Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Indonesian Journal of Global Health research Priviet Social Sciences Journal PAEDAGOGIE
Titin Indriati
Unknown Affiliation
Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Nursing Public Health Social Sciences Other

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The Application of Art Therapy in Patients with Hallucinations: A Literature Review Latifah, Riza Arisanty; Yolanda, Yori; Indriati, Titin
Indonesian Journal of Global Health Research Vol 7 No 5 (2025): Indonesian Journal of Global Health Research
Publisher : GLOBAL HEALTH SCIENCE GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37287/ijghr.v7i5.7042

Abstract

Art Therapy is one of the non-pharmacological therapies in counseling which can be used to reduce anxiety and manage emotions such as stress, depression, and self-doubt. The forms of art therapy activities are very varied covering construction painting, collage, print making and drawing. To determine the application of art therapy in hallucination patients. This article uses a literature review searched through the Google Scholar and pubmed database, with the keywords Art therapy, Hallucinations, drawing and painting, which are limited from 2021-2025. The strategy used by the researchers in searching and selecting the articles is the PICO framework. For this study we searched and found the titles and abstracts of 286 pieces of literature on Google Scholar and pubmed. Then, the 8 core articles were selected based on the inclusion criteria of art therapy application hallucination patients with hallucination. The literature review provides evidence supporting the application of art therapy in hallucination patients.
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.
Co-Authors Ati, Veni Dicko, Abdramane Hayati Nupus Kiswaga, Godlove Latifah, Riza Arisanty Manto, Manto Muhammad Irwansyah, Muhammad Shanty Dwi Krishnaningsih Trionanda, Stevanus Veniati, Veniati Yahya, Ilham Nur Dimas Yolanda, Yori