cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rahmat Gaho
Contact Email
fle.wahanapublikasi@gmail.com
Phone
-
Journal Mail Official
fle.wahanapublikasi@gmail.com
Editorial Address
Jl. Terompong, Sumerta kelod, Kec. Denpasar Timur, Kota Denpasar, Bali 80239
Location
Kota denpasar,
Bali
INDONESIA
Forum for Language and Education
Published by CV Wahana Publikasi
ISSN : 31647928     EISSN : 31647707     DOI : 10.59011/fle
Core Subject :
Forum for Language and Education is a scholarly journal that publishes research articles, theoretical studies, and innovative developments in the fields of language teaching and education. The journal serves as an academic platform for researchers, lecturers, teachers, students, and education practitioners to share ideas, research findings, and best practices related to language teaching and learning. The journal’s scope includes language learning and teaching, instructional methodologies, curriculum development, learning media and educational technology, language assessment and evaluation, applied linguistics, literacy studies, and various issues in language education across diverse contexts. By emphasizing academic quality and scholarly contribution, Forum for Language and Education aims to support the continuous advancement of knowledge and practice in language education.
Arjuna Subject : -
Articles 21 Documents
 1   2   3 
Valancy Stirling’s Pursuit of Freedom: A Liberal Feminist Reading of The Blue Castle (1926) Mutiara Azzahra Damai; Nur Wulan
Forum for Language and Education Vol. 1 No. 1 (2026)
Publisher : CV Wahana Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study examines Valancy Stirling’s pursuit of freedom in L.M. Montgomery’s The Blue Castle (1926) through the lens of John Stuart Mill’s liberal feminist theory. The study aims to analyze how Valancy’s transformation reflects the principles of individual liberty, equality of opportunity, and social utility, and to determine the extent to which her liberation embodies Mill’s vision of women’s emancipation. Employing a qualitative approach and feminist literary criticism, the study uses close reading and textual analysis to examine dialogues, narrative descriptions, monologues, and character interactions in the novel. The findings demonstrate that Valancy’s journey from social and familial confinement to self-determination closely reflects Mill’s liberal feminist principles. First, individual liberty is manifested through Valancy’s rejection of fear, social conformity, and patriarchal control, enabling her to make independent decisions about her life. Second, equality of opportunity emerges through her meaningful work in the Gay household, where her abilities are recognized and her labor benefits others. Third, social utility is demonstrated through the positive effects of her liberation on Cissy Gay, Roaring Abel, Barney Snaith, and herself. Her voluntary marriage proposal to Barney further illustrates Mill’s ideal of marriage as an equal partnership based on mutual respect, autonomy, and shared benefit. The study concludes that The Blue Castle presents female liberation not merely as personal escape but as an active process of self-determination that generates individual happiness, meaningful contribution, and social benefit. Valancy’s transformation therefore provides a literary articulation of Mill’s liberal feminist vision.
Improving Students’ Vocabulary Mastery through Games and Songs Yanrini Martha Anabokay; Yandri Susuek Ndun; Ni Putu Juliani Lestari Dewi; Markus Dimu Radja; Yenssy Mervilen Fanggidae
Forum for Language and Education Vol. 1 No. 1 (2026)
Publisher : CV Wahana Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to improve eighth-grade students’ English learning outcomes through the use of songs and games at State Junior High School 5 Kupang. The study was motivated by students’ difficulties in understanding English vocabulary, low participation, and limited motivation during the learning process. This study employed Classroom Action Research (CAR) based on a cycle consisting of planning, implementation, observation, and reflection. The research was conducted in two cycles involving 65 eighth-grade students during the 2021/2022 academic year. Data were collected through learning outcome tests and classroom observations. The tests were administered before and after the implementation of learning activities, while observations were conducted to identify students’ participation, motivation, and behaviour during the learning process. In the first cycle, the implementation of songs and games showed an improvement in students’ engagement, although some students remained passive and were distracted during learning activities. The average learning outcome score in Cycle I was 38.83, which was categorized as low. Based on the reflection, improvements were made in the second cycle by strengthening classroom management, learning activities, and student participation. The results of Cycle II showed a substantial improvement, with the average student learning outcome increasing to 85.5, which was categorized as high. In addition, approximately 90% of students actively participated in classroom activities, while disruptive behaviours decreased. These findings indicate that the use of songs and games can improve students’ English learning outcomes while increasing their motivation, participation, concentration, and enthusiasm. Therefore, songs and games can be considered effective and enjoyable instructional media for supporting English vocabulary learning among eighth-grade students.
Students’ Perceptions of Using Podcasts for Learning English Speaking Agif Estian Sengang; Noldy Pelenkahu; Meity Muntuuntu
Forum for Language and Education Vol. 1 No. 2 (2026)
Publisher : CV Wahana Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigated the perceptions of 65 third-grade students at SMK Cokroaminoto Kotamobagu regarding the use of podcasts in learning English speaking. A quantitative research design was employed, and data were collected through a 20-item questionnaire adapted from Rahmatia and Widiastuty (2019). The questionnaire used a five-point Likert scale consisting of Strongly Agree, Agree, Neutral, Disagree, and Strongly Disagree. The instrument was tested for validity using Pearson’s Product-Moment Correlation, and all items were found to be valid. The data were analyzed using percentage calculations and categorized into three indicators: experience of using the media, media availability and effectiveness, and learning outcomes. The findings revealed that students generally had highly positive perceptions of using podcasts for English speaking learning. The first indicator showed 95% positive responses, indicating that students had favorable experiences when learning through podcasts. The second indicator received 93% positive responses, suggesting that students perceived podcasts as accessible and effective learning resources. The third indicator also showed predominantly positive responses, particularly regarding students’ motivation and perceived pronunciation development. Overall, the findings indicate that podcasts were perceived as enjoyable, flexible, accessible, and useful supplementary media for English speaking instruction. The study concludes that podcasts have strong potential to support students’ English speaking learning by providing additional exposure to spoken English and opportunities for learning beyond the classroom.
The Impact of Dyslexia on Children’s Perspectives Alicia Syabina; Citra Utami Lubis
Forum for Language and Education Vol. 1 No. 1 (2026)
Publisher : CV Wahana Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Dyslexia is a neurobiological learning difficulty that affects children’s reading, writing, spelling, and phonological processing abilities. Beyond academic difficulties, dyslexia may influence children’s emotional well-being, social relationships, self-perception, and behavior. This study aims to analyze the impact of dyslexia on children’s perspectives by examining their experiences in academic and social contexts. A qualitative research design was employed involving one eighteen-year-old high school student with dyslexia as the participant. Data were collected through an interview and library research. The interview was audio-recorded, transcribed, and analyzed to identify the participant’s experiences, perceptions, and responses related to dyslexia, while relevant literature was used to support the interpretation of the findings. The findings indicate that dyslexia has emotional, social, educational, and behavioral impacts on children. Emotionally and socially, the participant experienced insecurity, low self-esteem, anxiety, frustration, social comparison, and bullying, particularly because of difficulties in keeping up with classmates. Educationally, negative teacher attitudes, unrealistic expectations, and difficulties with reading and writing contributed to academic stress and discouragement. Behaviorally, the participant demonstrated avoidance behaviors, including pretending to be ill to avoid reading activities, as well as delaying homework because of frustration and stress. However, supportive environments, encouragement, appropriate accommodations, and greater awareness of dyslexia may reduce these negative effects. The study concludes that understanding children’s perspectives is essential for developing inclusive educational practices and support systems that address not only academic difficulties but also the emotional, social, and behavioral consequences of dyslexia.
Postcolonial Theory and Ecocriticism in Memoirs of a Geisha: Beauty and Oppression Rahayu Puji Haryanti
Forum for Language and Education Vol. 1 No. 1 (2026)
Publisher : CV Wahana Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study examines the relationship between beauty, oppression, and cultural representation in Arthur Golden’s Memoirs of a Geisha through a postcolonial ecocritical perspective. The study aims to analyze how Japanese beauty standards are represented through Western narratives and how physical attributes such as kimonos, makeup, hairstyles, and cultural spaces function as symbols of power, commodification, and social control. This research employs a descriptive qualitative design with thematic analysis. The primary data consist of narrative passages and dialogues from Memoirs of a Geisha, which are analyzed using the postcolonial ecocriticism framework of Graham Huggan and Helen Tiffin. The analysis focuses on recurring representations of beauty, women’s bodies, nature, cultural aesthetics, and power relations. The findings reveal that beauty in the novel is not presented as a neutral cultural expression but as an aesthetic construct closely connected to patriarchal, economic, and colonial power. Kimono, makeup, and hairstyles function as mechanisms of bodily discipline that transform women into visually desirable cultural commodities. The study also identifies nature-related imagery, particularly water and landscapes, as metaphors for women’s restricted agency and their inability to determine their own paths. Furthermore, the novel’s portrayal of geisha culture reflects an orientalist tendency to aestheticize and exoticize Japanese femininity for Western consumption. Through postcolonial ecocriticism, the study demonstrates that the aestheticization of women’s bodies and cultural environments can conceal structural oppression and normalize unequal power relations. The study contributes an interdisciplinary perspective by connecting postcolonial, ecocritical, and feminist concerns in examining beauty, cultural representation, gender, and power in literary narratives.
Improving the Speaking Ability of the Eight-Grade Students of SMP Negeri Kota Baru through Pictures Emerensiana Yovita Luan; Febronia Lasi; Anselmus Sahan
Forum for Language and Education Vol. 1 No. 2 (2026)
Publisher : CV Wahana Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Speaking competence is an essential component of English as a Foreign Language (EFL) learning because it enables students to communicate ideas, exchange information, and participate actively in classroom interaction. However, many EFL learners experience difficulties in speaking because of limited vocabulary, lack of confidence, insufficient practice, and limited opportunities for meaningful communication. This study aims to examine students’ speaking ability through the use of pictures as instructional media in an English classroom at SMPN Kota Baru. The study employed a descriptive qualitative approach supported by quantitative descriptive data. The participants were 20 eighth-grade students in the first semester. Data were collected through interviews, classroom observations, checklists, speaking tests, questionnaires, and photo-video documentation. Students’ speaking performance was assessed based on pronunciation, grammar, vocabulary, fluency, and comprehension. The findings show that the students achieved a total score of 1,630, with an average score of 81.5. Based on the mastery classification presented in Table 1, nine students (45%) were categorized as excellent, while eleven students (55%) were categorized as good. No students were classified as fair, poor, or very poor. These results indicate that the students demonstrated a generally good level of English speaking ability when supported by pictures during speaking activities. The use of pictures provided students with visual prompts that helped them generate ideas and express information orally. Therefore, picture-based speaking activities can support students’ participation and facilitate English speaking practice effectively. The study suggests that teachers can integrate pictures into speaking instruction to create more engaging and supportive classroom communication.
The Use of Picture in Teaching Vocabulary for Junior High School at SMP Anugerah Tondano Dewi Novayanti Sihombing; Sanerita Tresnawaty Olii; Rinny Rorimpandey
Forum for Language and Education Vol. 1 No. 2 (2026)
Publisher : CV Wahana Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Vocabulary mastery is an essential component of English language learning because vocabulary enables learners to understand instructional materials, express ideas, and communicate effectively. However, students at SMP Anugerah Tondano experienced difficulties in understanding English materials, translating words, and answering questions because of limited vocabulary mastery and low interest in the learning process. This study aimed to determine whether the use of pictures could improve the vocabulary mastery of eighth-grade students at SMP Anugerah Tondano. The study employed a quantitative pre-experimental method using a one-group pre-test and post-test design. The participants were 12 eighth-grade students, consisting of seven male and five female students. Data were collected using a 15-item multiple-choice vocabulary test administered before and after the treatment. The treatment involved teaching English vocabulary through pictures as instructional media. The data were analyzed using descriptive statistics by calculating the mean scores of the pre-test and post-test. The findings showed a substantial improvement in students’ vocabulary achievement after the implementation of picture-based instruction. The total pre-test score was 33, with a mean score of 2.75, whereas the total post-test score increased to 148, with a mean score of 12.33. The post-test results indicated that four students achieved the maximum score of 15, while the remaining students obtained scores ranging from 9 to 14. The improvement suggests that pictures provided meaningful visual support that helped students recognize, understand, and remember English vocabulary. Therefore, the use of pictures can be considered an effective instructional medium for improving vocabulary mastery and creating a more engaging English learning environment for junior high school students.
Comparison of Binary and Non-binary Words between English and Indonesian Sariana Sariana; Nurhayati Nurhayati; Rahmi R.
Forum for Language and Education Vol. 1 No. 2 (2026)
Publisher : CV Wahana Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Antonyms are an important component of lexical semantics because they enable language users to express contrasting meanings and communicate ideas precisely. However, the classification of antonyms may differ across languages, particularly between binary and non-binary antonyms. This study aims to compare the classification and use of binary and non-binary antonyms in English and Indonesian, focusing on their similarities, differences, and semantic characteristics. This research employed a library research approach using secondary data obtained from linguistic books, scholarly journal articles, theses, dissertations, dictionaries, and other relevant academic publications. The collected data were analyzed descriptively and comparatively by identifying, classifying, and interpreting antonym pairs according to their semantic relationships and the presence or absence of intermediate meanings. The findings indicate that English and Indonesian share several similarities in the use of binary and non-binary antonyms. Binary antonyms in both languages generally express mutually exclusive meanings without an intermediate state, as illustrated by true–false, alive–dead, and open–close. Non-binary antonyms, in contrast, permit intermediate or gradable meanings, such as beautiful–ugly and expensive–cheap. Nevertheless, several antonym pairs demonstrate different classifications across the two languages. For example, rich–poor and fast–slow are treated as binary in English but may function as non-binary in Indonesian because intermediate expressions can occur. Conversely, agree–disagree and bitter–sweet may be interpreted as non-binary in English but binary in Indonesian. These findings demonstrate that antonym classification is influenced by semantic interpretation and language-specific usage. The study contributes to contrastive linguistics and lexical semantics and provides useful implications for vocabulary learning, translation, and effective communication.
Modern Mythology and Predator Discrimination in Zootopia (2016): A Barthesian Semiotic Analysis Christina Anastasya Onibala; Imelda Seska Lolowang; Sabrina Wardatul Jannah Husain
Forum for Language and Education Vol. 1 No. 1 (2026)
Publisher : CV Wahana Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research analyzes the animated film Zootopia (2016) as more than just children’s entertainment. It is examined as a cultural text that communicates ideological meanings through its story, characters, dialogue, and visual symbolism. The study applies Roland Barthes semiotic theory of myth to explore how the film constructs and naturalizes the idea of predators as a collective threat. Through a qualitative descriptive method, the analysis focuses on key scenes, selected dialogues, and symbolic representations within the film. The findings reveal that Zootopia promotes a hidden narrative of fear and social control by repeatedly associating predators with danger through signs such as sharp eyes, muscular bodies, and aggressive behavior. The film also employs rhetorical strategies including inoculation, which admits minor faults to distract from deeper problems; ex-nomination, which makes the dominant group appear neutral and unnamed; and quantification, which uses statistics to rationalize fear. These strategies work together to disguise discrimination as a natural social response. The research contributes to the study of literature and film by offering a semiotic approach to understanding how ideology operates in popular media. It emphasizes the importance of critical media literacy and shows how myths in film can influence public perception of identity, power, and social order. In conclusion, Zootopia serves as an example of how modern myths are formed and how they function ideologically in contemporary cultural texts.
The Influence of TikTok Duet Conversation Videos on Students’ English Speaking Ability Zhyelomitha Leticia Mamusung; Nihta Vera Frelly Liando; Ismail Ismail
Forum for Language and Education Vol. 1 No. 2 (2026)
Publisher : CV Wahana Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Speaking ability is an essential component of English language learning, particularly for vocational high school students who need effective communication skills for future academic and workplace contexts. However, students at SMK Negeri 1 Tombulu experienced difficulties in speaking English, including limited vocabulary, grammatical errors, pronunciation problems, and low fluency. This study investigated the effect of using TikTok Duet Conversation Videos on the English speaking ability of eleventh-grade students at SMK Negeri 1 Tombulu. A quantitative approach with a pre-experimental one-group pretest-posttest design was employed. The sample consisted of 15 eleventh-grade students selected through purposive sampling. The treatment was conducted in six sessions using TikTok Duet Conversation Videos. Students’ speaking ability was assessed through individual pre-test and post-test speaking performances using an adapted rubric based on Brown’s oral proficiency scoring categories, covering grammar, vocabulary, pronunciation, and fluency. The data were analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test because the gain scores were not normally distributed. The results showed an increase in the mean speaking score from 8.87 (SD = 3.021) in the pre-test to 11.33 (SD = 3.754) in the post-test, with a mean gain of 2.47 points. All 15 students demonstrated improvement, with gains ranging from 1 to 4 points. Among the assessed components, vocabulary and fluency showed the greatest improvement, followed by pronunciation and grammar. The Wilcoxon test yielded a significant result (Z = -3.453, p = 0.001), indicating a statistically significant improvement in students’ speaking ability after the intervention. Therefore, TikTok Duet Conversation Videos can serve as a supplementary medium for developing English speaking skills, particularly vocabulary and fluency, when supported by appropriate teacher guidance.

Page 1 of 3 | Total Record : 21

 1   2   3 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol. 1 No. 3 (2026) Vol. 1 No. 2 (2026) Vol. 1 No. 1 (2026)