Investigating the Problems that Students Encounter in Common First Year at Majmaah University in Using the Simple Present Tense Correctly

This study aims to shed light on the problems that face common first year (CFY) students at Majmaah University – KSA in using the present simple tense, and to find out whether they receive proper techniques to improve their usage of the present simple and to highlight some of effective methods which help them to use the present simple tense correctly. This study use the methods of discusses descriptive analytical approach to data collection by Test. The populations of this study are students of common first year at Majmaah University – KSA. The study took place for academic year. The samples of this study are 60 students from Majmaah University first common year. In this study, only one tool used for data collection, designed test contains of 20 questions divided into four parts to explore the problems of using the present simple tense correctly among (CFY) students. The data were analyzed using statistical software packages for social sciences (SPSS) program. The results of the study concluded that the students have general background about the present simple tense but they do not have sufficient ability to form the verbs correctly and they lack awareness of the adverbs beside their weakness of forming negative and interrogative. With the reference to the results of the study, the researcher recommended that The present simple tense should paid more attention, should be taught in the beginning at secondary school effectively, the students should do many classroom activities and exercises about the simple present tense, also the teachers should use motivations methods to enhance the students' level in the present simple tense. The researcher suggests the following further areas for other researchers: 1) Investigate the problems which encounter secondary school students in using inflectional morphemes (s, es, ies ) of the present simple tense.2) Comparative studies could be conducted to find similarities and dissimilarities between the present simple tense and other tenses. 3) Investigating the problems that encounter secondary school students in using the present simple tense when they write a descriptive paragraph. Keywords :  importance – difficulties – effective methods- simple present tense- adverbs – common first year (CFY) DOI: 10.7176/JEP/11-9-18 Publication date: March 31 st 2020

Example: I arrive in Khartoum on Saturday. (d) In commentaries on games and plays Example: He takes the shuttlecock and sends it high above the net. (e) In exclamations, announcements or demonstrations. Example: Our club gives its annual dinner next week. Moreover, Azzar (1981:20) stated that the simple present tense is used to express events or situations that exist always, usually, habitually; they exist now, have existed in the past, and probably will exist in the future. For example: It snows in Alaska. The simple present tense is also used to express non-action states or condition. The present simple tense also could be used to express: (a) Mental states: know, understand, believe, think, agree, etc. Example: She knows you very well. I think you are right.  Wren and Martin (1995-68) add other use of simple present tense such as the following; (a) It is used to introduce questions John Keats -says 'a thing of beauty Is Joy forever? (b) it is used instead of the simple future tense, in clause of time and conditions ; -I shall wait till you finish your lunch.
-If it rains, we shall get wet. Mahmoud (2005,P.124 ) states that "errors indicate that EFL students depend on inter lingual and inter lingual interference strategies to facilitate learning " such strategies and lead to him, help in the case of perceived linguistic similarities and lead to problems in the case of differences (ibid). Learning English tenses and their uses have an important role in the whole process of communication. Nowadays, learning and using English tenses is the most difficult problem. In learning and using a foreign language, one of the most inhibiting factors is the fear of making mistakes or errors. As I'm a teacher at Sudan secondary schools I notice that the most students commit errors when they answering questions in the present simple, the most of their errors occur when they try to form the verbs. On the other hand they are not familiar to write descriptive texts using the present simple tense. The use of simple present tense often confuses students, especially when simple present tense is used in descriptive writing. When the descriptive writer makes an error in simple present tense, it means that the writer is not careful enough in making their text vivid and detailed.

2.5-Difficulties and Errors in Forming Correct Verbs
The present simple tense is typically one of the first verb tenses that new English students learn. It is used to describe action that takes place on a regular basis The students usually face difficulty in English grammar that is in arranging words into correct utterances or sentences. It means that grammar is one of the most important parts of English to communicate with others. When we communicate, both in written and spoken ways with other people, we should not only have a good vocabulary but also correct grammar. Therefore, without grammar, it is hard for people to understand what we say or write because grammar makes a string of words or utterances meaningful. Lightbown and Spada, (2006) stated that Error in language learning and knowledge of grammar has become one of the most important aspects that indicate development of second language (L2) learners' Inter language (ILG) system. Corder (1981: 260) has argued that errors are considered to be the features of the learner's utterances which are in one way or another different from those of the native speakers. He further states that the learners of a target language are not aware of their errors and thus are unable to correct these errors themselves. The process by which these errors are encountered, computed and analyzed is called Errors Analysis. When teaching the simple present tense, there are several considerations teachers have to take into account. First, Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.11, No.9, 2020 some irregular verbs may confuse students. For instance, the verb 'have' and 'be' have different forms in the simple present (has, am, are,…) A second concern is related to the dropping of the 's' of the third person singular which many students seem to forget . Another difficulty is the spelling of the forms that take the 's' of the third person singular. Sometimes, only 's' is added (close -closes) while in some forms 'es' is added (watch -watches.) Finally, interrogative and negative forms which necessitate the auxiliary 'do' may represent another challenge for beginner students. Many kinds of errors arise for students learning English because they do not master English well. They commit errors by not using the rules of the components and elements of the second language Ramelan Brown, (1992). Said, "Second language learning is a process that is clearly not unlike first language learning in its trial and errors nature." Gass and Slinker, (1994) stated that the students learning English cannot avoid errors in learning a second language. Frank (1972:66): states "Simple present tense is used to express a habitual action with adverbs such as usually, always, or often." The use of simple present tense often confuses students, especially when simple present tense is used in descriptive writing. When the descriptive writer makes an error in simple present tense, it means that the writer is not careful enough in making their text vivid and detailed.
In order to analyse the errors in the use of simple present tense, it is necessary to make distinction between errors and mistakes. According to Ellis, errors reflect gaps in a learners' knowledge; they occur because the learner does not know what is correct. Ellis, (1997; 17) states that. While, mistakes reflect occasional lapses in performance; they occur because, in particular instance, the learner is unable to perform what he or she knows .Mistake is a fault which is made by the learner and he or she can make correction. Meanwhile, error is a fault which is made by the learner, and he or she is unable to make correction. Brown (1980: 163) stated that 'a mistake refers to a performance error that is either a random guess or a slip in that it is a failure to utilize a known system correctly. Lightbown and Spada, (2006) stated "Meanwhile, error is a noticeable deviation from the adult grammar of a native speaker, reflecting the inter language competence of the learner'. Error in language learning and knowledge of grammar has become one of the most important aspects that indicate development of second language (L2) learners' Inter language (ILG) system". Corder (1981: 260) has argued that errors are considered to be the features of the learner's utterances which are in one way or another different from those of the native speakers. He further states that the learners of a target language are not aware of their errors and thus are unable to correct these errors themselves.
The process by which these errors are encountered, computed and analysed is called Errors Analysis. It also helps the second language researchers to recognize the students' learning problems as well as the factors triggering it . Corder, (1967), cited in Ellis, (1994) state that the teachers, on the other hand, can provide their students with appropriate feedback and can use this information to prepare appropriate teaching materials and to design more effective lesson plans. As for the students/language learners themselves, the analysis is inevitable to language learning improvement. That is to say, analysing these errors which are considered to be systematic in nature is insightful information for second language teachers, learners, researchers and the classroom teaching practice as well. Norris and Ortega (2003, p. 717) have argued that error analysis is "used to elicit, observe and record the language (and language related behaviour of second language learners) and to enable the resulting evidence in light of explanatory theories of the language acquisition process". Most of the studies on error analysis focus on errors in grammar and structure. The difference between first language (L1) and second language (L2) grammar is assumed to be the major cause of second language learners' errors. The purpose of this study is to examine the acquisition of English tense specifically the present simple tense as it is considered to be problematic for Sudanese secondary school students learning English as a foreign language. This difficulty can be attributed to the differences between the first and the second language(s) (i.e. Arabic and English respectively).
The main objective of this study is to analyze students' errors in present simple tense and identify the sources of errors as taken from the grammaticality judgment task and the elicited written production task by Sudanese Secondary school students as well as to provide some pedagogical implications for the English as a foreign language classroom teaching practice as well for second language teachers and researcher.

Strategies for Practicing the Present Simple
After students have completed the lesson they will be able to complete most basic linguistic functions (giving personal information, identifying and basic description skills, talking about basic daily tasks, and how often those tasks are done). While there is obviously a lot more learning to be done, students can then feel confident that they have a strong base on which to build in the future. With this lesson, you can help students begin speaking in longer phrases by having them prepare a talk on their daily activities that they can then read or recite to their fellow classmates and which can then be used as the basis for questions.

The Effective Methods of Teaching the Present Simple Tense
When teaching the Present Simple the ultimate goal is to make sure your students understand that it's used to describe routines, habits, daily activities, and general truths. Also it is important to contrast between the Present Simple and the Present Progressive. This series of steps will guide you towards teaching the Present Simple and covers function, conjugation, and form. Introduce an action, Introduce Present Simple -First person singular, Introduce Present Simple -Second person singular, Introduce Present Simple -Third person singular, Do the same for the plural persons, Introduce Present Simple -Negative, Introduce Present Simple -Interrogative, Expand and practice present simple exercises, and teach the present simple tense by introducing texts. Grammar Game is one of some choices which can be used to Deepen the students" understanding in all kinds of English Structures.

Previous Studies
The first previous study which related to my research is by Sheryl Holt, (1997). She stated, in her article on grammar errors that sentence -level (es) errors are fairly consistent regardless of the leaner's first language. Such thing means that many errors are due to the complex structure of English rather than to language interference or students learning ability. Then she stated what she called "the most common errors in English as the second language writing" based on her twenty -years' experience of teaching and university of Minnesota. The errors are English verb tense, model auxiliaries, verb followed by 'ing' of infinitive forms, conditional forms, transitive / intransitive verbs and passive voice; idioms, phrases or word choice, singular -plural agreement; reduce forms; propositions; articles and sentence structure. Holt state that "tenses for instance are of great difficulty to speakers of some languages and it is very difficult to over -come such difficulty" she recommended the (es) I writing " teachers neither ignore nor over correct grammar errors.
The second previous study which related to my research is by Elkhateeb, (2003); He analyzed in Gaza city, the study was confined to the common errors of three tenses (present -past -future). The study was applied on random sample which consists of 200 males / females students from general secondary school certificate. The data were collected from writing compositions. These topics were designed to test the ability of students to express about his / her ideas in the (present -past -future simple tense). The results showed that the errors were classified into eight types; 1) tense shift 2) verb substitution 3) verb incorrectly formed 4) copula omission 5) wrong tense 6) copula redundancy 7) subject verb agreement 8) verb omission. The result also showed that the highest percentage of errors has been found in ' s ' 15 -20 % of present simple tense where the lowest present ages of errors were in ' V O ' area 9. 30 % of all errors. The results also showed that there were significant differences between male / female performance in all previous area.
The third previous study which related to my research is by Abdul Raheem, M. (1999); the most common errors among the students of English at the colleges of education in Gazza the test revealed that "tenses and articles" were most problematic grammatical area faced by the subjects; the results showed that the success percentage was 63. The overall mean scores was 45.7 out of 100 with standard deviation of 11, 17. Forty three students got the degree of "pass ", eleven students got the degree "good" and only one got the degree "very good". The researcher recommended that instructors should concentrate on the semantics of the tenses and articles as they should start their instruction of these syntactic areas from the similarities between the systems of English and Arabic language. Finally the researcher classified the students' errors according to the degree of their seriousness and frequency of their occurrence; wrong word order, wrong use of tenses, misuse of tenses, of prepositions, of articles, omission of indirect object pronouns, the indefinite ' it as subject, wrong use of certain words, orthography and miscellaneous.

Summary
After considering and viewing the literature, it has been noticed that students have difficulties and errors in many areas in English language and one of these areas is tenses, i.e. Tenses would be the major source of difficulty and hence errors and such studies agree on his point. In comparison with the studies on the identification, classification, and description of tenses errors, the majority of these studies point at and focused on several types of errors while very few investigated tenses' errors. These studies differed on the order they assigned to tenses on the hierarchy of difficulty they present.

Methodology of the Study
In this paper, the researcher uses the descriptive analytical method to conduct the research. The researcher designed a test to collect data, in using the present simple tense. The test consists of; choosing the correct verbs, forming the verbs in brackets correctly, and reforming affirmative sentences into negative and interrogative sentences of the present simple tense. The researcher select 60 students from common first year -Majmaah University -KSA, the test consist of four parts with 20 questions. The students' answers are analysed to explore the problems of using the present simple tense correctly.

Data Analysis:
1-Part One  (1) we note that the answer of most of the individuals study is (False) by frequency (31) with percent (51.7%)while the answer is (True) by frequency (29) with percent (48.3%). respectively are high ,so the highest percentage is going to positive direction of the statements and most answers of the study sample are agreeable. Therefore this hypothesis is successfully achieved.

Figure (4.2)
The frequency distribution's analysis for item two.
From table (2) and figure (2) we note that the answer of the individuals study is (True and False) by frequency (30) with percent (50%) both are equals.  (3) we note that the answer of most of the individuals study is (True) by frequency (32) with percent (53.3%) while the answer is (False) by frequency (28) with percent (46.7%) respectively are low  Vol.11, No.9, 2020 167

Figure (4.4) The frequency distribution's analysis for item four.
From table (4) and figure (4) we note that the answer of most of the individuals study is (False) by frequency (31) with percent (51.7%)while the answer is (True) by frequency (29) with percent (48.3%) respectively are high ,so the highest percentage is going to positive direction of the statements and most answers of the study sample are agreeable. Therefore this hypothesis is successfully achieved .

Figure (4.5)
The frequency distribution's analysis for item five. From table (5) and figure (5) we note that the answer of most of the individuals study is (False) by frequency (37) with percent (61.7%)while the answer is (True) by frequency (23) with percent (38.3%) respectively are high ,so the highest percentage is going to positive direction of the statements and most answers of the study sample are agreeable. Therefore this hypothesis is successfully achieved.  (6) we note that the answer of most of the individuals study is (False) by frequency (35) with percent (58.3%)while the answer is (True) by frequency (25) with percent (41.7%) respectively are high ,so the highest percentage is going to positive direction of the statements and most answers of the study sample are agreeable. Therefore this hypothesis is successfully achieved .  Figure (4.7) The frequency distribution's analysis for item seven. From table (7) and figure (7) we note that the answer of most of the individuals study is (True) by frequency (31) with percent (51.7%) while the answer is (False) by frequency (29) Vol.11, No.9, 2020 (8) we note that the answer of most of the individuals study is (False) by frequency (35) with percent (58.3%)while the answer is (True) by frequency (25) with percent (41.7%) respectively are high ,so the highest percentage is going to positive direction of the statements and most answers of the study sample are agreeable. Therefore this hypothesis is successfully achieved .  Figure (4.9) :The frequency distribution's analysis for item nine. From table (9) and figure (9) we note that the answer of most of the individuals study is (False) by frequency (47) with percent (78.3%)while the answer is (True) by frequency (13) with percent (21.7%) respectively are high ,so the highest percentage is going to positive direction of the statements and most answers of the study

78.3%
Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.11, No.9, 2020 170 sample are agreeable. Therefore this hypothesis is successfully achieved .  Figure (4.10) :The frequency distribution's analysis for item ten. From table (10) and figure (10) we note that the answer of most of the individuals study is (False) by frequency (37) with percent (61.7%)while the answer is (True) by frequency (23) with percent (38.3%) respectively are high ,so the highest percentage is going to positive direction of the statements and most answers of the study sample are agreeable. Therefore this hypothesis is successfully achieved .

88.3%
Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.11, No.9, 2020 171 From table (11) and figure (11) we note that the answer of most of the individuals study is (False) by frequency (53) with percent (88.3%)while the answer is (True) by frequency (7) with percent (11.7%) respectively are high ,so the highest percentage is going to positive direction of the statements and most answers of the study sample are agreeable. Therefore this hypothesis is successfully achieved .  Figure (4.12) The frequency distribution's analysis for item twelve. From table (12) and figure (12) we note that the answer of most of the individuals study is (False) by frequency (48) with percent (80%)while the answer is (True) by frequency (12) with percent (20%) respectively are high ,so the highest percentage is going to positive direction of the statements and most answers of the study sample are agreeable. Therefore this hypothesis is successfully achieved.  Vol.11, No.9, 2020 From table (13) and figure (13) we note that the answer of most of the individuals study is (False) by frequency (56) with percent (93.3%)while the answer is (True) by frequency (4) with percent (6.7%) respectively are high ,so the highest percentage is going to positive direction of the statements and most answers of the study sample are agreeable. Therefore this hypothesis is successfully achieved.  (14) we note that the answer of most of the individuals study is (False) by frequency (47) with percent (78.3%)while the answer is (True) by frequency (13) with percent (21.7%) respectively are high ,so the highest percentage is going to positive direction of the statements and most answers of the study sample are agreeable. Therefore this hypothesis is successfully achieved .  Vol.11, No.9, 2020 173 (50) with percent (83.3%)while the answer is (True) by frequency (10) with percent (16.7%) respectively are high ,so the highest percentage is going to positive direction of the statements and most answers of the study sample are agreeable. Therefore this hypothesis is successfully achieved .  (16) we note that the answer of most of the individuals study is (False) by frequency (38) with percent (63.3%)while the answer is (True) by frequency (22) with percent (36.7%) respectively are high ,so the highest percentage is going to positive direction of the statements and most answers of the study sample are agreeable. Therefore this hypothesis is successfully achieved .  (17) we note that the answer of most of the individuals study is (False) by frequency (36) with percent (60%)while the answer is (True) by frequency (24) with percent (40%) respectively are high ,so the highest percentage is going to positive direction of the statements and most answers of the study sample are agreeable. Therefore this hypothesis is successfully achieved.  (18) we note that the answer of most of the individuals study is (False) by frequency (54) with percent (90%)while the answer is (True) by frequency (6) with percent (10%) respectively are high ,so the highest percentage is going to positive direction of the statements and most answers of the study sample are agreeable. Therefore this hypothesis is successfully achieved.

88.3%
Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.11, No.9, 2020 From table (19) and figure (19) we note that the answer of most of the individuals study is (False) by frequency (53) with percent (88.3%)while the answer is (True) by frequency (7) with percent (11.7%) respectively are high ,so the highest percentage is going to positive direction of the statements and most answers of the study sample are agreeable. Therefore this hypothesis is successfully achieved .  (20) we note that the answer of most of the individuals study is (False) by frequency (41) with percent (68.3%)while the answer is (True) by frequency (19) with percent (31.7%) respectively are high ,so the highest percentage is going to positive direction of the statements and most answers of the study sample are agreeable. Therefore this hypothesis is successfully achieved .

The Finding of the Study
1-Students of the common first year at Majmaah University have general background about the present simple tense. 2-Students do not have a sufficient ability to form the verbs correctly in the present simple tense. 3-Students are very weak in forming negative and interrogative sentences in the present simple tense.

Recommendations
With the reference to the finding of the study, the researcher recommends the following: 1-The present simple tense should paid agree attention when it is taught. 2-The present simple tense should be taught in the beginning secondary school effectively. 3-Students should do many classroom activities and exercises about the simple present tense. 4-The teachers should use motivations methods to enhance the students' level in the present simple tense.

Suggestions for Further Studies
The researcher suggests the following further areas for other researchers: 1-Investigate the problems which encounter secondary school students in using inflectional morphemes (s, es, ies ) of the present simple tense. 2-Comparative studies could be conducted to find similarities and dissimilarities between the present simple tense and other tenses. 3-Investigating the problems that encounter secondary school students in using the present simple tense when they write a descriptive paragraph.