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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa LITE: Jurnal Bahasa, Sastra, dan Budaya ELT Worldwide: Journal of English Language Teaching BAHASA DAN SASTRA Jurnal Celtic Al-Lisan Ahmad Dahlan Journal of English Studies Educafl : Journal of education of English as a foreign language VIVID Journal of Language and Literature Kajian Linguistik dan Sastra Abjadia, International Journal of Education International Journal of Humanity Studies (IJHS) Journal of Language and Literature Jurnal Akuntansi dan Pajak Jurnal Ilmiah Ekonomi Islam English and Literature Journal ETERNAL(english, teaching, learning, and Research Journal) Metathesis: Journal of English Language, Literature, and Teaching LET: Linguistics, Literature and English Teaching Journal Ranah: Jurnal Kajian Bahasa E-Structural ELS Journal On Interdisciplinary Studies in Humanities LEKSIKA Globish: An English-Indonesian Journal for English, Education, and Culture Lire journal (journal of linguistics and literature Jurnal Bahasa Lingua Scientia Journal AL-MUDARRIS JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Edulangue Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Journal of Pragmatics Research Journal of English Education Acuity : Journal of English Language Pedagogy, Literature and Culture NOTION: Journal of Linguistics, Literature, and Culture International Journal of Economics, Business and Accounting Research (IJEBAR) EDUTEC : Journal of Education And Technology Jurnal Ilmiah Edunomika (JIE) Jurnal Humanities Pengabdian Kepada Masyarakat IALLTEACH (Issues In Applied Linguistics & Language Teaching) Journal of English Language and Culture Pioneer: Journal of Language and Literature Budimas : Jurnal Pengabdian Masyarakat Journal of English Teaching and Applied Linguistics (JETAL) Anaphora: Journal of Language. Literary and Cultural Studies Getsempena English Education Journal Pedagogy : Journal of English Language Teaching SALEE: Study of Applied Linguistics and English Education Education and Linguistics Knowledge Journal (Edulink) International Journal of Computer and Information System (IJCIS) Al-Lisan: Jurnal Bahasa ELECTRUM: The English Language and Education Spectrum EBONY EPIGRAM (e-journal) Jurnal Ilmu Sosial dan Humaniora Jurnal Pengabdian Masyarakat Bidang Sosial dan Humaniora Soshum: Jurnal Sosial dan Humaniora JASL - Journal of Applied Studies in Language Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi Relevance: Journal of Management and Business Jurnal Educative: Journal of Educational Studies JELL (Journal of English Language Learning LingPoet: Journal of Linguistics and Literary Research JIPkM Al Basirah Jurnal Bahasa Asing ATHENA: Journal of Social Culture and Society Journal of English in Academic and Professional Communication PRIMACY Journal of English Education and Literacy TEFLICS Leksema: Jurnal Bahasa dan Sastra Journal of Entrepreneurship and Community Innovations ADJES (Ahmad Dahlan Journal of English Studies) ABDI UNISAP: Jurnal Pengabdian Kepada Masyarakat Jurnal Edutrained : Jurnal Pendidikan dan Pelatihan Innovations in Language Education and Literature International Journal of Sustainable English Language, Education, and Science Jurnal Sumber Hukum Indonesia Technology-Enhanced Language Learning (iTELL) Journal ELT Echo: The Journal of English Language Teaching in Foreign Language Context Ranah: Jurnal Kajian Bahasa JENTERA: Jurnal Kajian Sastra International Journal of English Learning and Applied Linguistics (IJELAL) Inovasi Kurikulum Saree: Research in Gender Studies

Fitria, Tira Nur

Department Of Sharia Economics, ITB AAS, Surakarta

Author-ID : 1960199

Religion Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Benefit Perception Analysis, Risk Perception, Hedonic Motivation, Psychological Factors, Web Design To Online Shop Purchase Decisions Iin Emy Prastiwi; Tira Nur Fitria
Relevance: Journal of Management and Business Vol. 4 No. 1 (2021)
Publisher : UIN Raden Mas Said Surakarta

This study aims to determine what factors influence consumer decisions to buy through an online shop. The factors that the researchers took were perceived benefits, perceived risks, hedonic motivation, psychological factors, and web design. This research is a quantitative study by taking a study at ITB AAS Indonesia. The population in this study were all academicians of ITB AAS Indonesia who have ever made purchases on the line shop. The sample in this study amounted to 142. The technique of collecting data by distributing questionnaires and interviews. The analytical method used is multiple linear regression analysis. The results obtained in this study are the variables of perceived usefulness, hedonic motivation, and web design have a positive and significant effect on online shop purchasing decisions. Meanwhile, risk perception and psychological factors do not have a significant effect.

Non-EFL Students’ Experience of Speaking English: A Project Based Learning in Making Video Tira Nur Fitria; Uswatunnisa Uswatunnisa; Petrus Jacob Pattiasina
Al-Mudarris: Journal Of Education Vol 5, No 1 (2022): edisi APRIL
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/al-mudarris.v5i1.950

The objective of this research is to know the non-EFL students’ experience in making a project of English Speaking video as Project-Based Learning (PBL). This research is descriptive qualitative. The analysis shows that: students feel that speaking is a difficult skill in English, but they agree that the topic of the speaking project about ‘Introduction Myself & Others is “interesting”. In making an English project video, students make an Indonesian script then translate it into English, students read scripts when recording videos and almost do 5 times repetitions of making an English video project. The duration of making an English video project about more than 1 minute and 2 minutes duration. During making an English project video, the students face difficulties, such as doing pause (pauses the message while thinking about what to say), doing filler (filling the gap in speaking with a certain voice (eeeeee, emmmmm, hmmm, and others), doing a mispronunciation/spelling error, doing a grammatical error, having a limited vocabulary, having trouble using accents in English, and having difficulty when expressing ideas. While, external students’ difficulties such as having mental problems, being easily distracted by their surroundings, having problems related to media (the audio/image is not clear), and having problems with lighting. By using video projects, students can know the vocabularies and how to read it in English, can know better English grammar, students can express ideas in speaking English, students feel courageous and confident in speaking English and they can improve their English speaking skills.

Figurative Language in the Broken Wings by Kahlil Gibran: An Analysis of Language Style as Stylistic Effect Tira Nur Fitria
NOTION: Journal of Linguistics, Literature, and Culture Vol. 4 No. 2 (2022): NOTION: Journal of Linguistics, Literature, and Culture
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/notion.v4i2.5798

The objective of this research is to find out the figurative languages in the Broken Wings by Kahlil Gibran. This research is descriptive qualitative. The data was taken from Kahlil Gibran’s novel entitled “The Broken Wings”. The researcher analyzes the data based on Abrams’s theory (1999) about figurative language. The result analysis shows that Based on table 9 above, shows there are several types of figurative language in “The Broken Wings” by Kahlil Gibran. 292 data contains figurative language in 8 types of figurative language including simile, personification, metaphor, synecdoche, hyperbole, paradox, symbol, and proverb. In a simile, there are 128 data (43.8 %). In personification, there are 34 data (11.6 %). In metaphor, there are 33 data (11.3 %). In synecdoche, there are 30 data (10.3 %). In hyperbole, there are 25 data (8.6 %). In a paradox, there are 22 data (7.5 %). In symbol, there are 13 data (4.5 %). In the proverb, there are 7 data (2.4 %). It shows that the most dominant type of figurative language in “The Broken Wings” by Kahlil Gibran is simile as 128 data or 43.8 %. The novel Broken Wings by Kahlil Gibran is a romantic literary novel that tells the fate of Gibran's love story for a Lebanese girl named Selma Karamy. The writing of this novel is very light and easy to read and the way he writes it makes us immersed in the situation of the love story. The style of language used by the author in this novel is very distinctive. The author provides proof that his love story wrapped in romance is written in beautiful and interesting language to the readers.

AN ANALYSIS OF THE STUDENTS’ DIFFICULTY IN READING THE TOEFL PREDICTION TEST Tira Nur Fitria
Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Vol 23, No 2 (2022)
Publisher : Fakultas Bahasa dan Seni UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/komposisi.v23i2.116291

The objective of this study is to know the students’ difficulty TOEFL prediction test of reading skills. This study uses qualitative research. The findings show some difficulties faced by the students in reading TOEFL. In external factors, they are: 1) Using the reading technique of skimming to find the main idea or point of the reading as a whole. 2) Using techniques of scanning to find more specific information from a long reading in the reading. 3) Reading the questions first then reading the reading on the TOEFL reading. 4) Feeling the topic of the TOEFL reading passages is less or unfamiliar. 5) Feeling the reading passages on the TOEFL reading is too long or too much. 6) Feeling lots of unfamiliar vocabulary in the TOEFL reading. 7) Feeling the number of TOEFL reading questions is too much. 8) Feeling the amount of time to do the TOEFL reading questions is short because of only about 55-60 minutes. While, in internal factors, the students: 1) Having limited memory when reading the TOEFL’s passages. 2) Tending to choose easy questions first than difficult questions. 3) Having a lack of concentration in doing the TOEFL reading test. 4) Having previous experience taking the TOEFL reading test before. 5) Having a lack of practice in reading TOEFL passages. 6) Having boredom when doing TOEFL reading questions. 7) Feeling easily distracted by other things when reading TOEFL reading questions. 8) Being busy interpreting each word/sentence while reading the TOEFL passages.

Identifying Grammatical and Mechanical Errors of Students’ Writing: Using “Grammarly” as an Online Assessment Tira Nur Fitria
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 16, No 2 (2022)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v16i2.116824

This research investigates “Grammarly” as one tool of an online assessment in identifying grammatical and mechanical errors of students in writing English. This research is descriptive qualitative research. The result analysis shows that Grammarly is used to assess the students’ writing both grammatical and mechanical (spelling, punctuation, and capitalization) errors. From Grammarly report, it represents the quality of writing. First, student A’s text score is 46 out of 100. It is found writing issues (both grammatical and mechanical errors) such as confusing words, punctuation in compound/complex sentences, misspelled words, determiner use, incorrect verb forms, faulty subject-verb agreement, pronoun use, conjunction use, incomplete sentences also wordy sentences. Second, student B’s text score is 37 out of 100. It is found writing issues (both grammatical and mechanical errors) such as confusing words, misspelled words, determiner use, mixed dialects of English, incorrect noun numbers, pronoun use, incorrect verb forms, and comma misuse within clauses. Grammarly is an online proofreading service that checks for students’ grammar, spelling, and punctuation errors. Grammarly automatically verifies or detects the work typed based on a variety of factors and reveals a variety of student writing errors, both in terms of grammatical and mechanical. This finding suggests that teachers/lecturers can use Grammarly as online automated software to implement corrective evaluation of the EFL or non-EFL students’ writing. They can examine and analyze students' errors in great depth without having to make a lot of corrections or improvements manually.

Agriculture Student’s Perceptions Toward Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNESTs) Fitria Wulandari; Tira Nur Fitria; Adelina Maryanti
Jurnal Educative: Journal of Educational Studies Vol 7, No 2 (2022): December 2022
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v7i2.5407

This study aims to reveal students' perceptions of Native English-Speaking Teachers (NEST) and Non-Native English-Speaking Teachers (NNEST). The study involved students from the Agriculture Faculty of the Riau State Islamic University. This is a quantitative research that employs a survey design. The examination of the data reveals that students had a good assessment of teachers who were either native or non-native speakers. On the other hand, students encountered difficulties when learning with native and non-native professors. Students believe that NEST and NNEST will be more effective if native speakers also study and understand their original language and culture. Instructors who are not natural English speakers should pursue additional education in countries where English is the primary language to hone their abilities. The ideal non-native teachers are those who have reached a level of English proficiency comparable to that of a native speaker. Assuming the talents of the non-native English instructor are optimal, the majority of students believe that as long as instructors display a high level of competence and professionalism, there should be no discrimination between native speakers and non-native English teachers. However, when properly prepared and competent, both native and non-native English teachers can increase the enthusiasm for the student's English skill development. Both have their advantages and disadvantages, and they should collaborate to aid students in becoming successful English learners.

PELATIHAN PENULISAN KARYA ILMIAH (TUGAS AKHIR DAN SKRIPSI) BAGI MAHASISWA D3 DAN S1 DI PROVINSI JAWA DAN LUAR JAWA Suprihati Suprihati; Tira Nur Fitria
Jurnal Inovasi dan Pengabdian Kepada Masyarakat Vol 1, No 1 (2021): Jurnal Inovasi dan Pengabdian Kepada Masyarakat (JIPkM)
Publisher : STIE Trisna Negara

Tujuan dari pelaksanaan pengabdian kepada masyarakat (PKM) dalam bentuk pelatihan ini adalah memberikan pemahaman kepada mahasiwa D3 dan S1 tentang sistematika penulisan karya tulis ilmiah (TA dan Skripsi) yang baik, berkualitas dan bermanfaat untuk nantinya. Kegiatan ini sekaligus untuk meningkatkan motivasi mahasiswa untuk melakukan kegiatan penulisan karya tulis ilmiah yang berkualitas. Metode pelaksanaan kegiatan Pengabdian Kepada Masyarakat (PKM) ini menggunakan metode ceramah dan diskusi. Kegiatan pengabdian pada masyarakat (PKM) dilaksanakan pada Senin, 1 Juni 2021 yang dikemas dengan Webinar Nasional dengan menggunakan Zoom Meeting dan Live Streaming YouTube. Peserta yang mengikuti di Zoom Meeting mencapai 100 peserta serta ratusan peserta mengikuti Live Streaming Youtube. Para peserta hadir dari berbagai Perguruan Tinggi di provinsi Jawa dan luar Jawa. Hasil kegiatan ini menunjukkan bahwa kegiatan pelatihan penulisan karya ilmiah, Tugas Akhir (TA) dan Skripsi berjalan dengan baik dan lancar. Antusias peserta (mahasiswa D3 dan S1) saat mendaftar dan mengikuti kegiatan ini sangat banyak hingga mencapai ratusan peserta yang telah mendaftar (di awal acara) dan mengisi absensi kehadiran (di akhir acara) dengan Google Form. Ratusan peserta ini mengikuti kegiatan dengan Zoom Meeting (terbatas hanya 100 peserta) dan Live Streaming YouTube. Hal ini tentunya menumbuhkan semangat pada peserta, dilihat dengan adanya respon yang baik dari para peserta terhadap pelaksanaan pelatihan ini. Banyak peserta yang antusias dalam bertanya kepada narasumber baik di Chat Room Zoom ataupun Live Chat YouTube terkait dengan Tugas Akhir (TA) dan Skripsi. Kata kunci: karya ilmiah, Karya Tulis Ilmiah (KTI), Tugas Akhir (TA), Skripsi AbstractThe purpose of implementing community service (PKM) in the form of this training is to provide understanding to D3 and S1 students about the systematics of writing good, quality, and useful scientific papers (TA and Thesis). This activity is also to increase student motivation to carry out quality scientific writing activities. The method of implementing this Community Service (PKM) activity uses the lecture and discussion method. Community service activities (PKM) were held on Monday, June 1, 2021, which were packaged with a National Webinar using Zoom Meetings and YouTube Live Streaming. Participants who took part in the Zoom Meeting reached 100 participants and hundreds of participants took part in Live Streaming Youtube. The participants came from various universities in the province of Java and outside Java. The results of this activity indicate that the training activities for writing scientific papers, Final Projects (TA), and Thesis run well and smoothly. The enthusiasm of the participants (D3 and S1 students) when registering and participating in this activity was very much up to hundreds of participants who had registered (at the beginning of the event) and filled in attendance (at the end of the event) with a Google Form. These hundreds of participants took part in activities with Zoom Meetings (limited to only 100 participants) and YouTube Live Streaming. This certainly raises the spirit of the participants, seen by the good response from the participants to the implementation of this training. Many participants were enthusiastic in asking the speakers either in the Zoom Chat Room or YouTube Live Chat related to the Final Project (TA) and Thesis. Keywords: scientific paper, Scientific Writing (KTI), Final Project (TA), Thesis

NEED ANALYSIS OF NON-ENGLISH DEPARTMENT STUDENTS IN ENGLISH FOR SPECIFIC PURPOSE (ESP) Tira Nur Fitria
Jurnal Bahasa Lingua Scientia Vol 14 No 2 (2022)
Publisher : Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2022.14.2.189-209

This research is to investigate the need analysis of the non-English students in ESP. This research is descriptive and qualitative. The findings show that in the educational students’ background in high school from 348 students as respondents, most students (196 students or 56.3 %) graduated from Vocational High School. They think that the career opportunities available to tertiary education graduates are much wider and more numerous. Most students (259 students or 74.4 %) have a ‘Basic’ level. The students can use simple vocabulary/expressions in English, know a little grammar and make lots of pronunciation errors. Most students (232 students or 66.6 %) are motivated to learn English to have the ability in communicating orally in English and to get a good job after graduating from the study. Most students (231 students or 66.6 %) have difficulty understanding grammar’. Most students (250 students or 71.8 %) want to have the reading ability in looking for information on English text. Most students (283 students or 81.3 %) want to have the ability in writing English sentences properly and correctly. Most students (270 students or 77.6 %) want to have the ability in listening to and understanding English presentations from the lecturer. Most students (304 students or 87.4 %) want to have the speaking ability in pronouncing English words correctly. Related to English language material needs for specific purposes required by students, most students (303 students or 87.1 %) want the material of vocabulary, especially English specific terms in several references such as books, journal articles, textbooks, modules, or other sources according to their study program in the fields of Accounting, Taxation, Engineering and Information Systems, and Islamic Economics.

ANALYSIS OF WORD FORMATION PROCESS IN ONLINE SHOP’S TERMINOLOGIES Tira Nur Fitria
Kajian Linguistik dan Sastra Vol 7, No 2 (2022)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/kls.v7i2.15511

This study is to analyzes the type of word formation process of terms in online shops. Thisresearch used descriptive qualitative. The result of the analysis shows four types of wordformation process in online shops, namely derivation, compounding, clipping, and acronym.The derivation is the process of forming words by giving affixes to the word, so results in newword formation causes a change in word-class and its meaning. The examples of suffix are -er,-or, -al, -ment, -ed, –ing in the words “Seller, Buyer, Supplier, Retailer, Counter, Hanger,Customer, Testimonial, Endorsement, Payment, Booked, Trusted, Shipping, Booking,Packaging”. The examples of the prefix is re- in the words “Return, Refund, Restock,Refurbish”. Compounding is the process of forming words by combining two or more classesof words into a new form such as in the words “Handmade, Dropship, Download, Upload,Cashback, Online, Offline, Stockroom, Showroom, Giveaway, Fullset, Checkout”. Clipping is theprocess of forming words by cutting parts of the word itself or forming words from words thathave more than one syllable that gets the word cutting process at the beginning or end such asin the words “Advertisement (Ad), Original (Ori), Brother (Bro), Sister (Sist)”. The acronym isthe process of formation by taking from the initial letter in each syllable arranged to mentionthe abbreviation or extension of a term, so the result can be pronounced as a word. Forexample in the words “COD (Cash on Delivery), PO (Pre Order), DP (Down Payment), FP (FullPayment), PL (Price List), (PM) Private Message, IDR (Indonesian Rupiahs), WTB (Want toBuy), WTS (Want to Sell), WS (WholeSale), ATC (Add to Chart), RC (Recommended Seller).Keywords: word-formation, word-formation process, online shop, terms, morphology

PELATIHAN METODE PENELITIAN KUANTITATIF DALAM PENGERJAAN SKRIPSI BAGI MAHASISWA S1 Tira Nur Fitria; Iin Emy Prastiwi
Al Basirah Vol. 2 No. 2 (2022): Al Basirah
Publisher : Sekolah Tinggi Agama Islam Mulia Astuti Wonogiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58326/jab.v2i2.40

Tujuan kegiatan pengabdian kepada masyarakat ini adalah untuk memberikan pelatihan tentang metode penelitian kuantitatif dalam pengerjaan skripsi bagi mahasiswa S1. Metode pelaksanaan kegiatan ini menggunakan metode ceramah dan diskusi (tanya jawab). Kegiatan pengabdian kepada masyarakat dilaksanakan pada Selasa, 26 April 2022 pukul 15.30 – 17.00 WIB melalui platform Zoom Meeting dan Live Streaming YouTube. Peserta kegiatan ini terdiri dari 30 mahasiwa jurusan S1 Akuntansi Institut Teknologi Bisnis AAS Indonesia yang sedang menempuh skripsi. Dosen selaku narasumber kegiatan menyampaikan materi tentang bab 3 yaitu metode penelitian kuantitatif yang meliputi pengertian dan karakteristik metode analisis data kuantitatif, contoh judul penelitian kuantitatif, populasi dan teknik pengambilan sampel, teknik penentuan ukuran sampel, skala pengukuran instrumen penelitian, metode pengumpulan data dan teknik analisis untuk jenis penelitian deskriptif, komparatif, dan asosiatif. Selain itu, dosen (narasumber) kegiatan menampilkan bab 4 misalnya data penelitian, hasil penelitian dan pembahasan, analisa pembahasan hasil penelitian, kesimpulan dan saran, serta lampiran pada skripsi. Selanjutnya pada tahap penutupan, dosen selaku narasumber kegiatan memberikan kesempatan kepada peserta kegiatan (mahasiswa) untuk memberikan pertanyaan di kolom chat Zoom atau chat YouTube. Selama kegiatan berlangsung, peserta kegiatan aktif mengikuti kegiatan dan antusias peserta kegiatan dalam bertanya kepada dosen (narasumber) terkait dengan materi metode penelitian kuantitatif yang telah dijelaskan. Dosen (narasumber) tidak membatasi jumlah pertanyaan peserta, sehingga dosen (narasumber) menjawab seluruh pertanyaan peserta. Tindak lanjut dari kegiatan ini adalah perlu diadakannya kegiatan lanjutan sejenis yang lebih berfokus membahas tentang analisis data terutama dalam pengujian data.

Co-Authors Abdul Haris Romdhoni Adelina Maryanti Afdaleni Afdaleni Agus Marimin Agus Subekti Aly Muhammad Azmi Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Danti Pudjiati Desy Nur Pratiwi Dewi Muliasari Fauzi Aris Gravita Fitria Wulandari Hadi Samanto Hetining Setyowati Ida Bagus Putu Suamba Iin Emy Prastiwi Indra Lila Kusuma Indra Lila Kusuma Jheniar Pratiwi Khansa Al Azizah LMS Kristiyanti LMS. Kristiyanti LMS. Kristiyanti M. Gunawan Setyadi M. Hasan Ma'ruf Maharani Antika Dewi Maisa Setiyowati Mareta Noormala Santi Maya Widyana Dewi Meilan’s Dita Pratiwi Muhammad Cholis Muhammad Tho'in Muqorobin Muqorobin Ningrum Setyana Nurmala Elmin Simbolon Nyayu Yayu Suryani Petrus Jacob Pattiasina Putri Ayu Damayanti Rukmini Rukmini Samanto Hadi Sri Laksmi Pardanawati Sri Laksmi Pardanawati Sri Supatmingsih Suhesti Ningsih Suhesti Ningsih Sumadi Sumadi Sumadi Sumadi Sumadi Sumadi Suprihati Suprihati Suprihati Uswatunnisa Venti Mawarni Vera Yulia Harmayanthi Wikan Budi Utami Wulan Widia Astutik Yuge Agung Heliawan Yuwita Ariessa Paravasanti Yuwita Ariessa Pravasanti

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