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All Journal Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Priviet Social Sciences Journal PAEDAGOGIE
Veniati, Veniati
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Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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EDUKASI KESEHATAN REPRODUKSI TERPADU DALAM PROGRAM PEMBERDAYAAN MASYARAKAT BERBASIS MASJID DI KOTA YOGYAKARTA Akrom, Akrom; Rosenna, Malya Veda; Sukma, Irawan; Turmudzi, Ahmad; Ghifary, Muhammad Irza; Saputra, Bimo Eka Yudha; Veniati, Veniati; Amalia, Nur Rizky; Sari, Dini Novi Endah; Permatasari, Ade
Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Vol 4, No 2 (2020)
Publisher : Universitas Ahmad Dahlan, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (783.848 KB) | DOI: 10.12928/jp.v4i2.1536

Abstract

Telah dilakukan usaha pemberdayaan masyarakat dalam bentuk edukasi kesehatan reproduksi (KR) padakelompok dewasa dan lansia oleh Tim Pelaksana di RW 6, Cokrodiningratan, Yogyakarta. Tujuan dari programpemberdayaan adalah meningkatkan pengetahuan, kesadaran dan ketrampilan berperilaku sesuai KR yang baikpada masyarakat kelompok sasaran. Pelaksanaan program pemberdayaan dilakukan selama 2 bulan. Sebagaipusat aktivitas program pemberdayaan berlokasi di Masjid Nurul Iman Jetisharjo. Aktivitas pemberdayaanmenggunakan beberapa pendekatan sesuai target. Tim Pelaksana pemberdayaan adalah dosen bersamamahasiswa yang telah mendapatkan pelatihan dan modul materi pemberdayaan. Tahapan pelaksanaan programpemberdayaan adalah persiapan, perencanaan dan pelaksanaan. Telah dilakukan 6 kegiatan edukasi KR.Ceramah umum dalam rangka Maulid Nabi Muhammad SAW berisi tentang pola asuh anak berdasar jeniskelamin dan peran keluarga sebagai sarana pencegahan penyimpangan perilaku seksual. Kegiatan sapa anakkost telah digunakan untuk melakukan penyuluhan kelompok tentangKR bagi para warga kost. Kegiatanpelatihan berbasis kasus, role play serta cerdas cermat sebagai upaya meningkatkan pengetahuan danketrampilan pencegahan kekerasan seksual. Penyuluhan pada kegiatan senam lansia tentang pencegahanosteoporosis. Berdasarkan serangkaian program edukasi KR ini telah menumbuhkan kesadaran tentangpentingnya edukasi KR secara benar, pentingnya agama dan masjid sebagai basis pencegahan perilaku seksualmenyimpang.
An analysis of using code mixing on interaction between homogeneous pair in collaborative writing Veniati, Veniati; Indriati, Titin; Trionanda, Stevanus
Priviet Social Sciences Journal Vol. 5 No. 12 (2025): December 2025
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55942/pssj.v5i12.1013

Abstract

Code-mixing is a procedure that involves the insertion of components from one language into another. Therefore, this study aimed to identify the types of code-mixing utilized by the students in homogeneous pairing interaction in collaborative writing and investigate the frequencies of code-mixing used by the students in homogeneous pairing interaction in collaborative writing. In this study, a descriptive qualitative research approach was applied. Furthermore, the types and frequencies of code-mixing utilized by students in homogenous paired interaction in collaborative writing are the focus of this study. The subjects were fifth-semester students in Central Java, Indonesia. To collect data, the researchers used audio recordings of student interactions. In analyzing the data, the researchers used Hoffman’s (1991) theory on types of code-mixing. According to the findings, there are three types of code-mixing: intra-sentential code-mixing (28), intra-lexical code-mixing (29), and code-mixing requiring a change in pronunciation (30). (5). There are numerous types of code-mixing for each form. Thus, intra-lexical code-mixing is the most prevalent type of code-mixing in student interactions, while code-mixing involving a change in pronunciation is the least common.
Interactional Synchrony in Collaborative Presentations for Students’ Fluency Development Indriati, Titin; Veniati, Veniati; Krishnaningsih, Shanty Dwi; Dicko, Abdramane; Manto, Manto
Paedagogie Vol 21 No 1 (2026): (Issue in progress)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16277

Abstract

This study explores how Collaborative Presentation Tasks facilitate the development of speaking fluency among 54 Electrical Engineering students in an English as a Foreign Language (EFL) context. Adopting a qualitative descriptive design, the study investigated students’ lived experiences of collaborative presentations, with particular attention to the emergence of interactional synchrony during preparation and delivery stages. Data were collected through classroom observations, audio-video recordings of group presentations, semi-structured interviews, and students’ reflective journals. The analysis focused on how coordinated rehearsal, shared cognitive planning, peer scaffolding, and orderly turn-taking evolved within collaborative groups and shaped students’ fluency development. The findings reveal that collaborative presentation environments fostered psychological safety, significantly reducing speaking anxiety and encouraging students’ willingness to communicate and take linguistic risks. Joint rehearsal practices enabled students to align pacing, rhythm, and transitions, resulting in smoother speech flow, fewer hesitation markers, and greater speech automaticity. In addition, collective content construction reduced cognitive load when presenting technical material, allowing students to focus more on meaning delivery and interaction rather than linguistic accuracy. Peer support further promoted more authentic and spontaneous oral expression, although challenges such as unequal participation and reliance on more proficient peers were also observed. Overall, the study demonstrates that collaborative presentations function not only as assessment tasks but as fluency-enhancing learning environments that integrate cognitive, emotional, and interactional support. These findings highlight the pedagogical potential of synchrony-based collaborative speaking activities in engineering education and offer practical implications for designing communication tasks that promote confident, fluent, and meaningful oral communication.
Co-Authors Ahmad Turmudzi, Ahmad Akrom, Akrom Amalia, Nur Rizky Dicko, Abdramane Ghifary, Muhammad Irza Irawan Sukma, Irawan Krishnaningsih, Shanty Dwi Manto, Manto Permatasari, Ade Rosenna, Malya Veda Saputra, Bimo Eka Yudha Sari, Dini Novi Endah Titin Indriati Trionanda, Stevanus