Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Edutama JEELL (Journal of English Education, Linguistics and Literature)
Muhammad Saibani Wiyanto
Universitas PGRI Jombang
Education Languange, Linguistic, Communication & Media Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
EUPHEMISM IN THE 2024 INDONESIAN VICE-PRESIDENTIAL DEBATE Muhammad Saibani Wiyanto; Fitri Amalia Damayanti; Suparti; Adib Darmawan
JEELL (Journal of English Education, Linguistics and Literature) Vol. 13 No. 2 (2026): JEELL Volume 13 Number 2 June 2026
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeellv13i2.152

Abstract

This research investigates the use of euphemisms in the vice-presidential debates during the 2024 general election in Indonesia. Through a qualitative case study approach, the study analyzes how vice-presidential candidates, including Gibran Rakabuming, Muhaimin Iskandar, and Mahfud MD, utilize various forms of euphemisms to influence public perception, avoid controversy, and effectively communicate their policies. The findings reveal that candidates frequently employ politeness euphemisms, understatement euphemisms, softening euphemisms, evasive euphemisms, and formality euphemisms. These linguistic strategies help candidates navigate sensitive topics, present their policies in a more favorable light, and maintain their credibility with the electorate. The strategic use of euphemisms highlights the importance of language in political communication and its impact on shaping public opinion.
TIKTOK AS A SOCIAL MEDIA INFLUENCE ON LANGUAGE CHANGE AMONG STUDENTS OF ITEBIS PGRI DEWANTARA JOMBANG Alisa Wardhana; Muhammad Saibani Wiyanto; Suparti
JEELL (Journal of English Education, Linguistics and Literature) Vol. 12 No. 3 (2025): JEELL Volume 12 Number 3 Oktober 2025
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v12i3.96

Abstract

The way university students use language is changing rapidly due to TikTok. This study aims  to  address  that  issue  by  looking  at  how  students  incorporate TikTok phrases into their in-person conversations as part of a larger shift in language. The research included four female college students from ITEBIS PGRI Dewantara Jombang, selected using purposive sampling.  Information was collected through semi-structured interviews and analyzed qualitatively.   The findings indicate that students frequently and unknowingly use phrases such as damn, pick me, red flag, healing, and cringe in their everyday conversations. These expressions go beyond online platforms, serving as means to convey humor, sarcasm, emotions, and social connections. Their usage reveals an unconscious adaptation, signifying identity and belonging within a community.  The results show that the way these terms are used flexibly often points to a continuous change in spoken language influenced by interactions with peers and current trends. Therefore, TikTok serves not just as a source of entertainment but also as a driving force for informal language innovation, bringing in new phrases and promoting language evolution from the ground up within student groups.
Negotiating Meaning in Primary CLIL Classroom: A Micro-genetic Analysis of Teacher-Students Interaction Ima Isnaini Taufiqur Rohmah; Ikariya Sugesti; Muhammad Saibani Wiyanto
Jurnal Pendidikan Edutama Vol 13 No 1 (2026): January 2026
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30734/jpe.v13i1.5227

Abstract

This study examined how teachers and students negotiate meaning in a primary CLIL classroom and how teacher scaffolding supports learners’ understanding of both academic content and English language. Using a qualitative micro-genetic design, the research analyzed interactional sequences recorded during fifth-grade science and social studies lessons delivered through English. The findings reveal that meaning negotiation—manifested through clarification requests, confirmation checks, comprehension checks, and recasts—frequently emerges when students struggle with academic terminology. These negotiation episodes facilitate both linguistic development and conceptual understanding. The teacher’s scaffolding, including linguistic simplification, visual support, modeling, tiered questioning, and non-verbal cues, plays a critical role in mediating these processes. Micro-genetic tracking shows that students’ understanding develops gradually across successive turns, demonstrating how scaffolding becomes internalized during interaction. Overall, the study highlights the interdependent roles of negotiation and scaffolding in shaping effective CLIL learning and underscores the importance of teacher interactional competence for supporting young learners in bilingual content classrooms.
Co-Authors Adib Darmawan Alisa Wardhana Fitri Amalia Damayanti Ikariya Sugesti Ima Isnaini Taufiqur Rohmah Suparti