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All Journal Language Circle : Journal of Language and Literature IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Cetta: Jurnal Ilmu Pendidikan Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan JURNAL PENDIDIKAN TAMBUSAI Journal of Humanities and Social Studies KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) Widya Balina :Jurnal Ilmu Pendidikan dan Ekonomi Jurnal Review Pendidikan dan Pengajaran (JRPP) International Journal of English Education and Linguistics (IJoEEL) Journal On Teacher Education (Jote) Lexeme : Journal of Linguistics and Applied Linguistics ENGLISH FRANCA : Academic Journal of English Language and Education STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Indo-MathEdu Intellectuals Journal Linguistic, English Education and Art (LEEA) Journal Journal Of Human And Education (JAHE) Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Jurnal Cerdik: Jurnal Pendidikan dan Pengajaran Mudabbir: Journal Research and Education Studies Jurnal Al-Qayyimah Tsaqofah: Jurnal Penelitian Guru Indonesia ANWARUL: Jurnal Pendidikan dan Dakwah Jurnal Ilmiah Ilmu Terapan Universitas Jambi Eduvest - Journal of Universal Studies Innovative: Journal Of Social Science Research TELL - US JOURNAL Madani: Multidisciplinary Scientific Journal Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Jurnal Pengabdian Masyarakat dan Riset Pendidikan AKSIOMA : Jurnal Sains Ekonomi dan Edukasi The Journal of Educational Development EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran Al-Wasathiyah: Journal of Islamic Studies
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Run-On Sentence Errors in Indonesian Efl Learners’ Writing : Penelitian Bidadari, Lintang; Saragih, Alya Syahlani; Widianto, Andre; Matondang, Rasid Saleh; Ismahani, Siti
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.5114

Abstract

Writing is a complex skill for English as a Foreign Language (EFL) learners, particularly in terms of grammatical accuracy. One common grammatical problem found in students’ writing is the occurrence of run-on sentence errors, which reduce clarity and coherence. This study aimed to analyze the types of run-on sentence errors produced by Indonesian EFL learners and to examine how these errors can be reconstructed into well-formed English sentences. The study employed a qualitative descriptive research design involving eighthgrade junior high school students selected through purposive sampling. The data were collected from students’ handwritten descriptive paragraphs and analyzed by identifying run-on sentence errors, classifying them into types, and reconstructing the incorrect sentences using appropriate punctuation and coordinating conjunctions. The findings revealed two main types of run-on sentence errors: fused sentences and comma splices, with fused sentences occurring more frequently. The results indicate that learners experience difficulties in recognizing sentence boundaries and applying correct punctuation in English. The study suggests that explicit instruction focusing on sentence structure and clause relationships is essential to reduce run-on sentence errors in EFL writing.
THE IMPACT OF SYNTAX MASTERY ON STUDENTS’ WRITING ACCURACY Amru, Aisyah; Wulandari, Nadia; Sakinah, Nasywa; Sari, Izzati Amirah; Ismahani, Siti
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i1.8299

Abstract

This study investigates the effect of students’ syntax mastery on writing accuracy in English as a Foreign Language (EFL). Writing accuracy is closely related to the correct application of syntactic rules, including sentence structure, word order, and grammatical relationships. An experimental research design was employed involving ten first-semester EFL students. Data were collected through a syntax mastery test and a writing task designed to measure students’ accuracy in constructing grammatical sentences. Pre-test and post-test scores were analyzed to examine the relationship between syntax mastery and writing performance. The results indicate that students with higher levels of syntax mastery achieved significantly better writing accuracy compared to those with lower mastery. These students demonstrated greater ability to produce grammatically correct and well-structured sentences. The findings underscore the importance of syntax instruction in enhancing EFL learners’ writing accuracy. Consequently, the integration of syntax-focused teaching strategies is recommended to support the development of accurate writing skills in EFL classroom contexts. ABSTRAK Penelitian ini menyelidiki pengaruh penguasaan sintaksis siswa terhadap akurasi menulis dalam konteks Bahasa Inggris sebagai Bahasa Asing (EFL). Akurasi menulis sangat berkaitan dengan penerapan aturan sintaksis yang benar, termasuk struktur kalimat, urutan kata, dan hubungan gramatikal. Desain penelitian eksperimen digunakan dengan melibatkan sepuluh mahasiswa EFL semester pertama. Data dikumpulkan melalui tes penguasaan sintaksis dan tugas menulis yang dirancang untuk mengukur akurasi siswa dalam membangun kalimat yang gramatikal. Skor pre-test dan post-test dianalisis untuk mengkaji hubungan antara penguasaan sintaksis dan performa menulis. Hasil penelitian menunjukkan bahwa siswa dengan tingkat penguasaan sintaksis yang lebih tinggi memperoleh akurasi menulis yang secara signifikan lebih baik dibandingkan siswa dengan penguasaan rendah. Siswa tersebut menunjukkan kemampuan lebih besar dalam menghasilkan kalimat yang gramatikal dan tersusun dengan baik. Temuan ini menegaskan pentingnya pembelajaran sintaksis dalam meningkatkan akurasi menulis siswa EFL. Oleh karena itu, integrasi strategi pengajaran yang berfokus pada sintaksis direkomendasikan untuk mendukung pengembangan keterampilan menulis yang akurat dalam konteks kelas EFL.
SYNTAX ANALYSIS OF ENGLISH NOMINAL PHRASE STRUCTURE AND ITS IMPLICATIONS FOR GRAMMAR LEARNING: EFL LEARNERS Siregar, Imelda Kurniati; Surbakti, Reinasya Br; Adelia, Tiara; Ismahani, Siti
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i1.8474

Abstract

This study aims to analyze the structure of English noun phrases and examine their implications for grammar learning for learners of English as a Foreign Language (EFL). The study employs a qualitative approach using a literature study method by reviewing and analyzing books and journal articles that discuss noun phrase structures from a syntactic perspective and common errors made by EFL learners. The analysis focuses on the constituent elements of noun phrases, including the head noun, determiners, pre-modifiers, and post-modifiers. The findings show that EFL learners still experience significant difficulties in constructing correct noun phrases, particularly in the use of determiners, adjective order, and post-modifying structures such as prepositional phrases and relative clauses. The errors identified generally include omission, addition, misformation, and misordering, which are influenced by the complexity of noun phrase structures and interference from the learners’ first language. These errors affect clarity of meaning, grammatical accuracy, and the quality of learners’ academic writing. Therefore, a solid understanding of noun phrase structure is essential to improve learners’ syntactic competence and academic writing ability. This study is expected to contribute to the development of more effective and structure-based grammar teaching strategies for EFL learners. ABSTRAK Penelitian ini bertujuan untuk menganalisis struktur frasa nomina dalam bahasa Inggris serta mengkaji implikasinya terhadap pembelajaran tata bahasa bagi pembelajar bahasa Inggris sebagai bahasa asing (EFL). Penelitian ini menggunakan pendekatan kualitatif dengan metode studi pustaka melalui penelaahan dan analisis buku serta artikel jurnal yang membahas struktur frasa nomina dari perspektif sintaksis dan kesalahan yang umum dilakukan oleh pembelajar EFL. Analisis difokuskan pada unsur-unsur pembentuk frasa nomina yang meliputi unsur inti (head noun), penentu (determiner), pre-modifier, dan post-modifier. Hasil kajian menunjukkan bahwa pembelajar EFL masih mengalami kesulitan yang signifikan dalam membentuk frasa nomina yang benar, khususnya dalam penggunaan determiner, urutan adjektiva, serta struktur post-modifier seperti frasa preposisional dan klausa relatif. Kesalahan yang ditemukan umumnya berupa omission, addition, misformation, dan misordering yang dipengaruhi oleh kompleksitas struktur frasa nomina serta interferensi bahasa pertama pembelajar. Kesalahan-kesalahan tersebut berdampak pada kejelasan makna, ketepatan gramatikal, dan kualitas penulisan akademik pembelajar. Oleh karena itu, pemahaman yang kuat terhadap struktur frasa nomina sangat penting untuk meningkatkan kompetensi sintaksis dan kemampuan menulis akademik pembelajar EFL. Penelitian ini diharapkan dapat berkontribusi pada pengembangan strategi pembelajaran tata bahasa yang lebih efektif dan berbasis struktur.
Exploration of Students’ Knowledge about Predicate and Tree Construction in Syntax Tarigan, Najwa Ramadhani; Luthfi, Jihan; Farhansyah, Qoeddri; Ismahani, Siti
MUDABBIR Journal Research and Education Studies Vol. 5 No. 2 (2025): Vol. 5 No. 2 Juli-Desember 2025
Publisher : Perkumpulan Manajer Pendidikan Islam Indonesia (PERMAPENDIS) Prov. Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/mudabbir.v5i2.2243

Abstract

English language instruction places a high priority on syntax, notably in assisting pupils in comprehending grammatical relationships and sentence structure. Predicate identification and syntax tree creation, both of which demonstrate students' comprehension of hierarchical sentence structures, are two crucial aspects of syntax learning. This study seeks to determine how well students comprehend predicate identification and syntax tree creation in English syntax. Students in the English Department who had finished a syntax course participated in a quantitative descriptive study design. The data were gathered via an internet survey that included Likert scale questions and multiple-choice options. The data were then analyzed using descriptive statistics presented as percentages. According to the data, the majority of students exhibit a strong conceptual grasp of predicates, as seen by their capacity to recognize predicates in basic sentences and identify verbs as the head of verb phrases. But in analyzing complex sentence structures and building syntax trees, students exhibit less assurance and skill. Despite these challenges, students show a positive outlook on learning syntax and a strong desire to increase their knowledge. The research comes to the conclusion that, despite students having basic syntactic knowledge, more instructional focus should be placed on visual-based methods and guided practice in order to improve their practical skills in creating syntax trees.
Syntactic Differences Between Simple, Compound And Complex Sentences Afrizah, Andien; Isnani, Indah Alya; Zira, Nazwa Kaila; Ismahani, Siti
MUDABBIR Journal Research and Education Studies Vol. 5 No. 2 (2025): Vol. 5 No. 2 Juli-Desember 2025
Publisher : Perkumpulan Manajer Pendidikan Islam Indonesia (PERMAPENDIS) Prov. Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/mudabbir.v5i2.2245

Abstract

Sentence structure plays an important role in shaping clarity, coherence, and academic accuracy in scientific writing. This study aims to examine syntactic differences in the use of simple, compound, and complex sentences in two academic essays written by EFL students. Using a qualitative descriptive research design, this study analyzes two student essays entitled “Technology: Addressing Inequality, How Technology Can Promote Inclusive Education in the Digital Revolution” and “The Impact of Electronic Media Radiation Often Overlooked by Many People”. Data were collected through document analysis and classified based on clause structure, sentence types, as well as the use of coordinating and subordinating conjunctions. The findings reveal a clear difference in syntactic patterns between the two texts. The first essay shows a strong dominance of complex and compound–complex sentences, reflecting higher syntactic complexity and analytical depth, while the second essay primarily uses simple sentences with few complex constructions, indicating a more informative and linear writing style. These differences suggest that sentence structure choices are closely related to rhetorical purposes and the level of academic literacy. The study highlights the importance of syntactic awareness in academic writing and suggests that explicit instruction on sentence variation can support EFL students in developing more sophisticated and effective written discourse.
An Analysis of Pbi UINSU Students’ Understanding Of Transitive and Complex-Transitive Verbs in Syntax Laita, Rahma; Wulandari, Wulandari; Yulianti, Dwi; Ismahani, Siti
MUDABBIR Journal Research and Education Studies Vol. 5 No. 2 (2025): Vol. 5 No. 2 Juli-Desember 2025
Publisher : Perkumpulan Manajer Pendidikan Islam Indonesia (PERMAPENDIS) Prov. Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/mudabbir.v5i2.2246

Abstract

This study investigates PBI UINSU students’ understanding of transitive and complex-transitive verbs in syntactic analysis using a mixed-methods approach. The participants were seven students from the English Education Department at UIN Sumatera Utara who had completed a syntax course. Data were collected through a Google Form questionnaire consisting of seven knowledge-based multiple-choice items and five Likert-scale statements measuring students’ perceptions and confidence levels. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The findings reveal that students demonstrate a strong understanding of basic transitive verb constructions, particularly simple S–V–O patterns and the obligatory role of direct objects. However, their performance on complex-transitive verb items was less consistent, especially in identifying object complements and recognizing verbs that function as complex-transitive. Perception data indicate that although students generally feel confident in their understanding, confusion between direct objects and object complements remains evident. The study concludes that while students possess adequate foundational knowledge of transitive verbs, greater instructional emphasis on functional analysis and object complements is necessary to enhance their syntactic competence in analyzing complex-transitive constructions
An Analysis of Subject-Auxiliary Inversion Errors in EFL Students' Writing Tarigan, Najwa Ramadhani; Luthfi, Jihan; Purnama, Dirza Rizki; Ismahani, Siti
MUDABBIR Journal Research and Education Studies Vol. 5 No. 2 (2025): Vol. 5 No. 2 Juli-Desember 2025
Publisher : Perkumpulan Manajer Pendidikan Islam Indonesia (PERMAPENDIS) Prov. Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/mudabbir.v5i2.2247

Abstract

In English as a Foreign Language (EFL) writing, grammar is essential for achieving precision and clarity, particularly when it comes to creating questions. The subject and auxiliary verb must be reversed in yes/no and wh-questions, according to the necessary grammatical form known as subject-auxiliary inversion (SAI). Using a descriptive quantitative methodology, this study seeks to analyze the frequency and patterns of SAI mistakes in the writing of EFL learners. Twenty-two undergraduate EFL students from the State Islamic University of North Sumatra (UINSU) from various academic semesters made up the participants. Using a structured grammar test modified from Azar (2009) and administered electronically using Google Forms, data were collected. The frequency and kinds of inversion mistakes were determined using descriptive statistics and error analysis in the analysis. The results demonstrate that SAI is utilized with a very high overall accuracy rate (over 95%), suggesting that the majority of students have fully absorbed this grammatical principle. Nevertheless, there were still some little mistakes, especially in statements using present simple, past simple, and present perfect auxiliary verbs. Although formal grammar teaching is generally successful, these findings indicate that there is still a need for focused reinforcement on tense-auxiliary alignment. By highlighting the significance of targeted remedial grammar exercises in improving grammatical precision in writing, the research offers practical pedagogical recommendations for EFL teaching.
The Importance of Syntax in Understanding English Sentence Structure: A Library Research Purnama, Dirza Rizki; Nasywa, Ibtisamah; Ray, Nurul Anisya; Ismahani, Siti
MUDABBIR Journal Research and Education Studies Vol. 5 No. 2 (2025): Vol. 5 No. 2 Juli-Desember 2025
Publisher : Perkumpulan Manajer Pendidikan Islam Indonesia (PERMAPENDIS) Prov. Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/mudabbir.v5i2.2267

Abstract

This study discusses the importance of syntax in understanding English sentence structure, particularly for English as a Foreign Language (EFL) learners. This research employed a qualitative descriptive method using a library research approach by reviewing linguistics textbooks and relevant journal articles. The findings indicate that syntax plays a crucial role in organizing sentence elements such as subjects, verbs, objects, phrases, and clauses, and in interpreting meaning accurately. Syntactic knowledge helps learners understand word order, recognize grammatical relationships, and comprehend both simple and complex sentence patterns. Moreover, syntactic awareness supports learners in producing grammatically correct and meaningful sentences in communication. Therefore, mastering syntax is essential for improving learners’ understanding and effective use of English sentence structure.
Basic Concepts of English Syntax: Structure, Patterns, and Common Issues in English Writing Tarigan, Zulayha Ulinta; Kinanti, Kinanti; Hanum, Atika; Kholijah, Siti; Ismahani, Siti
MUDABBIR Journal Research and Education Studies Vol. 5 No. 2 (2025): Vol. 5 No. 2 Juli-Desember 2025
Publisher : Perkumpulan Manajer Pendidikan Islam Indonesia (PERMAPENDIS) Prov. Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/mudabbir.v5i2.2310

Abstract

Syntax is a core component of linguistic knowledge that plays a crucial role in the construction of meaningful sentences. In English, syntactic rules determine how words are organized into phrases, clauses, and sentences to convey clear and accurate meaning, particularly in written communication. This article discusses the basic concepts of English syntax by outlining its definition, fundamental elements, sentence structures, and practical use in writing. In addition, common syntactic problems frequently encountered by English learners are examined along with their theoretical causes. The article is intended as a conceptual and pedagogical overview rather than a research report, aiming to support students and general readers in developing a clearer understanding of English sentence structure and improving writing quality through appropriate syntactic use.
The Importance of Syntax in Linguistic Analysis: A Comprehensive Library-Based Review of Theoretical Perspectives Veriyansah, Veriyansah; Khuailid, Ahmad Ridho; Nasution, Raja Farhan Ansory; Ismahani, Siti
MUDABBIR Journal Research and Education Studies Vol. 5 No. 2 (2025): Vol. 5 No. 2 Juli-Desember 2025
Publisher : Perkumpulan Manajer Pendidikan Islam Indonesia (PERMAPENDIS) Prov. Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/mudabbir.v5i2.2379

Abstract

Syntax has long occupied a central position in linguistic theory due to its role in explaining how linguistic elements are systematically organized into meaningful structures. While syntax is often introduced as a technical component of grammar concerned with sentence formation, its theoretical significance extends far beyond mechanical rule application. Syntax provides insight into speakers’ implicit grammatical knowledge and serves as a bridge between form, meaning, and language use. Nevertheless, syntactic studies are frequently perceived as abstract and detached from communicative reality, leading to a limited appreciation of their analytical value. This article aims to examine the importance of syntax in linguistic analysis through a comprehensive library-based review of major theoretical perspectives. Employing a qualitative descriptive approach, the study synthesizes key works from structural, generative, functional, and cognitive linguistics. Rather than privileging a single framework, the article adopts an integrative stance, highlighting how different syntactic theories contribute complementary insights into the nature of grammatical structure. The findings of this review indicate that syntax remains indispensable for linguistic explanation. Across theoretical traditions, syntax consistently emerges as a foundational component that shapes interpretation, grammatical relations, and discourse patterns. The study concludes that a pluralistic understanding of syntax offers the most productive approach for contemporary linguistic analysis.
Co-Authors Adelia, Devi Adelia, Tiara Afifah, Nabila Yun Afrizah, Andien Ahwani, Sahfitri Aldira Lubis, Nisa Amirul Mukminin Amru, Aisyah Angelika, Silvi Anggini, Nurasiah Anggun Fitrah, Gadis Anisah, Kania Annisa, Rossy Ardi, Ahmad Rizky Arifinsyah Arifinsyah Arifinsyah, Arifinsyah Arkan Syafiq, Muhammad Aswatdi, Hazhar Aulia, Sirrul Azizah, Annisa Nur Azmy , Nabila Putri Azra, Tsabitha Bahar, Tanzila Batubara, Putri Fadila Batubara, Putri Fadilah Bidadari, Lintang Dalimunte, Alya Fadhillah Damanik, Agusman Daulay, Sholihatul Hamidah Devi Manurung, Santi Sari Dewi, Sukma Divany, Adelia DWI YULIANTI Dwiki Nanda, M. Farhan Elvida Futri Mahara Fadhila Fadhila Fadhila, Nurul Fadhilah, Rhaudhotul Fadhillah, Afrohul Fadhillah, Yoga Fadilla, Faris Fadlan Fadlan Fahri, M. Aidyl Fahriza, Icha Fanny Sara Seti, Dian Farhansyah, Qoeddri Fatimah, Dwi Fauziah, Husnul Azizi Fazlur Rahman Fitria, Lailatul Fitriyana Fitriyana, Fitriyana Gani, Liyundzira Fikroh Hafizha, Aisyah Hafizhah, Maulia Hanum, Atika Harahap, Abdul Humala Harahap, Afzylianur Harahap, Nur Hapsi Havid, Dini Mutia Hawa, Pratiwi Hazeina Nasution, Adiba Nazilla Hizkia, Huda Hsb, Juanda Muktar Ida Ayu Putu Sri Widnyani Ismayati, Hafizah Isnani, Indah Alya Julaika, Siti Khairani, Rizki Putri Yunisa Khairun Nisa Khairuna, Nadya Khairunnisa Khairunnisa Khoirunnisa Hasibuan, Ardina Khuailid, Ahmad Ridho Kinanti Kinanti, Kinanti Laita, Rahma Lestari, Dwita Lubis, Nurul Atika Lubis, Nurul Hidayah Lubis, Rahma Fitri Yani Lubis, Rofikoh Luthfi, Jihan Maharani, Puspita Maryam, Annajmi Mastari Mashalan, Fahima Mashalani, Fahima Matondang, Annisa Mutiah Matondang, Rasid Saleh Mawaddah, Elfi May Azura, Anisa Melani Melani Miftahul Jannah Miranda Gihar, Natasya Muhammad Hafiz Nadia Wulandari Naldo, Jufri Naldo Nasution, Ade Suriyani Nasution, Hasan Bakti Nasution, Hasnah Nasution, M. Habib Rifky Nasution, Masriyanti Nasution, Nisa Fahria Nasution, Raja Farhan Ansory Nasution, Sahraini Yamni N.F. Nasution, Sania Oktavia Naswa Khodijah, Raifa Nasyifa, Nazry Nasywa, Ibtisamah Natasya, Azzahra Noviandanu, Helmi Nst, Anggi Rahmanida Nst, Raisa Rahmi Nur Amalia, Fadiah Nur Hasanah Nur Meiza, Afia Nuraisyah, Putri Nurul Fadhilah Nurwijayanti Octia Pebrianti, Irpi Parinduri, Aghna Ilmi Pratiwi, Putri Adinda Purba, Kezia Nur Elizanti Purnama, Dirza Rizki Putri, Milia Putri, Nadila Adelia Putri, Suci Aisya Qoyyimah, Nadya Dinul Raihana, Ariqqah Raihani Raihani Rambe, Tiara Fadiyah Ray, Nurul Anisya Razak, Rafiza Abdul Regar, Najla Ritonga, Lingga Sahara Ritonga, Novita Rizky, Septiana Sabrina, Azra Batrisyia Sahmarito Rambe, Susi Sakinah, Nasywa Salmanda, Dandi Salsabila, Hawa Alfina Saragih, Alya Syahlani Sari, Izzati Amirah Sari, Khoiriya Sari, Parima Shafirahasan, Shafirahasan Sihotang, Zahira Shofa Simbolon, Sulistina Ratulani Siregar , Ayu Juniaty Siregar , Hanny Sarah Siregar, Aisyah Rizqa Fitri Siregar, Ayunda Putri A. Siregar, Durrah Mawaddah Siregar, Fatimah Azzahra Siregar, Imelda Kurniati Siregar, Prita Anggina Sari Siregar, Winda Rahmana Siregar, Yusdinal Rizki Sitanggang, Cansa Namira Siti Kholijah, Siti Sundana, Dinda Surayya, Azizah Surbakti, Reinasya Br Syafira, Syafira Syaukani Syaukani Tambunan, Rahma Laila Tarigan, Najwa Ramadhani Tarigan, Zulayha Ulinta Tobing, Sarah Davina L Turnip, Raja Basya Veriyansah, Veriyansah Wahyuni, Larasati Dwi Widianto, Andre wilda anwar, hazril fikri Wildhani, Amelia Faddya Wulandari Wulandari Wulandari, Rahayu Wulandari, Siti Zahara Zahara, Khairiah Zahriah, Putri Zakiah, Aliyah Fidiani Rina Zira, Nazwa Kaila Zuhairya, Nabila Zuhra, Rana May Zulfan, Willy