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All Journal Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Society: Jurnal Pengabdian Masyarakat Priviet Social Sciences Journal Smart Dedication: Jurnal Pengabdian Masyarakat PAEDAGOGIE
Titin Indriati
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Nursing Public Health Social Sciences Other

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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)
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.
Attitudes Towards an AI-Augmented Pedagogy in Enhancing English Academic Writing Proficiency: Empirical Evidence from Electrical Engineering Students Indriati, Titin; Veniati, Veniati; Trionanda, Stevanus; Yahya, Ilham Nur Dimas; Manto, Manto
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i2.37865

Abstract

This quantitative survey study investigates the perceptions of Electrical Engineering students toward the integration of Artificial Intelligence (AI)-augmented pedagogy in improving English academic writing proficiency. A total of 48 students majoring in electrical engineering at Bangka Belitung State Manufacturing Polytechnic participated in the study. Data were collected through close-ended questionnaires. The data were analyzed using SPSS 25, revealing strong internal consistency (Cronbach’s α = 0.92. The findings revealed that students’ overall attitudes toward the integration of AI were strongly positive (M = 79.69, SD = 11.07), with all three attitudinal dimensions namely cognitive (M = 40.33, SD = 5.18), affective (M = 20.37, SD = 2.97), and behavioral (M = 18.98, SD = 3.34) which also falling within the positive category. These findings reflect the students’ preparedness to engage in technology-supported language learning. Moreover, the study concludes that AI-augmented pedagogy holds significant potential to strengthen students’ academic writing proficiency, particularly in technical and vocational education. Hence, it is recommended that AI tools be integrated into writing instruction while simultaneously fostering the students’ critical digital literacy and sense of ethical awareness.
Home Literacy Environments in Indonesia: Examining the Role of Socioeconomic Status in Family Language Practices Ati, Veni; Indriati, Titin; Nupus, Hayati; Kiswaga, Godlove; Dicko, Abdramane; Irwansyah, Muhammad
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i2.38087

Abstract

Literacy is understood as more than the ability to read and write, as it also involves cognitive skills shaped by social and cultural experiences and is closely linked to language acquisition. This study aims to examine how Indonesian families support literacy development at home and how socioeconomic factors influence these practices. Using Spolsky’s (2004) Family Language Policy (FLP) framework, the study applies a qualitative approach with data collected through questionnaires and interviews. The findings show that, although families generally demonstrate positive attitudes toward language use and engage in supportive literacy practices, their efforts in systematic literacy planning remain limited. In terms of socioeconomic influence, only mothers’ educational background is found to have a significant impact, particularly in shaping language-related practices and literacy support at home. Other factors, such as fathers’ education, occupation, and household income, show no strong influence on family language policy or foreign language literacy planning.
Gamification for Young Learners: Transforming Motivation and English Language Skills through Collaborative-Competitive Learning among Junior High School Students at SMPN 5 Sungailiat- Bangka Belitung Indriati, Titin; Veniati; Daya Wulandari; Riztamala Diana; Mildazani; Endah Arum Wangi; Decky Putra Revo
Society : Jurnal Pengabdian Masyarakat Vol. 5 No. 3 (2026): Mei
Publisher : Edumedia Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55824/5y0kew29

Abstract

The development of digital technology has significantly influenced and changed the current educational practices, particularly language learning and instruction. However, English instruction at the Indonesian junior secondary school level continues to be predominantly teacher-dominated and frequently provides limited opportunities for interactive, student-centered engagement. A mixed-method approach was applied, including classroom observations, student questionnaires, as well as reflective discussions to examine the impact of the program. Purpose of the Study: This community service was designed to improve students’ learning motivation and English language competencies through the application of gamification-oriented collaborative-competitive learning. The program was carried out at SMP Negeri 5 Sungailiat, Bangka Belitung, involving 30 junior high school students participating in a series of interactive digital games, team-based activities, and point-based competitions integrated into English lessons focusing on past tense structures. Methods: A mixed-method approach was applied, including classroom observations, student questionnaires, as well as reflective discussions to examine the impact of the program. Results: The results revealed a significant improvement in students’ learning motivation, classroom participation, and vocabulary development related to past tense usage. The integration of collaborative and competitive gamification elements created a supportive yet dynamic learning environment, encouraging peer interaction while maintaining students’ enthusiasm through healthy competition. Accordingly, the findings indicate that digital gamification constitutes an effective instructional approach for improving English grammar learning among young learners. This study uniquely integrates collaborative-competitive gamification within a community service framework, offering a practical model for grammar instruction in junior high school EFL contexts.
Pengenalan Teknologi Otomasi melalui Workshop Berbasis PLC dan HMI bagi Siswa SMAS Setia Budi Sungailiat Andreanto Jasman Duli, Sirlus; Putra Maulana, Ade; Wulandari, Daya; Hero Istoto, Enggar; Faristasari, Evvin; Peprizal, Peprizal; Diana, Riztamala; Indriati, Titin
Smart Dedication: Jurnal Pengabdian Masyarakat Vol. 3 No. 2 (2026): Smart Dedication : Jurnal Pengabdian Masyarakat
Publisher : SMART SCIENTI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70427/smartdedication.v3i2.320

Abstract

Perkembangan teknologi otomasi industri menuntut siswa memiliki wawasan awal mengenai perangkat dan prinsip kerja sistem kendali. Kegiatan pengabdian kepada masyarakat ini bertujuan memperkenalkan teknologi otomasi berbasis Programmable Logic Controller (PLC) dan Human–Machine Interface (HMI) kepada siswa SMAS Setia Budi Sungailiat. Kegiatan dilaksanakan di Laboratorium PLC Politeknik Manufaktur Negeri Bangka Belitung dengan melibatkan 10 siswa kelas XII yang dipilih secara purposif. Jumlah peserta disesuaikan dengan kapasitas laboratorium dan ketersediaan perangkat praktik. Metode yang digunakan berupa workshop edukatif-aplikatif melalui pemaparan konsep dasar otomasi, demonstrasi perangkat, diskusi interaktif, dan praktik terbimbing menggunakan simulasi lampu lalu lintas berbasis PLC dan HMI. Evaluasi dilakukan menggunakan angket respons skala Likert 1–5 dan observasi keterlibatan peserta oleh lima pengamat. Data dianalisis secara deskriptif berdasarkan nilai rata-rata dan persentase capaian. Hasil angket pada sembilan butir pascakegiatan menunjukkan rata-rata 4,82 dari skala 5 atau 96,44%. Aspek manfaat simulasi dan pelaksanaan workshop masing-masing mencapai 98%, sedangkan keterlibatan dan minat peserta mencapai 100%. Nilai terendah terdapat pada pemahaman hubungan input, proses, dan output, yaitu 84%. Hasil observasi menunjukkan keterlibatan peserta sebesar 92,50%, sedangkan keterlibatan verbal mencapai 70%. Temuan ini menunjukkan bahwa simulasi, visualisasi HMI, dan demonstrasi perangkat memperoleh respons positif serta mendukung keterlibatan peserta dalam pengenalan teknologi otomasi.
Co-Authors Ade, Ade Putra Maulana Andreanto Jasman Duli, Sirlus Ati, Veni Daya Wulandari Decky Putra Revo Dicko, Abdramane Endah Arum Wangi Evvin Faristasari Hayati Nupus Hero Istoto, Enggar Kiswaga, Godlove Manto, Manto Mildazani Muhammad Irwansyah, Muhammad Peprizal, Peprizal Riztamala Diana Riztamala Diana Shanty Dwi Krishnaningsih Trionanda, Stevanus Veniati Veniati, Veniati Yahya, Ilham Nur Dimas