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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris ETERNAL(english, teaching, learning, and Research Journal) Wiralodra English Journal (WEJ) Voices of English Language Education Society Jurnal Ilmiah Profesi Pendidikan Journal of Classroom Action Research Jurnal Ilmiah Abdi Mas TPB Unram Journal of English Language and Education Journal of Education Research Edukasiana: Jurnal Inovasi Pendidikan Studies in English Language and Education Jurnal Pendidikan dan Pengabdian Masyarakat Journal of Linguistics, Literacy, and Pedagogy Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora Journal of Authentic Research Journal of English Education Forum (JEEF)
Zamzam, Ahmad
Universitas Mataram
Arts Humanities Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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WORKSHOP PENCEGAHAN PLAGIARISME MATERI BAGI GURU-GURU DI PONDOK PESANTREN HARAMAIN PUTRA NARMADA Arifuddin, Arifuddin; Amin, Muhammad; Nurtaat, Lalu; Zamzam, Ahmad; Arafiq
Jurnal Pendidikan dan Pengabdian Masyarakat Vol. 7 No. 4 (2024): November
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppm.v7i4.7587

Abstract

Abstrak – Indonesia pernah tercatat sebagai salah satu negara yang melanggar hak kekayaan intelektual yang parah tinggi di dunia. Tahun 2010 berdasarkan survei yang dilakukan oleh Political and Economic Risk Consultancy, Indonesia adalah pelanggar Hak Atas Kekayaan Intelektual terburuk di Asia, berada pada angka 8,5 dari angka maksimum 10 untuk kawasan Asia. Posisi di bawahnya ialah Vietnam (8,4), China (7,9), Filipina (6,8), India (6,5), Thailand (6,1), dan Malaysia (5,8) (Panjaitan, 2017). Salah satu contoh pelanggaran hak intelektual ialah plagiarisme atau penjiplakan. Kegiatan pengabdian kepada masyarakat ini dilakukan melalui sosialisasi, diskusi, dan pendampingan lanjutan. Khalayak strategis kegiatan ini ialah guru-guru pada Pondok Pesantren Nurul Haramain Putra dan Pondok Pesantren Nurul Haramain Putri Narmada Lombok Barat. Mitra dan sekaligus koordinator ialah Pimpinan Pondok Pesantren Nurul Haramain Putra Narmada Lombok Barat. Kegiatan ini menghasilkan luaran: 1) Pemahaman dan wawasan yang lebih luas menegnai apa, bagaimana dan dampak plagiariasme itu bagi pengembangan ilmu pengetahuan dan teknologi serta karakter guru dan siswa, 2) Artikel pada JPPM FKIP Universitas Mataram ber-ISSN, pengumpulan palit lambat 1 tahun setelah kontrak berakhir; dan 3) Dokumen Pencegahan Plagiarisme. Dapat disimpulkan bahwa kegiatan ini berjalan dengan sangat lancar dan mendapat respon yang sangat tinggi dari khalayak sasaran. Ada keinginan yang kuat dari peserta untuk terus melanjutkan kegiatan serupa dalam waktu yang lebih lama lagi.
PROBLEMS AND PRACTICAL NEEDS IN LEARNING VOCABULARY IN HIGHER EDUCATION Aida, Ade Nurul; Thohir, Lalu; Zamzam, Ahmad
Wiralodra English Journal (WEJ) Vol. 8 No. 2 (2024): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v8i2.325

Abstract

This study analyzed the problems and practical needs of English vocabulary learning among low-score students at a state university in Mataram, Lombok, Indonesia. To provide appropriate instructional materials, learning tasks, or assessment tasks, a need analysis of the student’s prior knowledge is the most important thing that should be done by a teacher. The research involved forty students and used qualitative methods, including questionnaires and interviews, to collect data. The collected data were analyzed using descriptive qualitative methods, such as data reduction, display, analysis, and conclusion. The results of this study show that there are problems in vocabulary learning faced by students such as problems with inaccurate pronunciation, problems in knowing the meaning of too much vocabulary, problems in dealing with grammatical alterations, and problems in using words appropriately. On the other hand, students' practical needs are engaging in learning with interactive activities in the form of games/discussions in class, practicing the words adequately, and asking for feedback for better learning improvement. Future research can further examine overcoming the problems found by linking them directly to practical needs.
English Vocabulary Learning Strategies Used by The Eleventh-Grade Students of MAN 1 BIMA Aisyah, Nur; Thohir, Lalu; Zamzam, Ahmad; Melani, Boniesta Zulandha
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 1 (2025): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i1.3110

Abstract

This study used a descriptive qualitative method to describe the Vocabulary Learning Strategies (VLS) and discover the most dominant strategies used by the eleventh-grade students of MAN 1 Bima. The subjects were 15 male and 15 female students. The data were collected using a questionnaire of 40 items selected from Schmitt’s (1997) Vocabulary Learning Strategies Questionnaire (VLSQ). Interviews were also conducted to obtain more information from the students. The data was calculated using the Likert scale formula in the MS Excel software package. The result shows that male and female students employed more than one strategy in learning vocabulary. The dominant Vocabulary Learning Strategy (VLS) used by male students was metacognitive strategies (63%), and the least is memory strategies (47%). Meanwhile, the dominant Vocabulary Learning Strategies (VLS) used by female students were metacognitive strategies (72%), and the least determination strategies (54%). This finding also revealed no statistically significant difference in male and female students’ use of the five categories and individual VLSs.
The Earlier, the Better. Global and Indonesian Views on TEYL (Teaching English to Young Learners) Amin, Muhammad; Tsaqiila, Thalia Qaulan; Zamzam, Ahmad; Arfah, Hajriana
VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i1.12403

Abstract

Teaching English to young learners (TEYL) has been attracting the attention of governments (as policymakers), TEYL practitioners, and students' parents alike. For some, among various issues surrounding TEYL, issues regarding the role of students' first language (L1), language skills to focus on, and when to start to teach English are among the critical issues in TEYL. This qualitative study assesses how academics have measured and conceived teaching English to young learners across 17 empirical studies from global and Indonesian contexts. Its specific goal is to determine what can be drawn from these investigations and what critical issues remain. Results indicate that English to young learners from the global context is divided into two opposing parties (i.e., proponents and opponents of early start). Meanwhile, Indonesian EYL practitioners (i.e., researchers, teachers, schools) and stakeholders (i.e., parents) mostly favor the early start. Yet, current research findings serve to deepen and broaden theoretical understandings of The TEYL and their impact in the particular situation of teaching English to young learners. Future research and practical implications are discussed.
Designing Project-Based Learning in research proposal writing: Its effect, problems, and scaffolding utilized Padmadewi, Ni Nyoman; Artini, Luh Putu; Ratminingsih, Ni Made; Suhardiana, I Putu Andre; Zamzam, Ahmad; Juniarta, Putu Adi Krisna
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.27408

Abstract

Project Based Learning (PBL) is highly important to be suited to the students needs as a guide in writing research proposals. The objectives of the study were to (1) describe the PBL design based on the students needs, (2) identify the problems encountered during the project writing, (3) describe the scaffolding utilized, and (4) analyze the effect of PBL implementation on the quality of students research proposal. The research used mixed methods in the form of a research and development design using the ADDIE model (which consists of steps of analyzing needs, designing the product of PBL, developing, and implementing it, and conducting evaluation). The participants were 20 respondents during the needs analysis, two lecturers, and three intact classes of 69 students during PBL implementation. Data were collected through questionnaires, interviews, a document study, and an experiment. A needs analysis was conducted using the Organizational Element Model (OEM), from which the PBL was developed. The data were analyzed using qualitative and quantitative analyses. The findings revealed that the PBL designed based on students needs has characteristics such as it is in the form of a framework and has systematic stages of teaching, being technology friendly, and being supported with various scaffoldings. The problems encountered concerned both grammar and content. The implementation of the PBL framework was found to have a significant effect on students research proposal writing in Research Method Course and develop their independence and learning autonomy.
An Analysis on Student’s Ability and Problems in Writing Recount Text at The Eighth Grade of SMPN 2 Lingsar Aprilia, Rizkia Prahasti; Thohir, Lalu; Zamzam, Ahmad; Udin, Udin
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 2 (2025): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i2.3394

Abstract

This study aims to analyze the students' ability in writing recount text, and to explore the problems they faced in writing this text type. By using a qualitative method with a case study, this research involved 28 students as samples in the VIII grade of SMPN 2 Lingsar in the academic year 2023/2024. They were selected with a purposive sampling method. The data were collected by using a set of validated questionnaires and a writing test and they were analyzed descriptively based on the purposes of this research.  The findings show that the students' abilities in writing recount text are in the poor category, with an average score of 47. The students experienced problems that cause them to make many mistakes in writing recount texts are grammar with an average score of 33, vocabulary with an average score of 28 and mechanics with an average score of 26. The students should practice writing and the teacher needs to assist the students to develop their writing skill by applying appropritate strategies.
Do Female and Male Students Perform Differently in Listening Test? Wahyuni, Emi Nurul; Zamzam, Ahmad; Khotimah, Khusnul
English Education: Jurnal Tadris Bahasa Inggris Vol 13 No 2 (2020): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v13i2.7514

Abstract

As one of English- proficiency testing methods for non- native speakers, TOEFL is also used as a graduation requirement in almost every university in Indonesia. However, empirical studies report that a considerable number of students performed unsatisfactory. Therefore, many studies have been geared to investigate various aspects of TOEFL related things with the utmost purpose of helping students to meet the expected requirement. This includes scrutinizing gender factors in TOEFL like tests. Basing on quantitative ex-post facto, this research is aimed to see whether gender plays as a contributing factor to students’ ability to answer overview and detailed questions in the TOEFL listening. In this study, 42 out of 94 students’ scores were randomly selected. The data were collected from a TOEFL-like test’s result and were then analyzed using an Independent t-test on SPSS. Based on the t-test analysis, the result showed that there is a different performance of students based on gender, between male and female students which can be seen from the different mean scores between them (male= 10.19 and female =10.19). Nevertheless, the difference was not significant since the t table > t value (2.021>.871). Keywords: detailed and overview question, gender, students’ listening ability, TOEFL-like listening.
An Analysis on the Use of Social Media Platforms to Enhancing Writing Skills Among Higher Education Students in University of Mataram Khumairah, Azahra; Thohir, Lalu; Zamzam, Ahmad
Journal of Classroom Action Research Vol. 7 No. 3 (2025): Agustus 2025
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v7i3.12106

Abstract

Writing skills include improving critical thinking skills, deepening understanding of material, developing communication skills, and improving overall self-esteem. Writing helps to hone their analytical, synthesizing, and evaluating skills, and trains them to convey ideas systematically and effectively. The research aimed to explore students' experiences and attitudes towards learning to employ social media websites as tools for developing their writing skills with particular focus on vocabulary enhancement, coherence, and grammaticality. This research used a case study design, the student’s perception of social media utilization was obtained by using a set of questionnaires and interviews. Qualitative research method was adopted, and purposive sampling was utilized to enlist 15 undergraduate students who were actively using social media for writing-related activities. This research specifically analyzes the role of social media platforms such as Twitter/X, Facebook, YouTube, and TikTok as tools to support students in enhancing their English proficiency, particularly in writing. The data analysis followed the interactive model involving the three main stages : data reduction, data display, and verification. The findings revealed that the students actively used social media platforms to enhance their writing in English. The high frequency of social media used, with 53.3% of students spending more than three hours daily on these platforms primarily for learning purposes, demonstrates the observational learning process in action. This research reveals positive perspective towards the use of social media, distinct platform preferences that align with different aspects of the theoretical framework. Instagram emerges as the most popular platform (40%), followed by Twitter/X (26.7%), TikTok (13.3%), and Facebook (13.3%). The students frequently use platforms such as Instagram, Twitter/X, TikTok, and Facebook for writing-related activities. Instagram was the most commonly used platform, followed by Twitter/X. These platforms are preferred because of their interactive and visual nature, which provides opportunities for both creative expression and peer engagement
Peningkatan Pengetahuan Guru tentang Linguistic Landscape sebagai EFL Authentic Teaching Materials Putera, Lalu Jaswadi; Mahyuni; Ahmadi, Nur; Zamzam, Ahmad; Elmiana, Dewi Satria
DARMADIKSANI Vol 1 No 2 (2021): Edisi Desember
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/darmadiksani.v1i2.561

Abstract

ABSTRAK Kegiatan Pengabdian kepada Masyarakat ini bertujuan untuk meningkatkan pengetahuan guru tentang konsep Linguistic Landscape (LL) dan menyusun langkah-langkah kegiatan belajar berbasis LL. Salah satu contoh materi LL yang dapat digunakan sebagai tema dalam aktivitas writing dan speaking di kelas EFL adalah foto-foto papan peringatan bertema “Bahaya Narkoba”, “Larangan Membuang Sampah”, “Larangan Merokok”, dan lain sebagainya. Tema-tema papan peringatan tersebut dapat disusun menjadi materi ajar yang tidak hanya menarik tetapi juga relevan dan kontekstual dengan kondisi lingkungan peserta didik. Materi ajar berbasis LL yang baik merangsang kemampuan berpikir kritis, kreatif, kolaboratif, dan komunikatif yang sangat dibutuhkan siswa dalam pembelajaran abad 21 ini. Sebanyak 25 orang guru mata pelajaran di Pondok Pesantren Raudlatusshibyan NW Belencong Gunungsari dan 4 orang mahasiswa terlibat dalam kegiatan ini. Metode kegiatan ini menggunakan sosialisasi dan diskusi kelompok dengan pendekatan ‘get-in and take-out’ melalui 3 tahap kegiatan: Tahap pertama, sosialisasi tentang konsep, signifikansi, hasil penelitian, dan contoh-contoh kegiatan yang mengintegrasikan LL dalam pembelajaran EFL. Tahap kedua, melaksanakan diskusi kelompok untuk menentukan langkah-langkah kegiatan belajar berbasis LL. Tahap terakhir, melaksanakan evaluasi kegiatan baik pra-kegiatan, selama kegiatan, dan pasca-kegiatan dengan mengambil data hasil pengisian kuesioner yang telah diisi peserta. Hasil evaluasi menunjukkan bahwa pengetahuan guru tentang konsep LL dan cara menyusun langkah-langkah kegiatan belajar berbasis LL meningkat. Para peserta sangat mengapresiasi kegiatan ini dan berharap kegiatan pengembangan profesional semacam ini lebih sering diadakan di madrasah-madrasah. Adapun saran dari para peserta untuk ke depannya adalah perlunya ada tindaklanjut dari kegitana ini, perlunya menambahkan game atau permainan di sela-sela kegiatan agar semakin menyenangkan, perlunya tema lain yang lebih beragam seperti penerapan LL dalam literasi digital yang lebih kompleks. ABSTRACT This Community Service program aims to increase teachers’ knowledge about the concept of Linguistic Landscape (LL) as well as develop competency in designing a scenario for LL-based learning activities. One example of LL material that can be used as a theme in writing and speaking activities in the EFL class is pictures of warning boards themed “the Danger of Drugs”, “Prohibition of Littering”, “the Danger of Smoking Cigarettes”, and so on. The warning board themes can be arranged into teaching materials that are not only interesting but also relevant and contextual to the students’ environmental conditions. Fine LL-based teaching materials stimulate students’ critical thinking, creative thinking, collaborative, and communicative skills that the students need to master in the 21st century learning. As many as 25 subject teachers at Raudlatusshibyan NW Islamic Junior High School in Belencong Gunungsari and 4 students of the English Education Program were involved in this program. A 3-phase method of socialization and group discussions with a 'get-in and take-out' approach was used. The first phase was presenting concepts, significance, results of study, and examples of activities that integrate LL in EFL learning situation. The second stage was group discussion to determine the draft scenario for LL-based learning activities. The last stage was evaluation of the pre-activities, while-activities, and post-activities based on the data obtained from in-process evaluation and the questionnaire. The results of the evaluation shows that the participants’ knowledge about the concept of Linguistic Landscape and how to design a draft scenario for LL-based learning activities increases. The participants gave much appreciation to the team for organizing this program and hoped that such professional developments would be held more often in the madrasah. Some suggestions from participants to the team for future programs are: must plan for a follow-up program in relation to today’s topic, needs to add games between session break to make it more fun, should plan to set other professional development themes such as the application of LL in more complex digital literacy.
Pelatihan Penyusunan Bahan Ajar Berbasis Linguistic Landscape Memanfaatkan Media Literasi Digital bagi Guru-Guru Madrasah di Lombok Barat Putera, Lalu Jaswadi; Mahyuni, Mahyuni; Ahmadi, Nur; Zamzam, Ahmad; Elmiana, Dewi Satria
DARMADIKSANI Vol 3 No 2 (2023): Edisi Desember
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/darmadiksani.v3i2.3400

Abstract

ABSTRAK Kegiatan Pengabdian Kepada Masyarakat (Abdimas) ini merupakan seri lanjutan dari kegiatan Abdimas sebelumnya pada 2021 dan 2022 yang lalu (Putera et al., 2021; Putera et al., 2022). Sedikit berbeda namun berkaitan dengan tema tahun sebelumnya, kegiatan Abdimas tahun ini mengangkat tema penyusnan bahan ajar Bahasa Inggris otentik berbasis Linguistic Landscape yang mengintegarsikan media digital/online dalam rancangan tugas siswa. Sebagai sebuah pendekatan baru dalam studi kemultibahasaan dan pembelajaran bahasa Inggris, LL mendorong untuk lebih banyak menggunakan materi-materi, dan tema-tema pembelajaran otentik yang ada di sekeliling siswa baik yang berasal dari sumber non-digital maupun digital. Penggunaan materi dan tema-tema otentik akan menghasilkan pembelajaran yang kontekstual, relevan dengan situasi dan kondisi siswa, dan lebih bermakna sebab siswa memahami isu-isu otentik yang ada di sekitarnya (seperti masalah sampah, bahaya merokok, dll) lebih dibandingkan dengan isu-isu non-otentik yang tidak pernah/belum pernah mereka lihat dan alami selama hidupnya. Berlimpahnya bahan-bahan digital (digital landscape) bisa dimanfaatkan menjadi bahan ajar pembelajaran bahasa Inggris yang efektif, murah, dan mudah didapat. Pelatihan ini diharapkan akan dapat mengatasi beberapa permasalahan yang dihadapi guru-guru madrasah seperti kurangnya kreatifitas dalam menyusun bahan ajar otentik berbasis LL yang terintegrasi dengan media digital, dan kurangnya kreatifitas guru dalam menyusun bahan ajar berbasis LL mengintegrasikan literasi digital, dan kurangnya literasi digital siswa yang ada di madrasah di Lombok Barat disebabkan oleh minimnya bentuk penugasan/projek yang memanfaatkan media digital untuk meningkatkan kemampuan berbahasa siswa dan efektifitas pembelajaran bahasa Inggris. Berkesesuaian dengan persoalan di atas, kegiatan pelatihan penyusunan bahan ajar berbasis LL mengintegrasikan literasi digital/online dalam rancangan tugas/projek siswa menjadi amat penting mengingat pembelajaran abad 21 dan kurikulum Merdeka Belajar saat ini mewajibkan para guru dan siswa untuk cakap (literate) dalam menggunakan teknologi digital, sadar/melek (aware), dan update dengan permasalahan yang terjadi di lingkungannya sehingga mereka tidak hanya cakap dalam menggunakan bahasa (asing) namun juga dapat memberikan solusi bagi perbaikan masyarakat dan lingkungannya. Kegiatan Abdimas ini dilaksanakan di MTs Raudlatusshibyan NW Belencong Kec. Gunung Sari Kab. Lombok Barat dengan khalayak sasaran guru-guru Bahasa Inggris madrasah. Hasil kegiatan pengabdian ini menunjukkan tingkat keberhasilan yang tinggi yang terlihat dari hasil kuesioner yang berisi pertanyaan tentang pemahaman terhadap materi, cara penyampaian materi, dan kesulitan yang dihadapi dalam mengintegrasikan LL dengan media literasi digital yang sesuai. ABSTRACT This Community Service Program is a continuation of the previous program held in 2021 and 2022 (Putera et al., 2021; Putera et al., 2022). Slightly different but related to the previous ones, this year's theme focused on creating the draft of authentic English teaching materials based on Linguistic Landscape that integrates digital/online media both in the learning activities and assignments. As a new approach in multilingualism and English language learning, Linguistic Landscape encourages the use of authentic materials and learning themes that are present in students' surroundings, whether from non-digital or digital sources. The use of authentic materials and themes results in contextual, relevant learning experiences for students, as they understand authentic issues in their environment (such as waste problems, smoking hazards, etc.) more than non-authentic issues they may have never seen or experienced in their lives. The abundance of digital resources (digital landscape) can be leveraged to create effective, affordable, and easily accessible English language teaching materials. It is expected that this program addressed several challenges faced by madrasah teachers, such as a lack of creativity in developing authentic LL-based teaching materials integrated with digital media, a lack of creativity in developing LL-based teaching materials that integrate digital literacy, and a lack of digital literacy among madrasah students in West Lombok due to the scarcity of assignments/projects that utilize digital media to enhance students' language skills and the effectiveness of English language learning. In line with the aforementioned issues, the training activity for developing LL-based teaching materials integrating digital/online literacy into student assignments/projects becomes crucial, considering that 21st-century learning and the current independent learning or Merdeka Belajar curriculum require teachers and students to be proficient in using digital technology, aware of current issues in their environment, and updated so that they are not only proficient in using a foreign language but also capable of providing solutions for the improvement of society and their environment. This program was conducted at MTs Raudlatusshibyan NW Belencong, Gunung Sari Subdistrict, West Lombok Regency, with the target audience being madrasah teachers that teach English subject at schools. The results of this program show a high level of success, as seen from the questionnaire results regarding understanding of the material, delivery of the material, and challenges in integrating Linguistic Landscape with suitable digital literacy media.
Co-Authors Ahmad Junaidi Aida, Ade Nurul Amrullah Amrullah Amrullah Apgrianto, Kurniawan Aprilia, Rizkia Prahasti Arafiq Arafiq, Arafiq Arfah, Hajriana Arfah, Hajriani Arifuddin Arifuddin Aristawidya, Alzena Azis, Atri Dewi Boniesta Zulandha Melani Dinullah, Aqshol Cahya Eka Fitriana Elmiana, Dewi Satria Farmasari, Santi Fatmasari, Santi Fauzi, Safira Fithri, Nurshahifah Hamdullah, Lalu I MADE SUJANA . Islami, Nur Laily Jaelani, Selamet Riadi Jannah, Alda Raudatul Khumairah, Azahra khusnul khotimah Lail, Husnul Lail, Husnul Lalu Nurtaat, Lalu Luh Putu Artini Mahyuni Mahyuni Mahyuni Muhaimi, Lalu Muhammad Amin Ni Made Ratminingsih Nur Ahmadi, Nur Nur Aisyah Pebriani, Eti Nurhidayati Prasetyaningrum, Ari Prof. Dr. Ni Nyoman Padmadewi,MA . Putera, Lalu Jaswadi Putu Adi Krisna Juniarta Ramli, Muh. Resiana, Amellia Tasya Riyanto, Andra Ade Rizqiani, Annisa Isdiana Safitri, Lia Satria Elmiana, Dewi Sribagus, Sribagus Sugandi, Bq. Gadis Aufahayya Sugianto, Riris Suhardiana, I Putu Andre Sukreni, Ni Made Marneta Susanti, Rosalina Thohir, Lalu Tsaqiila, Thalia Qaulan Udin, Udin Wahab, Aulia Dwi Amalina Wahyuni, Emi Nurul Waluyo, Untung Wilian, Sudirman Yamin, Warahma Apriliani