Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal EBONY Stairs: English Language Education Journal
Yulius Yosef Kasimo
Universitas Flores
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Morpho-Semantic Analysis of Word Formation in Abraham Lincoln’s “The Gettysburg Address” Yulius Yosef Kasimo; Yuliana M. D' Karmel Kara
General English Education Vol 6 No 2 (2026): EBONY- Journal of English Language Teaching, Linguistics, and Literature
Publisher : The Study Program of English Education of Palangka Raya University 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/ebony.v6i2.25727

Abstract

This research analyzes word formation, including inflection, derivation, grammatical meaning, lexical meaning, contextual meaning. This research employed a qualitative approach supported by morphological and semantic theory. The study focuses on Abraham Lincoln's "Gettysburg Address" delivered in 1863. Data collected analyzes words related to inflection and derivation. It has been identified that a number of inflectional morphemes show the presence of morphemes marked by the suffixes "-s", "-d", "-ed", "-ing", "-er", "-al-" and "-re". Six derivational morphemes found in the speech sample include: -ment, -ion, un-, -ing, -ly, and -ed or -d. Inflected and derivative words exhibit a high degree of semantic interconnectedness, both in terms of their lexical meanings and the contexts in which they are employed. Abraham Lincoln sought to emphasize five key points: Change catalysts are historical, and national philosophy is crucial. Respect those who built America's foundation. Unity and dedication are crucial to fulfilling past revolutionaries' unrealized ideals. This research enhanced the understanding of morphological features and semantic categories while reinforcing the non-negotiable importance of human rights and the indispensable role of a democratic system of government. Future research may compare morpho-semantic patterns in political speeches using corpus-based or critical discourse analysis to examine persuasive functions.
Inquiry-Based Writing Instruction in English Academic Writing: Critical Literature Review Yulius Yosef Kasimo
STAIRS: English Language Education Journal Vol. 7 No. 1 (2026): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.7.1.3

Abstract

The objective of this study is to examine the impact of inquiry-based writing instruction on the development of academic writing skills in English as a Second Language (ESL) and English as a Foreign Language (EFL) learners. This research addresses two key questions: What are the outcomes of implementing inquiry-based writing instruction methods? How can inquiry-based writing instruction be effectively integrated into academic writing instruction to enhance learners' writing abilities? This study employed a critical literature review following Snyder’s (2019) procedures, in which the data were retrieved from scientific databases, critically evaluated based on methodological rigor, data quality, and source credibility, and synthesized to identify key themes, similarities, differences, contradictions, and gaps in existing research. The analysis of previous studies and other related sources indicates that inquiry-based writing instruction is a crucial factor in developing English academic writing competencies in ESL/EFL learners, particularly effective in developing critical thinking skills, which is a crucial aspect of academic writing. It also addresses the shortcomings of existing academic writing teaching and learning methods and results in improved quality of task accomplishment, coherence, cohesion, lexical resources, grammatical range, and accuracy of academic writing. Further analysis also revealed that the development of critical thinking is achieved through an interrelated process such as engagement, exploration, explanation, elaboration, assessment, and reflection.
Co-Authors Yuliana M. D' Karmel Kara