Article Per Year (5 Year)
p-Index From 2020 - 2025
0.817
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This Author published in this journals
All Journal Journal for Lesson and Learning Studies Journal of Research in Instructional Lantern: Journal of Language and Literature Journal of English Education Forum (JEEF)
Yulius Yosef Kasimo
University Of Flores
Education Languange, Linguistic, Communication & Media Mathematics Other

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Incorporating Linguistic Landscape (LL) for Developing ESL/EFL Learners’ Linguistics Critical Literacy Competence: A critical literature review Yulius Yosef Kasimo
Journal of English Education Forum (JEEF) Vol. 3 No. 2 (2023): JUL-DEC 2023
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v3i2.567

Abstract

This aimed at investigating and analyzing the significance of incorporating linguistic landscape (LL) into the process of acquiring/leaning English as Second Language (ESL), or Foreign Language (EFL) and finding the approaches and tehniques of integrating linguistic landscape into that processes. Through the critical literature review method, this study was conducted through searching, reading, categorizing, analyzing, evaluating and synthesizing the previous studies combined with other relevant sources. Thus, this study documented two benefits findings. 1) Linguistic landscape helps ESL/EFL learners to advance their comprehension of linguistic critical literacy that includes sociolinguistics, morphological formation, semantics, pragmatics, and semiotics. 2) Experiential learning, situated learning, community-based learning and project-based learning are the effective and efficient approaches that must be applied to integrate linguistic landscape into the teaching and learning English as second language/foreign language.
Input hypotheses for developing EFL/ESL learners’ listening comprehension skills Kasimo, Yulius Yosef; Ota, Maria Kristina; Kara, Yuliana M. D’Karmel
Journal of Research in Instructional Vol. 4 No. 2 (2024): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v4i2.436

Abstract

The objective of this study is to examine the significance of the input hypothesis in enhancing the listening comprehension abilities of EFL/ESL learners. The methodology employed in this study is a critical literature review. This entailed a comprehensive search for relevant articles and other sources, a meticulous reading of the material, the categorization of data, a thorough analysis, and the synthesis of findings. The findings of this study indicate that the input hypothesis plays an essential role in developing ESL/EFL learners' listening comprehension abilities through the acquisition of comprehensible inputs. The activation of linguistic background knowledge enables EFL/ESL learners to develop pronunciation skills, understanding of grammatical accuracy, lexical resources, and meaning. Optimizing the inputs of the listening strategy (cognitive, metacognitive, socio-affective) assists EFL/ESL learners in activating their memory about listening materials. This is achieved through making inferences, elaborations, summaries, translations, observations, assessments, and becoming involved in the community. Inputs from media, audio (visual), and practices can develop EFL/ESL learners' cognition, motivation, stimulating perception, activating prior knowledge. In conclusion, the components of the comprehensible inputs must be integrated and developed in a coordinated manner during the teaching and learning process of listening skills.
Enhancing Students' Understanding of Local Culture through an English Curriculum: The Case of Ngada Awe, Ermelinda Yosefa; Noge, Maria Desidaria; Anu, Theresia Irmina; Ota, Maria Kristina; Kasimo, Yulius Yosef
Journal for Lesson and Learning Studies Vol. 7 No. 3 (2024): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v7i3.88053

Abstract

The issue of the limited English curriculum that introduces local culture affects students' understanding of regional cultural wealth. This study aims to develop and analyze the quality of curriculum development products, namely the syllabus and English lesson design based on Ngada local culture. This study employs the Research and Development (R&D) method with the ADDIE model, which includes five stages: analysis, design, development, implementation, and evaluation. The research subjects consisted of an English teacher as content expert, high school and junior high school teachers as material experts, five elementary school teachers as product users, and two local cultural figures as local culture experts. Data were collected through expert testing, product user trials, and interviews with local cultural figures. The analysis results show that the English curriculum based on Ngada local culture is highly feasible to use. The content expert test obtained a score of 67.5 with an average of 4.45, which falls under the "very good" category. The product user trial conducted by five elementary school teachers showed a score of 29.2 with an average of 4.12, also in the very good category. Interviews with local cultural figures identified local cultural elements that could be incorporated into the curriculum, including megalithic stones, accessories, buildings, traditional dances, and language. Based on the trial results, it can be concluded that the syllabus and English lesson design based on Ngada local culture are feasible for implementation in elementary schools.
SPEECH FUNCTION OF SELECTED TOPICS IN THE FIRST 2020 AMERICAN PRESIDENTIAL DEBATE. Mogi, Maria A; Sama, Gratiana; Kasimo, Yulius Y
Lantern: Journal of Language and Literature Vol. 11 No. 1 (2025): Volume 11 Number 1, 2025
Publisher : Fakultas Hukum dan Sosial Humaniora Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/lantern.v11i1.5686

Abstract

The purposes of this research were to determine, describe, and find out the types of speech functions based on Halliday theory which is used by speakers, especially the candidates and the moderator in the first 2020 American presidential debate. This research used qualitative and quantitative descriptive research, and video observation method. Data were taken from the utterances produced by chosen sample data from three topics selected of the debate. The result shows that the candidates and the moderator use all types of speech function; initial and response, which is counted using the formula by Sudijono. The most frequent type of initial speech function is statement, and the response is contradiction. In a debate, the function of statement and contradiction is used to defend the argument.
Co-Authors Anu, Theresia Irmina Awe, Ermelinda Yosefa Gratiana Sama Kara, Yuliana M. D’Karmel Maria Desidaria Noge Maria Kristina Ota Mogi, Maria A