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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
 1 
Search results for , issue "vol. 1 no. 2 (2026)" : 7 Documents clear
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

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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.
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

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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

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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

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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.
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

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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.
The Impact of Artificial Intelligence (AI) on High School Lesson Planning Rasul Ryondiart; Ahmad Maulana; Dicky Julian Nurcahyo
Forum for Language and Education Vol. 1 No. 2 (2026)
Publisher : CV Wahana Publikasi

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Abstract

The rapid development of artificial intelligence (AI) has created new opportunities for improving teaching practices, particularly in classroom management and lesson planning. This study aims to examine pre-service English teachers’ perceptions of AI in classroom management and investigate the extent to which AI technologies are used in lesson planning. A qualitative research approach was employed to explore participants’ experiences, perceptions, benefits, challenges, and recommendations regarding AI-supported teaching. Data were collected through a semi-structured questionnaire consisting of open-ended questions and were analyzed thematically by identifying recurring patterns related to AI perceptions, experiences, applications, benefits, and challenges. The findings reveal that participants generally held positive perceptions of AI and viewed it as a useful tool for improving teaching efficiency, supporting classroom management, generating instructional materials, designing assessments, and providing personalized learning opportunities. AI was also perceived as useful for brainstorming lesson ideas, locating and adapting resources, developing differentiated materials, and creating engaging learning activities. However, the extent of AI use varied among participants. Some actively integrated AI tools into their teaching practices, whereas others remained cautious or had limited experience. Participants identified several challenges, including data privacy, algorithmic bias, accuracy and reliability of AI-generated feedback, reduced teacher–student interaction, and the risk of overreliance on technology. They also emphasized the importance of maintaining teacher autonomy and professional judgment. The study concludes that AI has considerable potential to support English language education when used responsibly and ethically. Continuous professional development, practical training, institutional support, and critical evaluation of AI-generated content are necessary to ensure that AI complements rather than replaces teachers’ pedagogical expertise and human interaction.
Improving Students’ Reading Comprehension through Narrative Text Using Student Team Achievement Division (STAD) Nihta Vera Frelly Liando; Jeane Tuilan; Selly Palimbong
Forum for Language and Education Vol. 1 No. 2 (2026)
Publisher : CV Wahana Publikasi

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Abstract

Reading comprehension is an essential skill in English language learning, yet some EFL students experience difficulties understanding texts, identifying main ideas, locating information, making inferences, and maintaining interest in reading activities. This study aimed to determine whether the Student Team Achievement Division (STAD) learning model could improve the reading comprehension of Grade IX students at SMP Negeri 2 Tondano. The study employed a quantitative approach with a pre-experimental one-group pre-test–post-test design. The participants consisted of 21 Grade IX students. Data were collected using reading comprehension tests consisting of 15 multiple-choice questions and 5 short-answer questions based on narrative texts. The students received reading instruction through the STAD model, which involved class presentation, heterogeneous team study, individual quizzes, individual improvement scores, and team recognition. The data were analyzed by comparing students’ pre-test and post-test scores. The findings showed a clear improvement in students’ reading comprehension after the implementation of STAD. The students’ mean score increased from 71.6 in the pre-test to 82.61 in the post-test, representing an improvement of approximately 11 points. The highest score increased from 85 to 95, while the lowest score increased from 50 to 65. Furthermore, 19 students achieved the minimum completeness criterion in the post-test, compared with substantially fewer students before the treatment. The findings indicate that STAD created opportunities for students to discuss texts, exchange ideas, provide peer support, and actively construct meaning. Therefore, STAD, particularly when combined with engaging narrative texts, can be considered an effective alternative for improving EFL students’ reading comprehension and promoting collaborative, active, and engaging English learning.

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