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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.
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Articles 7 Documents
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Search results for , issue "vol. 1 no. 1 (2026)" : 7 Documents clear
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

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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

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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.
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

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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

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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.
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

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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.
Positive Politeness Strategies in All the Bright Places Movie Ni Made Budiartini
Forum for Language and Education Vol. 1 No. 1 (2026)
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Politeness plays an important role in communication because it helps speakers maintain social relationships, minimize misunderstanding, and protect the hearer’s face. This study aims to analyze the positive politeness strategies employed by the characters in All the Bright Places based on Brown and Levinson’s (1987) theory and to interpret their use through Halliday and Hasan’s (1989) context of situation. This research employed a qualitative descriptive approach. The data consisted of utterances containing positive politeness strategies produced by the characters in the movie. The data were collected through observation and documentation by watching the movie, identifying relevant utterances, transcribing the dialogues, and classifying them according to Brown and Levinson’s framework. The analysis focused on the strategies used to express concern, establish solidarity, reduce social distance, maintain harmony, and provide emotional support. The findings reveal that the characters employed fourteen of the fifteen positive politeness strategies proposed by Brown and Levinson. The strategies identified were noticing and attending to the hearer, exaggerating interest or sympathy, intensifying interest, using in-group identity markers, seeking agreement, avoiding disagreement, presupposing common ground, joking, offering and promising, being optimistic, including both speaker and hearer in an activity, giving or asking for reasons, assuming or asserting reciprocity, and giving gifts to the hearer. Strategy 4, using in-group identity markers, was the most frequently employed, particularly in interactions between Finch and Violet. Strategy 1, noticing and attending to the hearer, and Strategy 8, joking, were also frequently used to express care and reduce tension. Overall, positive politeness strategies contribute significantly to building intimacy, expressing empathy, reducing social distance, and supporting character relationships throughout the movie.
Representations of Slavery and Colonialism in Iksaka Banu’s Novel Rasina Nur Sahidin
Forum for Language and Education Vol. 1 No. 1 (2026)
Publisher : CV Wahana Publikasi

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Slavery and colonialism profoundly shaped Indonesian society through systems of domination, exploitation, violence, and social inequality. These historical experiences continue to influence cultural memory and representations of the colonial past. This study examines the representation of slavery and colonialism in Iksaka Banu’s novel Rasina, focusing on how the novel depicts oppression, dehumanization, exploitation, and colonial power relations. The study employed a qualitative descriptive approach using qualitative content analysis. Data were collected through repeated reading and note-taking and consisted of words, phrases, sentences, dialogues, narratives, and quotations related to slavery and colonialism. The data were analyzed through data reduction, data display, verification, and conclusion drawing. The findings reveal that slavery is represented through the treatment of enslaved people as commodities, including their sale, forced reproduction, exploitation, physical restraint, and sexual exploitation. These practices demonstrate the denial of human dignity and freedom under the colonial system. Colonialism is represented through the 1621 massacre of the Banda population by the VOC, the slave market where Rasina was sold, violence and intimidation by VOC officials, and the economic exploitation of indigenous resources. These representations demonstrate that colonialism operated not only through territorial domination but also through economic exploitation, violence, and the control of human bodies and social relations. The study concludes that Rasina functions as a literary representation of the historical realities and human consequences of slavery and colonialism in Indonesia. Through its historical narrative, the novel provides a critical reflection on oppression, inequality, human dignity, and social justice while contributing to the understanding of colonial memory in Indonesian literature.

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