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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 21 Documents
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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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Abstract

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)
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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.
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)
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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’ 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)
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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)
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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.
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)
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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.
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)
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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.

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