Mini Research - An Analysis of Tenses Used in The Mona Lisa Smile Movie

MINI RESEARCH
An Analysis of Tenses Used in the “Mona Lisa Smile” Movie
Supporting Lecturer: Dina Maryadi Nasution, M. Li
This Mini Research was written to fulfil the final assignment of the Intermediate Structure
subject.
Written By:
Anggun Siska Pratiwi ( 0304223100 )
Kevin Alfansyah Siregar ( 0304223119 )
Sahmiral Amri Rajagukguk ( 0304223096 )
Vira Ulfia Zhani ( 0304223052 )
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF NORTH SUMATRA
2023

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PREFACE
Alhamdulillah, praise and gratitude to the writing team for the presence of
Allah Ta’ala. For the abundance of His graces, the authors can complete the mini
research entitled, “An Analysis of Tenses Used in the “Mona Lisa Smile” Movie”.
The authors hope that this mini research can add knowledge and experience to
readers about tenses in the film and how to analyse it.
On this occasion, the authors would like to thank all those who have given
me enthusiasm and motivation to complete this mini research assignment. To the
author's parents who have contributed a lot to the author, to our lecturer, Ma’am
Dina Maryadi Nasution, M. Li, and also to the author's comrades-in-arms who
have helped the author in various ways. The authors hope that the information and
material contained in this paper will be useful to the readers. Nothing in this world
is perfect except Allah SWT. The perfect God. Therefore, the authors ask for
constructive criticism and suggestions for the next improvement of the authors'
mini research paper.
The authors have prepared this mini research in this manner, and if there
are any mistakes in the writing, or if there are any discrepancies in the material
raised by the authors in this mini research, the authors apologise. The authors
accept criticism and suggestions from readers as far as possible in order to
improve this mini research at the next opportunity.
Medan, 20 December 2023
Authors

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TABLE OF CONTENTS
Preface.....................................................................................................................ii
Table of Contents..................................................................................................iii
1. Abstract...............................................................................................................1
2. Introduction........................................................................................................2
3. Methodology.......................................................................................................4
4. Result and Discussion.........................................................................................5
5. Conclusion........................................................................................................13
References..............................................................................................................14

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AN ANALYSIS OF TENSES USED IN THE “MONA
LISA SMILE” MOVIE
ABSTRACT
This research explores the challenges faced by English language learners in
Indonesia, where English is primarily used for specific events or purposes rather
than for everyday communication. Emphasising the importance of practical
application over mere memorisation of theoretical concepts, the study looks at the
teaching of English tenses, a crucial aspect of the curriculum. The research
introduces the film “Mona Lisa Smile” as a novel medium for teaching tenses,
examining its script for the first time in the context of the 2013 English
curriculum. The methodology adopts a qualitative descriptive approach, analysing
1354 sentences from the film to identify and classify 12 types of tenses. The
results show that the simple present tense dominates, accounting for 31.23% of
the sentences. The discussion highlights the film's potential as a valuable learning
tool, providing students with real-life examples and enhancing their understanding
of English tenses. The study concludes that "Mona Lisa Smile" is in line with
curriculum objectives, making it a relevant and engaging resource for teaching
tenses to Indonesian university students.
Keyword: English tenses; Mona Lisa Smile; Indonesian university students

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INTRODUCTION
English as a Foreign Language (EFL) can present greater challenges for
English language students than English as a Second Language (ESL) (Maxom,
2009, p. 19). This is because in some countries, such as Indonesia, English is not
used for daily communication but only for specific events or purposes (Ruusunen,
2011, p. 13). Broughton (2003) states that EFL often provides more engaging
learning materials and uses real-life examples to aid student comprehension.
Students are expected to demonstrate the application of their competencies by
providing outcomes such as posters, pictures, videos, or films that analyse English
sentences. It is important to avoid solely memorising theories as some EFL
textbooks may only focus on theoretical delivery (Isna, 2018). Therefore, students
should prioritize practical application. English tenses are an essential aspect of the
curriculum that students must master (Kemdikbud, 2020). Tenses are formed
using verbs to describe the time when an action occurs (Behrens, 2014, p. 124).
According to Freeman & Murcia (2016), tenses are grammatical devices used to
convey events or actions in a specific time. According to Freeman and Murcia
(2016, p. 105), there are three tenses: past, present, and future. Tenses are defined
by the relationship between action and time. To better understand tenses, students
should observe real- life examples of tenses in action. This will help them to use
tenses correctly and construct grammatically correct sentences (Isna, 2018).
Students can use alternative visual aids to learn tenses, such as posters,
pictures, videos, and films with English subtitles. Films provide a variety of
scenes, stories, and events, and offer real language input for students (Sari &
Sugandi, 2015). Harmer (2001, p. 282) explains that teaching English with films
has a major advantage for students. They not only hear the correct pronunciation,
but they can also see the language used through the movements and expressions of
the characters. This visual aid can enhance students' understanding and retention
of the language. Additionally, students may find the use of films in language
learning more engaging and enjoyable. According to Ruusunen (2011), students
can analyse language accuracy and non-verbal behaviour by watching movies.
Additionally, they can understand the grammatical structure of the film.
Therefore, films can be

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a useful medium for teaching English tenses. Every movie must have a storyline
that includes dialogue between characters. Dialogues can be used by students to
practice and understand how certain English functions and structures work,
including verb tenses (Aquariza, 2016). Sentences in the dialogue that contain
verb tenses can serve as examples. Films with English subtitles can be used to
demonstrate the correct usage of verb tenses. Additionally, students can observe
the practical application of these sentences. This study analyses the use of tenses
in the script of the film “Mona Lisa Smile”.
No previous research has examined the use of tenses in the film script
“Mona Lisa Smile” and its relevance to the 2013 curriculum for the purpose of
teaching tenses to students. While this study is novel in its analysis of tense usage,
there are other researchers who have examined the use of films in teaching
English. Khozin, HS et al. (2020) state that learning English grammar through
English films is an enjoyable way for junior high school students to learn tenses.
The authors suggest that using films in English language learning can make
students feel more relaxed and interested in the subject. Mushtaq and Zehra
(2016) stated in their research titled “Teaching English Grammar Through
Animated Movies” that animated films are an effective medium for students to
learn English. In addition to providing entertaining scenes, animated films also
offer significant content from various aspects of grammar that students can learn.
The researchers also found that animated films can motivate students to learn
English. Similarly, Kabooha (2016) found in his research titled "Using Movies in
EFL Classrooms: A Study Conducted at The English Language Institute (ELI),
King Abdul-Aziz University", found that films can be a powerful instructional
tool in increasing students' interest and participation in learning English, which
can help develop their language skills.
"Mona Lisa Smile" is a drama film directed by Mike Newell and released
in 2003. The film features a main cast including Julia Roberts, Kirsten Dunst,
Julia Stiles, Maggie Gyllenhaal, and Dominic West. The story is set in 1953 at
Wellesley College, a prestigious women's college in Massachusetts. Julia Roberts
portrays Katherine Ann Watson, an art teacher employed at Wellesley College.
Watson's character has a teaching approach that is controversial for the standards
of society at the time. The female students are encouraged to think critically,

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and social norms, and pursue their own dreams and aspirations beyond traditional
expectations. The story centres on the relationship between Watson and his
students, who are trying to navigate the social and cultural pressures of the 1950s.
Over time, these students begin to realise their potential and explore their desire to
find a deeper meaning in life. As from Kemendikbud curriculum, the learning
objectives of English focus on the ability to communicate effectively using clear
and correct sentences. Using films to teach tenses can support these goals. The
2003 film “Mona Lisa Smile”, produced by Revolution Studios, Columbia
Pictures, and Red Om Films Productions, was chosen as a medium for teaching
English tenses. The selection of this film was based on three factors. Firstly, the
scenes presented are appropriate for the intended age group. Secondly, the film
promotes positive moral values that can help build students' character. Lastly, the
dialogue in the film is simple and easy to understand. The purpose of this study is
to identify the types of tenses used in the film “Mona Lisa Smile” and its
relevance to teaching English tenses to university students in Indonesia according
to the 2013 English Curriculum.
METHODOLOGY
This study employs a qualitative descriptive research approach.
Descriptive research aims to provide a detailed account of a phenomenon
(Priyono, 2008, p. 37). The qualitative approach involves analysing and recording
small cues to understand the context and build a larger illustration of the data
(Tracy, 2020, p. 3). Based on these theories, the descriptive qualitative method is
used to analyse the collected information through detailed descriptions and
illustrations. The study utilised documented data sources, including the film script
of “Mona Lisa Smile” and the 2013 English curriculum for Indonesian students.
Data collection involved reading the film script and classifying the tenses
according to the 2013 curriculum. The tenses identified were Simple Present
Tense, Simple Past Tense, Present Continuous Tense, Present Future Tense,
Present Perfect Tense, and Past Continuous Tense. The data selection process was
conducted through observation to ensure data accuracy. Content analysis was
used to investigate data conformity

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with English grammar. The sentences were then classified by tense type and
given a percentage.
RESULT AND DISCUSSION
Types of Tenses Used in the film “Mona Lisa Smile”
After identifying the data, we found 1354 sentences in the film that correspond to
12 types of 16 English grammatical tenses (refer to Table 1). These sentences
have been validated for English grammatical structure, and the most frequently
used tense in the film is the simple present tense, accounting for 31.23% (373
423) of the total. This film can be used as a learning material, especially for the
topic of the simple present tense. The percentage of each tense used in the film is
shown in the table below.
Table 1. Types of tenses found in the film “Mona Lisa Smile”
Types of Tenses Number of Sentences Percentage (%)
Simple Present Tense 423 31.23%
Simple Past Tense 190 14.03%
Simple Future Tense 175 12.91%
Past Future Tense 150 11.08%
Present Continuous Tense 120 8.86%
Past Continuous Tense 83 6.14%
Future Continuous Tense 69 5.10%
Past Future Continuous Tense 44 3.25%
Present Perfect Tense 43 3.18%
Past Perfect Tense 37 2.73%
Past Future Perfect Tense 15 1.11%
Present Perfect Continuous Tense 5 0.37%
Total Sentences 1354 100%
The table above illustrates that nearly one-third of the tenses used in the
film “Mona Lisa Smile” are in the simple present tense. This is understandable as
it is

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the most commonly used tense in dialogue. The table also displays the number of
sentences for each grammatically correct tense.
From the table above, it can be concluded that the film's sentences can be
used as learning materials to aid Indonesian university students in understanding
tenses. The aim of this research is to identify the types of tenses used in the script
of the film “Mona Lisa Smile” in order to facilitate the analysis of tenses through
film study. The film “Mona Lisa Smile” features 12 different tenses, including
Simple Present, Simple Past, Simple Future, Past Future, Present Continuous, Past
Continuous, Future Continuous, Past Future Continuous, Present Perfect, Past
Perfect, Past Future Perfect, and Present Perfect Continuous. The study identified
a total of 1354 sentences with tenses, which were classified into the 12 types
mentioned. The film “Mona Lisa Smile” predominantly uses the simple present
tense, accounting for 31.23% (423 sentences) of the text. This is consistent with
its genre, which is comedy drama, and suggests that the film is intended for a
broad audience, including teenage students. The above explanation suggests that
the film can serve as a tool for students to comprehend and analyse tenses,
particularly the simple present tense. Freeman & Murcia (2016) provide various
tense patterns and examples of each tense used in the film script:
1. Simple Present Tense
Pattern: (+) S + Verb1 (s/es) + Complement
(–) S + do/does + not + Verb1 + Complement
(?) Do/does + S + Verb1 + Complement?
Figure 1. An Example of Simple Present Tense in The Film Script

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2. Simple Past Tense
Pattern: (+) S + Verb2 + Complement
(–) S + did + not + Verb1 + Complement
(?) Did + S + Verb1 + Complement?
Figure 2. An Example of Simple Past Tense in The Film Script
3. Simple Future Tense
Pattern: (+) S + Will + Verb 1 + Complement
(-) S + Will + not + Verb 1 + Complement
(?) Will + S + Verb 1 + Complement
Figure 3. An Example of Simple Future Tense in The Film Script

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4. Future Perfect Tense
Pattern: (+) S + will + have + V3 + Complement
(-) S + will + not + have + V3 + Complement
(?) will + S + have + V3 + Complement
Figure 4. An Example of Future Perfect Tense in The Movie Script
5. Present Continuous Tense
Pattern: (+) S + to be (am/is/are) + Verb1-ing + Complement
(–) S + to be (am/is/are) + not + Verb1-ing + Complement
(?) to be (am/is/are) + S + Verb1-ing + Complement?
Figure 5. An Example of Present Continuous Tense in The Movie Script

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6. Past Continuous Tense
Pattern: (+) S + to be (was/were) + Verb1-ing + Complement
(–) S + to be (was/were) + not + Verb1-ing + Complement
(?) to be (was/were) + S + Verb1-ing + Complement?
Figure 6. An Example of Past Continuous Tense in The Movie Script
7. Future Continuous Tense
Pattern: (+) S + will/shall + be + verb-ing + Complement
(-) S + will/shall + not + be + verb -ing + Complement
(?) Will/shall + S + be + Verb -ing + Complement + ?
Figure 7. An Example of Future Continuous Tense in The Movie Script

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8. Past Future Continuous Tense
Pattern: (+) S + would + have been + V-ing + Complement
(-) S + would + not + have been + V- ing + Complement
(?) Would + S + have been + V-ing + Complement
Figure 8. An Example of Past Future Continuous Tense in The Movie Script
9. Present Perfect Tense
Pattern: (+) S + have/has + V3 + Complement
(-) S + have/has + not + V3 + Complement
(?) have/has + S + V3 + Complement
Figure 9. An Example of Present Perfect Tense in The Movie Script

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10. Past Perfect Tense
Pattern: (+) S + had + V3 + Complement
(-) S + had + not + V3 + Complement
(?) had + S + V3 + Complement
Figure 10. An Example of Past Perfect Tense in The Movie Script
11. Past Future Perfect Tense
Pattern: (+) S + would + have + V3 + Complement
(-) S + would + have + not + V3 + Complement
(?) Would + S + had + V3 + Complement
Figure 11. An Example of Past Future Perfect Tense in The Movie Script

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12. Present Perfect Continuous Tense
Pattern: (+) S + have / has + been + Verb-ing + Complement
(-) S + have / has + not + been + Verb-ing + Complement
(?) have / has + S + been + Verb-ing + Complement
Figure 12. An Example of Present Perfect Continuous Tense in The Movie Script
On the basis of the above description, we can say that the script of the film
“The Smile of the Mona Lisa” is made up of sentences that correspond to or
conform to the tenses. Students of the English language can use this film as an
attempt to learn how to understand and analyse the English tenses in films. The
film lasts one hour and fifty-seven minutes. Students can watch the film in its
entirety at home before or after class, as this length may take up class time. In this
way, they can be provided with additional and supporting knowledge about the
film. For example, how to analyse the tenses in the film. Students can then watch
and listen to the film carefully and analyse which tenses are used in each sentence
in the film. Students can also play some random parts of the film and test
themselves by analysing the type of tense used in the random parts of the film,
explaining when the tense should be used and the action of the tense performed by
the characters in the scene. Students will be able to clearly see and understand
examples of the use of the correct verb forms.

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CONCLUSION
In conclusion, the research on utilizing the film "Mona Lisa Smile" as a
teaching tool for English tenses in the Indonesian context brings forth a
compelling perspective. The study not only sheds light on the challenges faced by
English language students in Indonesia but also emphasizes the significance of
practical application over theoretical memorization. The analysis of the film script
unveils its potential as an innovative and engaging medium for learning tenses,
aligning with the Kemendikbud English curriculum objectives. The dominance of
the simple present tense in the film's sentences underscores its relevance for
teenage to early adult students. This research not only contributes valuable
insights into language education but also paves the way for incorporating
cinematic resources into the language learning experience, providing students
with a novel and enjoyable avenue to grasp essential grammatical concepts. The
findings advocate for the integration of films like "Mona Lisa Smile" as effective
supplements to traditional language teaching methods, offering a dynamic
approach that enhances both comprehension and retention of English tenses.

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