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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. 3 (2026)" : 7 Documents clear
Improving Students’ Speaking Skills through Pictures at SMP Negeri 1 Kakas Prameswari George Rompas; Tini Mogea; Paula L. Hampp
Forum for Language and Education Vol. 1 No. 3 (2026)
Publisher : CV Wahana Publikasi

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This study investigated the effectiveness of pictures as instructional media in improving the speaking skills of seventh-grade students at SMP Negeri 1 Kakas. The study employed a quantitative approach with a one-group pretest-posttest pre-experimental design. The participants were 20 seventh-grade students selected through total sampling. Data were collected using speaking performance tests administered before and after the treatment. Students’ speaking performance was assessed in terms of fluency, vocabulary, pronunciation, and sentence structure using a scoring rubric. The treatment involved picture-based speaking activities in which students observed, described, and interpreted visual materials to generate ideas and produce spoken language. The data were analyzed using descriptive statistics and a paired samples t-test with SPSS version 21. The findings showed a substantial improvement in students’ speaking performance. The mean score increased from 55.75 in the pretest to 83.25 in the posttest, representing a mean gain of 27.50 points. The standard deviation also decreased from 7.83 to 4.94, indicating more consistent performance after the treatment. The paired samples t-test produced a t-value of 17.626 with 19 degrees of freedom and a significance value of p < 0.001, confirming a statistically significant improvement. The findings suggest that pictures provided concrete visual contexts that helped students generate ideas, develop vocabulary, organize sentences, improve fluency and pronunciation, and participate more confidently in speaking activities. Therefore, pictures can serve as an accessible and effective medium for developing speaking skills among junior high school EFL learners in classroom contexts.
Utilizing Academic English Podcast Channel in Teaching Listening Skill for Higher Students’ Level Ince Muh. Ruhuddin Mu’agil; Enni Akhmad Daud; Titin Suhartini Kaaba
Forum for Language and Education Vol. 1 No. 3 (2026)
Publisher : CV Wahana Publikasi

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Listening comprehension is a major challenge for English as a Foreign Language (EFL) learners, particularly in standardized proficiency tests such as the Test of English as a Foreign Language (TOEFL). This study aimed to investigate the implementation of the “TOEFL with Andrea” Podcast Channel to improve university students’ listening skills in TOEFL Listening Part C. The study employed Classroom Action Research (CAR) using the Kemmis and McTaggart cycle, consisting of planning, action, observation, and reflection. The participants were 15 sixth-semester students of the English Education Department at IAIN Sultan Amai Gorontalo. The research was conducted in two cycles, and data were collected through listening tests and classroom observations. The findings demonstrated a progressive improvement in students’ listening performance. The mean score increased from 41.86 in the pre-test to 64.26 in the post-test of Cycle 1 and further increased to 78.13 in Cycle 2. In terms of achievement, none of the students reached the minimum mastery criterion (KKM) of 70 in the pre-test. In Cycle 1, 5 students (33.3%) achieved the criterion, whereas 12 students (80%) achieved it in Cycle 2. The 80% mastery level met the predetermined success criterion, leading the researcher to terminate the action after the second cycle. The findings suggest that the “TOEFL with Andrea” Podcast Channel can serve as an effective supplementary medium for TOEFL Listening Part C instruction. Its integration with systematic teaching procedures and reflective improvement provided students with repeated exposure to spoken English and opportunities to develop listening comprehension, vocabulary recognition, concentration, and familiarity with TOEFL listening tasks. The study highlights the potential of podcast-based learning as a flexible and accessible approach to technology-assisted TOEFL listening instruction.
Women as Sexual Objects in Eka Kurniawan’s Cantik Itu Luka: A Feminist Critical Discourse Analysis Asti Rahmaaulia
Forum for Language and Education Vol. 1 No. 3 (2026)
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This study examines the representation of women as sexual objects in Eka Kurniawan’s Cantik Itu Luka (Beauty Is a Wound) through feminist literary criticism and Sara Mills’ feminist discourse perspective. The study aims to analyze how linguistic choices, narrative positioning, and power relations construct female characters as sexual objects and position them in relation to male dominance. A descriptive qualitative design was employed using Feminist Critical Discourse Analysis. The primary data were selected narrative excerpts and dialogues from the novel that represent women’s physical appearance, sexuality, objectification, agency, subordination, and gender relations. Data were collected through close and repeated reading, identification, documentation, and categorization of relevant textual excerpts. The analysis focused on subject–object positioning and reader positioning within Sara Mills’ framework. The findings identified five representative excerpts demonstrating consistent patterns of female objectification. Women were constructed through descriptions of beauty, sexuality, and bodily characteristics, while men were positioned as active subjects with authority over women’s bodies. The analysis further revealed that women’s bodies were represented as sexual and economic commodities that could be evaluated, exchanged, purchased, and collectively consumed. Objectification occurred from birth, continued throughout women’s lives, and persisted symbolically after death, indicating the pervasive nature of patriarchal power. The narrative also positioned readers to perceive male control over women’s bodies as normalized or unavoidable. Thus, Cantik Itu Luka simultaneously exposes and reproduces patriarchal gender relations by limiting female agency and privileging male perspectives. The study highlights the importance of feminist discourse analysis for critically examining gender ideology and women’s representation in Indonesian literary texts.
Implicature of Saputri’s Stand Up Comedy on Kompas TV Berkania Feronika Sajang; Alloysius Rettob; Jenie Posumah
Forum for Language and Education Vol. 1 No. 3 (2026)
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This study investigates conventional implicature in Saputri’s stand-up comedy performance “Unfinished Work” Part 5 on Kompas TV on 23 October 2019. The study aims to identify the conventional implicatures expressed in Saputri’s utterances and explain their meanings in relation to humor, criticism, satire, and social evaluation. A qualitative descriptive design was employed. The data were obtained through documentation of the YouTube recording, followed by repeated viewing, transcription, selection, categorization, and interpretation of relevant utterances. Data analysis involved data reduction, data display, interpretation, and conclusion drawing. The analysis examined the relationship between linguistic expressions, contextual information, and implied meanings based on Grice’s theory of implicature. The findings identified eleven utterances containing conventional implicatures. These utterances demonstrate that Saputri used indirect expressions, teasing, irony, exaggeration, wordplay, and contextual references to construct humorous meanings while communicating social messages. The implicatures addressed several issues, including multiple ministerial positions, corruption, inappropriate online content, workplace behavior, the influence of personal connections in employment, public figures’ appearances and personalities, and perceptions of professional competence. The findings indicate that Saputri’s humor functions beyond entertainment because it enables criticism and social evaluation to be communicated indirectly without relying exclusively on explicit statements. The study concludes that conventional implicature is an effective pragmatic strategy in stand-up comedy for creating humorous effects and conveying critical messages. This research contributes to pragmatic studies of humor by highlighting how Indonesian stand-up comedy can serve as a medium for indirect criticism and social commentary.
Enhancing Vocabulary Acquisition through Differentiated Instruction in Senior High School Classrooms Nurmalayanti Amar; La Sunra; Nur Aeni
Forum for Language and Education Vol. 1 No. 3 (2026)
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This study investigates the implementation of Differentiated Instruction (DI) in English vocabulary learning and its contribution to student engagement among senior high school EFL students in Indonesia. The study addresses learner diversity in readiness, interests, learning preferences, and prior vocabulary knowledge. A quantitative quasi-experimental design was employed at SMAN 7 Soppeng, South Sulawesi, involving 11th-grade students assigned to an experimental group receiving DI and a control group receiving conventional instruction. Vocabulary mastery was measured using pre-tests and post-tests, while student engagement was assessed through a questionnaire adapted from the National Survey of Student Engagement and examined across behavioral, emotional, and cognitive dimensions. The experimental treatment incorporated varied content, activities, grouping, and experiences, including visual, auditory, and kinesthetic activities, to accommodate students’ different learning needs. Data were analyzed using descriptive statistics and an independent-samples t-test for vocabulary outcomes, while engagement responses were analyzed descriptively. The findings indicate that DI produced positive changes in students’ engagement. Behavioral engagement increased through more active participation, attentiveness, and classroom contributions. Emotional engagement improved through greater interest, confidence, and motivation, accompanied by lower reported anxiety. Cognitive engagement showed the most notable development, reflected in the use of vocabulary grouping, journaling, peer teaching, games, storytelling, and deeper processing strategies. Overall, the findings suggest that DI provides a responsive and inclusive approach to vocabulary instruction by creating varied learning pathways that support active participation, positive learning experiences, and meaningful cognitive engagement among Indonesian senior high school EFL students.
Implementation of Constructive Feedback in Developing Students’ Confidence in Speaking English: A Study at SMP Negeri 3 Tondano Aprilia Dwi Rahmayanti; Tini Mogea; Paula A. Rombepajung
Forum for Language and Education Vol. 1 No. 3 (2026)
Publisher : CV Wahana Publikasi

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Speaking confidence is a factor influencing students’ willingness to participate in classroom activities, yet many learners remain hesitant because of nervousness and fear of mistakes. This study aimed to investigate how constructive feedback contributed to the development of students’ confidence in speaking English at SMP Negeri 3 Tondano. A qualitative case study design was employed. Participants were six seventh-grade students and one English teacher. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed through data condensation, data display, and conclusion drawing. The findings indicated that constructive feedback contributed positively to students’ confidence and participation in speaking activities. Observation results showed that all six students increased their confidence scores between the first and second meetings. Two students moved from the moderate-confidence category to the high-confidence category, while the other students also increased their scores. The teacher consistently implemented three constructive feedback components: feed up, which clarified speaking goals; feed back, which provided information about students’ current performance; and feed forward, which offered guidance for improvement. Findings from classroom observations showed that supportive feedback made students feel more motivated, comfortable, and supported, while reducing hesitation and fear of making mistakes. However, public correction could cause embarrassment for some students, indicating that feedback should be delivered sensitively and respectfully. Overall, constructive feedback functioned not only as a corrective strategy but also as an emotionally supportive practice that encouraged students to participate, take risks, and develop greater confidence in speaking English.
English Communication Strategies in Staff-Guest Interaction: A Case Study at Highland Resort and Nature Tours Tomohon Welly Forensa Manurung; Ignatius Javier Couturier Tuerah; Herminus Efrando Pabur
Forum for Language and Education Vol. 1 No. 3 (2026)
Publisher : CV Wahana Publikasi

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This study investigates the English communication strategies employed by frontline staff at Highland Resort and Nature Tours (HRNT) Tomohon when interacting with international guests. Set in a hybrid tourism environment that integrates hospitality services with high-risk outdoor activities, the study highlights the communicative demands faced by staff in ensuring both effective service and guest safety. A qualitative case study design was adopted, involving seven frontline staff members selected through purposive sampling. Data were collected through field observations and semi-structured interviews over a two-month period from April to May 2026. The data were analyzed using Dörnyei and Scott’s (1997) communication strategies taxonomy, encompassing direct, interactional, and indirect strategies. The findings revealed that interactional strategies were the most frequently used, particularly comprehension checks, confirmation requests, and response repair. Direct strategies, including circumlocution, approximation, and mime, were consistently employed by all participants to communicate technical and safety-related information. Indirect strategies, especially fillers, functioned as cognitive supports during demanding interactions. In addition, Google Translate emerged as a complementary digital resource used by five participants to bridge lexical and communicative gaps. These findings indicate that communication strategies in this setting function not only as linguistic compensation, but also as risk mitigation tools in high-stakes tourism activities. It is concluded that HRNT staff demonstrate notable communicative adaptability despite limited formal English proficiency. The study recommends role-based ESP training supported by structured digital communication practices for frontline tourism personnel.

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