<![CDATA[The English past tense system is often considered one of the most challenging grammatical areas for EFL learners. As instructional materials play a central role in grammar learning, it is important to examine how past tense forms are represented and organized within teaching materials. This study aimed to analyze the representation of the English past tense system, evaluate the coverage of form, meaning, and use, and examine the organization and sequencing of past tense materials in instructional materials used at a Tahfidz Islamic boarding school in Malaysia. Employing a qualitative descriptive design, the study applied content analysis to one textbook and one module using Cunningsworth’s (1995) and Larsen-Freeman’s (2014) frameworks. The findings revealed that both materials represented all four major past tense forms and generally followed systematic organizational principles. However, differences emerged across the dimensions of form, meaning, and use. The textbook achieved higher scores in form (37/38) and meaning (19/20), whereas the module demonstrated stronger representation of use (15/16) through dialogues, speaking activities, and contextualized tasks. The findings suggest that combining structurally rich and communicatively oriented materials may better support balanced grammar instruction in Islamic boarding school contexts. However, the findings are limited to two instructional materials from a single institution.]]>
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