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All Journal Jurnal Edukasi Elektro Journal of Language and Literature Jurnal English Education: Jurnal Tadris Bahasa Inggris Jurnal Akuntabilitas Manajemen Pendidikan ETERNAL: English Teaching Journal REiD (Research and Evaluation in Education) Script Journal: Journal of Linguistic and English Teaching Linguistic, English Education and Art (LEEA) Journal Edu-Ling: Journal of English Education and Linguistics Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Wiralodra English Journal (WEJ) Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, dan Asing JOURNAL OF APPLIED LINGUISTICS AND LITERATURE English Language Teaching and Research Proceedings of ISELT FBS Universitas Negeri Padang ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Journal of English Education and Teaching (JEET) Linguists: Journal of Linguistics and Language Teaching Jurnal Pengabdian Masyarakat Bumi Raflesia Jurnal Abdi Insani Dharma Raflesia : Jurnal Ilmiah Pengembangan dan Penerapan IPTEKS JEE (Journal of English Education) Pedagogy : Journal of English Language Teaching Paradigm: Journal of Language and Literary Studies English Education: English Journal for Teaching and Learning Wacana : Jurnal Penelitian Bahasa, Sastra dan Pengajaran Edu Sportivo: Indonesian Journal of Physical Education Journal of English Teaching and Learning Issues JURPIKAT (Jurnal Pengabdian Kepada Masyarakat) Joal : Journal of Applied Linguistics Linguistic, English Education and Art (LEEA) Journal Indonesian Journal of Educational Development (IJED) EDULIA: English Education, Linguistic and Art Journal Jurnal Inovasi Pengabdian Masyarakat Pendidikan JASL - Journal of Applied Studies in Language Journal of General Education and Humanities INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY International Journal of Innovation and Education Research Journal of English for Specific Purposes in Indonesia Jurnal Bilingual English Education: English Journal for Teaching and Learning LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Ira Maisarah
Universitas Bengkulu
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Dentistry Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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PEMBINAAN LITERASI BAHASA INGGRIS PEMUDA SADAR WISATA DESA JENGGALU KOTA BENGKULU MELALUI RUMAH BACA SALAM (SATU ASA DARI LAUT DAN ALAM MANGROVE) Ira Maisarah; Reza Satria Rinaldi; Ari Anggoro
Jurnal Pengabdian Masyarakat Bumi Rafflesia Vol. 6 No. 1 (2023): April : Jurnal Pengabdian Kepada Masyarakat Bumi Raflesia
Publisher : Universitas Muhammadiyah Bengkulu

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Abstract

Desa Jenggalu yang berlokasi di Jl. Jenggalu 03 Kelurahan Lingkar Barat Kecamatan Gading memiliki objek wisata laut dan alam berupa hutan Mangrove. Oleh karena itu, perlu kiranya kelompok pemuda sadar wisata Desa Jenggalu memperkenalkan objek-objek wisata yang ada kepada turis domestik dan mancanegara sebagai upaya untuk membantu pemerintah Kota Bengkulu dalam mengembangkan potensi wisata di daerah tersebut. Sehingga, pembinaan literasi menjadi sangat penting, salah satunya adalah pembinaan literasi bahasa Inggris. Pembinaan literasi Bahasa Inggris ini berupa pengadaan perpustakaan mini SALAM (Satu Asa dari Laut dan Alam Mangrove). Kegiatan pembinaan ini dilaksanakan dengan metode Participatory Action Research (PAR) yang dilaksanakan secara partisipatif bersama kelompok pemuda sadar wisata di Desa Jenggalu, Kota Bengkulu. Hasil pengabdian menunjukkan bahwa masyarakat Desa Jenggalu antuasias dengan adanya rumah baca SALAM tersebut. Kompetensi literasi Bahasa Inggris kelompok pemuda sadar wisata Desa Jenggalu juga bertambah dengan adanya buku-buku bacaan yang relevan yang berisikan kosakata, percakapan sehari-hari, menjadi pemandu wisata, dan pengetahuan tentang hutan mangrove. Dengan demikian, dapat disimpulkan bahwa kegiatan ini memberikan manfaat bagi masyarakat setempat terutama kelompok pemuda sadar wisata Desa Jenggalu.
PKM EDUKASI BAHASA INGGRIS SARKASME DALAM GAME ONLINE UNTUK IBU-IBU PAGUYUBAN IKATAN KELUARGA BESAR PANGIAN RAYA PROVINSI BENGKULU Ira Maisarah; Reza Satria Rinaldi
Jurnal Pengabdian Masyarakat Bumi Rafflesia Vol. 6 No. 2 (2023): Agustus : Jurnal Pengabdian Kepada Masyarakat Bumi Raflesia
Publisher : Universitas Muhammadiyah Bengkulu

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Abstract

Masyarakat hari ini dihadapkan pada perkembangan teknologi yang begitu pesat, salah satunya adalah Game Online. Game online ini telah menjadi gaya hidup baru di tengah-tengah masyarakat Indonesia, terutama para anak-anak dan remaja. Banyak masalah yang timbul dari aktivitas bermain game online yang berlebihan, salah satunya adalah anak-anak mudah mengucapkan kata-kata kotor. Ucapan kata-kata kotor ini biasanya berupa kosa kata yang di suarakan oleh para aktor di dalam game online tersebut. Kata-kata ini banyak menggunakan Bahasa Inggris, karena game online ini di produksi oleh orang-orang luar dan di sebarkan ke seluruh dunia. Sehingga, Bahasa Inggris sebagai bahasa internasional menjadi bahasa yang dominan di gunakan dalam dubbing (pengisi suara) para aktor di dalam game online. Oleh karena itu, orang tua sebagai tonggak pendidikan di dalam rumah tangga harus mengambil bagian di dalam pendidikan anak-anak. Karena, salah satu pilar pendidikan adalah keluarga, terutama Ibu yang biasanya lebih dekat dengan anak-anak di rumah. Berdasarkan permasalahan tersebut, maka solusi yang diberikan dari kegiatan PKM Pembinaan ini adalah edukasi Bahasa Inggris Sarkasme untuk Ibu-Ibu  Paguyuban Ikatan Keluarga Besar Pangian Raya Provinsi Bengkulu. Dari kegiatan pengabdian diperoleh bahwa Ibu-Ibu  Paguyuban Ikatan Keluarga Besar Pangian Raya Provinsi Bengkulu bertambah pengetahuan mereka tentang Bahasa Inggris sarkasme di dalam game online. Mereka merasakan manfaat dari kegiatan tersebut yang ditunjukkan dari respon positif selama kegiatan berlangsung. Kata Kunci: Edukasi, Sarkasme, Bahasa Inggris, Game Online
Peningkatan Pengetahuan Guru Bahasa Inggris Tentang Penulisan Proposal Penelitian Tindakan Kelas di Kota Lahat Yunita, Wisma; Maisarah, Ira; Sofyan, Dedi
DHARMA RAFLESIA Vol 23 No 2 (2025): DESEMBER (ACCREDITED SINTA 5)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/dr.v23i2.40547

Abstract

Salah satu kendala dalam pengembangan profesinalisme guru saat ini adalah terkait dengan penulisan dan pelaksanaan penelitian tindakan kelas (PTK). Penelitian PTK ini dapat dilaksanakan dengan terlebih dahulu merancang proposal yang berisi semua hal yang perlu dilakukan untuk melakukan penelitian tersebut. Agar guru dapat menulis proposal PTK, diperlukan suatu kegiatan sosialisasi membekali mereka dengan pengetahuan mengenai penulisan proposal PTK. Kegiatan pengabdian ini diharapkan mampu menjadi solusi untuk meningkatkan pengetahuan guru bahasa Inggris tentang cara menulis proposal PTK serta meningkatkan kesadaran guru akan pentingnya PTK dalam pengembangan karier sebagai guru.  Kegiatan pengabdian ini diikuti oleh 31 orang guru Bahasa Inggris di Tingkat SMP dan SMA di Kota Lahat Sumatera Selatan. Metode yang digunakan adalah metode pelatihan yang dilakukan melalui tahapan 1) persiapan peserta dan perlengkapan kegiatan pengabdian, 2) pemaparan materi dan diskusi grup melalui Zoom Cloud Meeting, 3) Diskusi lanjutan melalui Grup WhatApps, dan 4) evaluasi kegiatan melalui pre-test dan post-test. Hasil pelatihan menunjukkan bahwa pengetahuan guru tentang PTK mengalami peningkatan dari nilai rata-rata 8,322 pada pre-test menjadi 12,032 pada post-test. Selain itu guru-guru juga telah mampu merancang kerangka proposal PTK dan diharapkan kegiatan ini dilanjutkan dengan kegiatan seperti pembimbingan penulisan proposal dan pelaksanaan penelitian berdasarkan proposal yang dirancang.
The use of references: A study among Indonesian and Cambodian students in writing a research project Maisarah, Ira; Chenda, Soeurn; Soy, Seth
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 4 (2026): February 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i4.5413

Abstract

The problem of this study was that university students are required to complete research projects as part of the course, such as theses or academic reports, to demonstrate their academic literacy. However, creating a well-structured academic report can sometimes be challenging for University of Bengkulu Master of English Language Education (MELE) Program students, especially when it comes to using appropriate referencing conventions. This was aimed at identifying the challenges MELE students face when writing a reference for a research report. The study used a qualitative, longitudinal research design for one semester. All MELE students enrolled in courses were taken as the population. Through voluntary participation, a sample of twenty-five students was chosen. Of the twenty-five students, six were international students from Cambodia. Two procedures were used to gather the data. First, document analysis of their research reports to find formatting errors in reference lists and in-text citations. Second, open-ended interviews. This interview was used to investigate students' perceptions, especially regarding challenges in writing. The results showed that students often challenged the international academic writing standards, maintaining consistency in reference formatting and accurately citing sources. Students from Cambodia and Indonesia both faced language barriers and challenges comprehending the typical format of research reports. Furthermore, a lack of knowledge or competence in using reference management became an issue. So, it suggests that to improve academic writing competence, systematic, ongoing guidance should be provided. For example, providing academic writing instruction, especially in teaching citation styles and the use of reference management software.
ELT TEXTBOOKS IN INDONESIA: A COMPARATIVE STUDY OF NATIONAL AND INTERNATIONAL CURRICULA Nora Nopikasari; Ira Maisarah
Wiralodra English Journal Vol. 10 No. 1 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i1.591

Abstract

This research compares the coverage of language skills, types of learning tasks, and curriculum conformity between two English textbooks (Oxford International Primary English, an international textbook, and My Next Words, a nationally developed textbook for third-grade students in Indonesian classrooms). Using a qualitative content analysis methodology, the investigation examines how each textbook systematically construes language skills, task design, and curricular coherence. The results show that the content in the national textbook has focused heavily on basic literacy skills, repetition, and the incorporation of local cultural themes. However, it offers few opportunities for communicative language use, problem-solving, and higher cognitive functions. Meanwhile, the international textbook reflects a more balanced integration of the four language skills, inquiry types, project-based learning tasks, and global issues to enhance learners’ understanding. The findings of the study indicate that a national English language teaching material can be improved by adding local content, authentic texts, an intercultural perspective, and communicative project work. The research also highlights significant implications for curriculum designers, textbook writers, and teacher education institutions that aim to enhance the overall quality of English language teaching in the Indonesian context.
Peningkatan Kompetensi Guru Bahasa Inggris SMP melalui Pelatihan Penerapan Deep Learning Approach Yunita, Wisma; Maisarah, Ira; Jayanti, Fernandita; Safnil; Andriani, Fitri Ade; Waniza, Hilwa; Nindilla Darwifa, Nasywa; Eraz Ratu Saddina, Siti
Jurnal Inovasi Pengabdian Masyarakat Pendidikan Vol. 6 No. 2 (2025): Vol. 6 No. 2 (2025)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jurnalinovasi.v6i2.45766

Abstract

Pembelajaran abad ke-21 menuntut guru mampu merancang pengalaman belajar yang bermakna, sadar, dan menyenangkan agar kompetensi berpikir kritis, kreativitas, kolaborasi, dan komunikasi dapat berkembang secara optimal. Di Kota Bengkulu, banyak guru Bahasa Inggris di Sekolah Menengah Pertama belum mempraktikkan pendekatan pembelajaran mendalam secara sistematis, sehingga diperlukan penguatan kompetensi melalui program peningkatan kapasitas yang terarah. Penelitian pengabdian ini bertujuan untuk meningkatkan kompetensi pedagogik guru dalam menerapkan pendekatan pembelajaran mendalam pada mata pelajaran Bahasa Inggris sesuai dengan semangat kurikulum nasional. Kegiatan dilaksanakan melalui pelatihan tatap muka yang mencakup tahap persiapan, penyampaian materi, contoh penerapan di kelas, diskusi, serta evaluasi menggunakan instrumen pre-test dan post-test disertai refleksi terstruktur terhadap rencana implementasi di sekolah. Hasil menunjukkan peningkatan pemahaman konsep yang konsisten pada sebagian besar indikator, penguatan kemampuan merancang pembelajaran yang relevan dengan pengalaman peserta didik, serta komitmen peserta untuk menerapkan rancangan, media, dan aktivitas berbasis pengalaman nyata di kelas. Temuan kualitatif menegaskan perubahan perspektif guru ke arah peran fasilitator yang menumbuhkan keterlibatan dan refleksi belajar peserta didik. Disimpulkan bahwa pelatihan yang efektif memperluas wawasan pedagogik dan keterampilan aplikatif guru, serta direkomendasikan keberlanjutan melalui pendampingan di sekolah dan penguatan integrasi teknologi pembelajaran agar penerapannya menjadi konsisten dan berdampak luas.
The Analysis of Writing Assessment Types in Textbook English for Nusantara Grade 7 Yenny Teriana; Ira Maisarah
English Education:Journal of English Teaching and Research Vol 11 No 1 (2026): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v11i1.27942

Abstract

Writing assessment is essential for improving student' writing skill, but thorough studies of how it is implemented in widely used national textbooks are limited. This study aims to identify the types of writing assessment tasks presented in the English for Nusantara Grade 7 textbook and to examine how these tasks align with established writing assessment frameworks. Utilizing qualitative content analysis, all writing activities throughout five chapters were assessed and classified according to Brown's (2004) taxonomy of imitative, intensive, responsive, and extensive, as well as performance-based assessment standards. The findings show a planned evolution of writing assessments. The first chapters are primarily made up of imitative and demanding exercises (for example, matching, filling tables, and listing terminology). These serve as a scaffold for responsive writing tasks (such as concise description or organizational paragraphs) that demand connected discourse. Extensive writing tasks (whole, cohesive paragraphs) are less common, but they do occur in the following sections and enrichment activities.  Pre-writing exercises provide valuable support but do not directly test writing abilities. Overall, the textbook aligns moderately with known paradigms, while possibilities for comprehensive writing are inadequate. These results provide insights for enhancing writing assignments in EFL textbooks and point to the need for more study comparing writing assessments throughout materials and investigating the experiences of learners using each assessment type.
EXPLORING TEACHERS’ PERCEPTIONS OF FORMATIVE ASSESSMENT PRACTICES IN ENGLISH LANGUAGE CLASSROOMS Fitri Ade Andriani; Ira maisarah
JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v12i1.4569

Abstract

Formative assessment has been recognised as a crucial strategy in enhancing teaching and learning in English as a Foreign Language (EFL) classrooms. Few studies have specifically investigated teachers' perceptions of different types of formative assessment techniques in an EFL setting in secondary schools in Bengkulu, Indonesia. This study was designed to explore teachers' perceptions of formative assessment practices.This study used descriptive quantitative survey design with 34 active English teachers as samples selected using purposive sampling technique. The researcher used a 40 item questionnaire to gather data, adapted from the research conducted by Kausar (2023) on eleven formative assessment techniques. The data were also analyzed using descriptive statistics such as means, standard deviations, and percentages, to find the level of teachers' perception.The findings showed that teachers' attitudes towards formative assessment practices were mostly positive. Techniques such as questioning, classroom discussion, feedback, encouraging positive behaviour, personal experience activities, portfolios, one-minute papers, and appraising good values were perceived as effective in promoting student engagement and learning. However, several techniques, including multiple-choice questions, think-pair-share activities, and storytelling, received moderate responses due to challenges related to student pressure, memorization, participation, and attention management during classroom implementation.This study provides contextual information on formative assessment in EFL classrooms in Indonesia, specifically in Bengkulu province, where there are few empirical studies. The results indicate the necessity of designing and implementing targeted professional development strategies to enhance teachers' ability and capacity for the effective and sustained implementation of formative assessment techniques to aid student learning and academic performance.
TEACHERS’ PERSPECTIVES ON USING LITERARY TEXTS IN TEACHING ENGLISH TO EFL LEARNERS Masintan Masintan; Ira Maisarah; Syafryadin Syafryadin; Iis Sujarwati
JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v12i1.4638

Abstract

Current studies have emphasised the benefits of using literary texts in teaching English in the ESL/EFL context across all educational levels. However, little research has examined teachers’ perspectives on the implementation of literary works in their English classrooms. Therefore, this study seeks to investigate English teachers’ perspectives on the implementation of literary works in English teaching at a favourite school in Bengkulu City, Indonesia. This study adopted a descriptive qualitative method that involved three English teachers from a favourite school in Bengkulu City, Indonesia. The data were obtained by conducting semi-structured interviews. Their responses to the interviews were analysed qualitatively using an interactive model proposed by Miles and Huberman. The analysis processes included data reduction, data display, and conclusion-drawing. The results show that teachers’ perspectives on incorporating literary texts in English language teaching were positive. The literary texts could enhance students' linguistic (e.g., reading skills, vocabulary mastery, grammar accuracy) and non-linguistic competences (e.g., cultural awareness and critical thinking). However, obstacles such as students' poor language skills, time constraints, and difficulty in choosing suitable literature were also noted. Despite these obstacles, the teachers used a variety of techniques to maximise the effectiveness of literature-based instruction, such as text simplification, vocabulary pre-teaching, and interactive exercises. To conclude, when combined with suitable teaching techniques and contextual modification, literary texts have significant pedagogical potential in EFL environments.
Exploring EFL Teachers’ Self-Efficacy and Readiness for Student-Centered Assessment Approaches Aidah Nur Hafizah; Ira Maisarah
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1441

Abstract

The shift in assessment to a more student-oriented approach means that EFL teachers need not only to learn about the idea but also to feel they can implement it in their everyday practice. This study aims to examine how EFL teachers build their self-efficacy and readiness in using student-oriented assessment, particularly the application of self-assessment in writing classes. A qualitative approach was used in collect data; semi-structured interviews with three teachers across various school levels were conducted. The results indicate that, despite teachers' awareness of the pedagogical advantages of self-assessment, several challenges remain, including students' low competence, inconsistent institutional support, and inadequate training. This study concludes that teacher readiness is greatly influenced by a combination of psychological factors, such as self-confidence and self-perceived competence, and contextual factors that shape their scope of action. For further research, a broader study covering schools with different conditions, or one that combines classroom observations, is needed to obtain a more complete picture of student-centered assessment practices.
Co-Authors -, Ahmad Nofrian Ade Suci Oktariani Adwitya Widya Dhari Afifah Izwandi, Alya Aidah Nur Hafizah Aisyah Nurul Afiefah Alamsyah Harahap Alamsyah Harahap Alamsyah Harahap Alamsyah Harahap, Alamsyah Algrin Hayadi Alihsan, Muhammad Iqbal Alkamillah, Muhammad Alzahra, Aisah Andriani, Fitri Ade Anggraini, Liza Annida, Tia Ari Anggoro Arisman Arisman Arisman Arisman arsyad, safnil Aulliah, Novyko Dwi Azwandi Azwandi Azwandi Azwandi Azwandi Bambang Suwarno Beti Yusipa Chandra, I Nyoman Chenda, Soeurn Dahlia Dedi Sofyan Dedi Sofyan Dedy Sofyan Diya Safitri Elfrida Emilia , Emi Eraz Ratu Saddina, Siti Erniyati, Yelni Erviona, Lussy Fajri Annur, Yusri Febri Aini Adalta Febriana, Indri Fenti Pratama Sari Fenti Pratama Sari Fitri Ade Andriani Gustiana, Putri Dwi Hardiah, Mei Haryanti, Septri Hasiyanti Hasiyanti Hayeesa-i, Tasneem Heppy Suheri Herlina Emilda Iis Sujarwati Iis Sujarwati Iis Sujarwati Ika Lestari Damayanti Indah, Nopita Nurpa Indri Febriana Ipa Sari Kardi Irene Riskiana Vionauli Sinaga Ismawati, Krisna Izwandi, Alya Afifah Jayanti, Fernandita Julmukya, Tiarsa Kristanti, Vanda Kurniati, Anggun Liza Anggraini Liza Anggraini Liza Hidayati Madani Madani, Madani Marpaung, Tiara Azzahra Masintan Masintan Mefi Yulianti Mei Hardiah MIFTAHUL JANNAH Muhamad Kenzo Akbar Muhammad Alkamillah Muthia Hamidah Hamidah Nabillah, Muhammad Egi Nindilla Darwifa, Nasywa Nopiyanto, yahya eko Nora Nopikasari Nur Ihram, Siraj Nursaadah, Euis Oktariani, Ade Suci Oktazsya Marjelina Lorenza Pasaribu, Bertha Pertiwi, Lia Pratami, Arleka Pujianto, Dian Puspitasari Putri Dwi Gustiana Putri Dwi Gustiana Putri, Anisa Hersa Resha Prastika Restika, Yesa Reza Satria Rinaldi Reza, Reza Rezita Rezita, Reza Rezky Atri Oktarin Riani, Asma Rianyansa, Ari Andre Ridha Pratiwi Sa-ae, Sureena Safitri, Diya Safnil Safnil Arsyad Safnil Arsyad Safnil Arsyad Safnil Safnil Safnil, Safnil Saputra, Dwi Bayu Sari, Fenti Pratama Sari, Noviani Radna Seth Soy Seth Soy Sinaga, Irene Riskiana Vionauli Siraj Nur Ihrom Sofyan, Dedi Sovann, Ly Soy, Seth Sufiyandi, Sufiyandi Suheri, Heppy Sutisyana, ari Sutisyana, Ari Sutisyana Suzia Maretha Syafriadin, Syafryadin Syafryadin Syafryadin Syafryadin Syafryadin Syafryadin, Syafryadin SYAHRIAL SYAHRIAL Syahrial Syahrial Vanda Kristanti Waniza, Hilwa Wati, Gustina Wibowo, Ambang Cahyo Widya Castrena Dharma Siddha Windu Cahya Maharani Wisma Yunita Wiwit, Wiwit Wulandari, Mega Fitri Yahya Eko Nopiyanto Yayan Yayan Yayan Yayan Yenny Teriana