Modal verbs have always been a challenge for the English as a Foreign Language (EFL) learners as various usages and profound underlying meaning of the modal verbs are difficult to be fully acquired by conventional grammar drill exercises. On top of the difficulties, added burden is given to the learners when they are faced to express a condition that did not really happen in the past. To express this condition, they would not only need to know the meaning of the various modal verbs, but also the 『modal verb + have + past participle』 structure. To ease the burden, this research aimed to investigate how translated teaching method could help the learners, compared to the conventional grammar drill exercises. Both the qualitative and the quantitative results show that the translated method was effective for the learners. Nearly 80% of the students chose the translated method and stated that using this method seem to be effective as they could impose the meaning from the sentence and see the semantic usage of the words. Next. quantitative results show that students were not able to understand the various meanings of the 『modal verb + have + past participle』 structure even though they successfully completed the grammar tests. The results were all consistent from high, mid and the low proficiency levels.
I. INTRODUCTION
II. METHOD
III. RESULTS AND DISCUSSIONS
IV. Conclusion and Further Studies