and post-test. Furthermore, the subject of this research is the 30 eleventh-grade students of Escola Secundário Geral 4 de Setembro Balide –Dili in the school year 2024. Based on the data collection calculation result, the mean score of pre-tests was 3.6, and the mean score of post-tests was 7.2, with a significance level of 0.05 and a degree of freedom of 30. D=n-1; 30-1=29. After the mean score of pre-test and post-test was applied with the formula of t-test, the result was 14.9, which was greater than the t-table, which was 2,042, indicating that the interpretation of teaching by using the direct translation method is considered an innovative strategy of teaching the Present Perfect Tense. Finally, the writer suggested that English teachers and students practice teaching and learning English grammar, especially the Present Perfect Tense, in or out of the class. 


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