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All Journal Jurnal Pendidikan Karakter Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Penelitian dan Pengembangan Pendidikan Bahasa, Sastra, Pembelajaran Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Pendidikan Bahasa dan Sastra Indonesia BASASTRA Primary: Jurnal Pendidikan Guru Sekolah Dasar KEMBARA Jurnal Gramatika Al Ishlah Jurnal Pendidikan Seminar Nasional Pendidikan Bahasa Indonesia Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Ilmiah Pendidikan Fisika Dinamisia: Jurnal Pengabdian Kepada Masyarakat Diksa : Jurnal Pendidikan Bahasa dan Sastra Indonesia Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Edukasi Islami: Jurnal Pendidikan Islam JURNAL PENDIDIKAN TAMBUSAI ELT-Lectura International Journal of Educational Dynamics (IJEDS) JOURNAL OF SCIENCE AND SOCIAL RESEARCH Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni International Conference on Languages and Arts Global Conference Index Bahastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia PAKAR Pendidikan Jurnal Pengabdian UNDIKMA JOLLT Journal of Languages and Language Teaching Pena: Jurnal Pendidikan Bahasa dan Sastra Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia Edu Research : Jurnal Penelitian Pendidikan Tsaqofah: Jurnal Penelitian Guru Indonesia YASIN: Jurnal Pendidikan dan Sosial Budaya Journal of Artificial Intelligence and Digital Business Ta'rim: Jurnal Pendidikan dan Anak Usia Dini Innovative: Journal Of Social Science Research INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY Jurnal Motivasi Pendidikan dan Bahasa Educaniora: Journal of Education and Humanities Journals of Indonesian Multidisciplinary Research BAHASTRA Journal of Education Language and Innovation Abdi Humaniora: Jurnal Pengabdian Masyarakat Bidang Humaniora PAEDAGOGIE Indonesian Language Education and Literature
Atmazaki Atmazaki
Universitas Negeri Padang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Penggunaan Bahasa Indonesia Dalam Teks Laporan Hasil Observasi Siswa Maulida, Welly; Atmazaki, Atmazaki
Jurnal Pendidikan Tambusai Vol. 8 No. 2 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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Abstract

Tujuan dari penelitian ini adalah untuk mendekripsikan kesalahan ejaan, diksi, kalimat dan paragraf. Jenis penelitian yaitu kualitatif deskriptif. Data dalam penelitian ini adalah teks laporan hasil observasi siswa berjumlah 25 teks. Instrumen penelitian ini adalah peneliti sendiri. Teknik pengumpulan data studi dokumentasi. Teknik pengabsahan data adalah triangulasi. Hasil penelitian terdiri dari penggunaan kata, penulisan kalimat, penggunaan tanda baca, dan penulisan unsur serapan. Diksi yang siswa terdiri dari kesesuaian, ketepatan, keekonomisan, ketegasan dan kejelasan diksi. Ketiga, stuktur kalimat mencakup subjek, predikat, objek, dan keterangan. Keempat, yaitu kepaduan paragraf. Berdasarkan hasil penelitian, dapat disimpulkan penggunaan bahasa Indonesia dalam teks laporan hasil observasi siswa penggunaan ejaan sudah cukup baik, namun, masih ada beberapa kesalahan ejaan yang perlu diperbaiki. Penggunaan bahasa Indonesia dalam bidang diksi juga perlu ditingkatkan. Kelengkapan struktur kalimat yang terdiri dari subjek, predikat, dan objek sudah cukup baik. Kepaduan paragraf, aspek ini sudah tergolong baik karena minimnya ketidakpaduan paragraf di dalamnya.
Pengaruh Project Based Learning dalam Pembelajaran Keterampilan Menulis Amanda, Mutiara; Atmazaki, Atmazaki
Jurnal Pendidikan Tambusai Vol. 8 No. 2 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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Tujuan dari penelitian ini adalah untuk melihat apakah Project Based Learning berpengaruh terhadap pembelajaran keterampilan menulis teks esai pada siswa. Jenis penelitian yang dilakukan adalah penelitian kuantitatif, dengan desain penelitian one group pretest-posttest. Sampel pada penelitian ini adalah siswa SMA Negeri 1 Tanjung Raya kelas XII IIS 1 tahun ajaran 2023/2024. Berdasarkan data hasil penelitian, diketahui bahwa terdapat perbedaan hasil belajar siswa antara sebelum menggunakan Project Based Learning dan setelah menggunakan Project Based Learning. Hal ini dilihat dari rata hitung keterampilan menulis teks esai siswa meningkat setelah menggunakan Project Based Learning. Sehingga dapat disimpulkan bahwa Project Based Learning berpengaruh dalam pembelajaran keterampilan menulis teks esai.
Implementasi Gerakan Literasi Baca-Tulis di SMP Negeri 43 Padang Siregar, Andika Rinaldi; Atmazaki, Atmazaki
Jurnal Pendidikan Tambusai Vol. 8 No. 3 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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Tujuan penelitian ini untuk mendeskripsikan tiga hal berikut. Pertama, mendeskripsikan pelaksanaan gerakan literasi baca-tulis. Kedua, mendeskripsikan faktor-faktor kendala pengimplementasian gerakan literasi baca-tulis. Ketiga, mendeskripsikan upaya yang dilakukan sekolah dalam mengatasi kendala pelaksanaan gerakan literasi baca-tulis. Jenis penelitian ini merupakan penelitian metode campuran (mixed method). Penelitian ini dilaksanakan di SMP Negeri 43 Padang. Data dalam penelitian ini adalah hasil pengumpulan data tentang pemahaman dan pelaksanaan gerakan literasi baca-tulis yang dilakukan oleh siswa dan guru melalui observasi, wawancara, angket, dan studi dokumentasi. Untuk penganalisisan data, digunakan teknik analisis data kualitatif, analisis data kuantitatif, dan penarikan kesimpulan. Berdasarkan hasil penelitian, disimpulkan Pertama, pelaksanaan gerakan literasi baca-tulis di SMP Negeri 43 Padang sudah terlaksana dengan baik yang menunjukkan ketercapaian 72% dengan kategori baik. Kedua, kendala implementasi gerakan literasi baca-tulis di SMP Negeri 43 Padang, yaitu kurangnya minat baca-tulis siswa, kurangnya pengawasan orangtua di rumah, dan keterbatasan sarana prasarana yang memadai. Ketiga, upaya sekolah mengatasi kendala pelaksanaan gerakan literasi baca-tulis di SMP Negeri 43 Padang, yaitu guru menggunakan metode menarik dalam mendampingi siswa, sekolah memanfaatkan ruangan yang ada untuk perpustakaan, serta guru dan siswa membawa buku bacaan dari rumah.
Penggunaan Tindak Tutur Asertif Oleh Guru Bahasa Indonesia Dalam Proses Pembelajaran Rizka Ramadhani, Afifah; Atmazaki, Atmazaki
Jurnal Pendidikan Tambusai Vol. 8 No. 3 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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Abstract

Tujuan dari penelitian ini sebagai berikut. Pertama, mendeskripsikan bentuk-bentuk tindak tutur asertif oleh guru bahasa indonesia dalam proses pembelajaran. Kedua, mendeskripsikan strategi bertutur oleh guru bahasa indonesia dalam proses pembelajaran Jenis penelitian ini adalah penelitian kualitatif dengan menggunakan metode deskriptif. Data dalam penelitian ini berupa kalimat bentuk tuturan yang di komunikasikan oleh guru bahasa Indonesia dalam proses pembelajaran di SMP Negeri 12 Padang. Hasil penelitian dari penelitian ini sebagai berikut. Pertama, didapatkan jumlah tindak tutur asertif yang digunakan oleh guru dalam proses pembelajaran sebanyak 126 tuturan, tindak tutur asertif menyatakan 6, tindak tutur asertif memberitahukan 47, tindak tutur asertif menyarankan 6, tindak tutur asertif membanggakan 4, tindak tutur asertif mengeluh 7, tindak tutur asertif menuntut 12, tindak tutur asertif melaporkan 0, tindak tutur asertif menjelaskan 33, tindak tutur asertif menunjukkan 11. Maka tindak tutur yang paling dominan digunakan dalam guru dalam proses pembelajaran yaitu tindak tutur asertif memberitahukan. Kedua, lima strategi bertutur yang di temukan yaitu strategi bertutur terus terang tanpa basa-basi (BTTB), strategi bertutur dengan menggunakan kesantunan postif (BTDKP), strategi bertutur dengan menggunakan kesantunan negative (BTDKN), strategi bertutur secara samar-samar (BSS), strategi bertutur dalam hati (BDH). Strategi bertutur yang paling dominan digunakan oleh guru dalam proses pembelajaran adalah strategi berterus terang tanpa basa-basi (BTTB) dengan jumlah 70 tuturan. Sedangkan strategi yang sedikit digunakan yaitu strategi bertutur dengan menggunakan kesantunan positif sebanyak 14 tuturan.
Pengaruh Penggunaan Teknik Mind Mapping Dan Motivasi Belajar Terhadap Keterampilan Menulis Siswa Rahmawati, Rahmawati; Atmazaki, Atmazaki
Jurnal Pendidikan Tambusai Vol. 8 No. 3 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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Abstract

Penelitian ini bertujuan untuk (1) menjelaskan pengaruh teknik mind mapping, dan model pembelajaran konvensional terhadap keterampilan menulis; (2) menjelaskan pengaruh teknik mind mapping, terhadap keterampilan menulis untuk siswa yang bermotivasi belajar tinggi; (3) menjelaskan pengaruh teknik mind mapping, terhadap keterampilan menulis untuk siswa yang bermotivasi belajar rendah; dan (4) menjelaskan interaksi antara teknik mind mapping dengan motivasi belajar terhadap keterampilan menulis.Jenis penelitian ini adalah penelitian kuantitatif dengan metode eksperimen. Penelitian ini merupakan penelitian jenis eksperimen semu (quasi experiment). Populasi dalam penelitian ini adalah seluruh siswa kelas IX SMP Negeri 3 Batang Anai yang terdaftar pada tahun ajaran 2023/2024. Sampel dalam penelitian ini terdiri atas dua kelas, yaitu kelas IX 6 dan IX 7. Pengambilan sampel dilakukan dengan menggunakan teknik mind mapping. Instrumen yang digunakan untuk mengumpulkan data dalam penelitian ini, yaitu tes unjuk kerja dan lembar angket. Berdasarkan teori dan hasil penelitian serta pembahasan dapat disimpulkan hal-hal sebagai berikut. Pertama, keterampilan menulis teks pidato persuasif siswa yang diajar dengan teknik mind mapping lebih tinggi dibandingkan dengan keterampilan menulis teks pidato persuasif siswa yang diajar dengan model konvensional. Kedua, keterampilan menulis teks pidato persuasif siswa bermotivasi belajar tinggi yang diajar dengan teknik mind mapping lebih tinggi dibandingkan dengan keterampilan menulis teks pidato persuasif siswa bermotivasi belajar tinggi yang diajar dengan model konvensional. Ketiga, keterampilan menulis teks pidato persuasif siswa bermotivasi belajar rendah yang diajar dengan teknik mind mapping lebih tinggi dibandingkan dengan keterampilan menulis teks pidato persuasif siswa bermotivasi belajar rendah yang diajar dengan model konvensional. Keempat, terdapat interaksi antara teknik mind mapping dengan motivasi belajar terhadap keterampilan menulis teks pidato persuasif.
The Practical Used of Essay Writing Material based PjBL through Padlet in Higher Education Ahmad, Arimuliani; Mukhaiyar; Atmazaki; Johari, Afrizal
International Journal of Language Pedagogy Vol. 3 No. 2 (2023)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v3i2.43

Abstract

Mastering essay writing skill is crucial for students who majoring in English Language Department to enhance their language proficiency development, critical thinking, effective communication, and prepares them for academic and professional demands. Meanwhile, many problems still occur in mastering this skill. Hence, the requirement for innovation in teaching essay writing, especially for Essay Writing course is needed. This research used survey method to investigate the practical used of of Essay Writing material-based Project-based Learning through Padlet for teaching Essay Writing course. There were 50 students and 3 lecturers who were involved in the initial investigation of this study. Then, 3 students for limited trials, and 63 students involved in wide trials. The practicality result shows that the teaching material are categorized as Very Practical (85.8%) from teachers’ perspective and Very Practical (84.1%) from students’ perspective. Addressing that explanation about this research finding, it can be concluded that this Instructional Material based PjBL through Padlet is effective to be applied in higher education with independent students to enhance their creative, innovative and critical thinking in expressing ideas about authentic problem in their environment and world- wide environment.
Flipped Project-Based Learning Model in Creative Writing Class: How Do Students Need It? Afdetis Mana, Lira Hayu; Atmazaki; Harris Effendi Thahar; Samsudin, Nurul Haniza
International Journal of Language Pedagogy Vol. 4 No. 1 (2024)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v4i1.57

Abstract

Student needs for each course are different. Implementations that do not meet the needs will cause problems in the learning process. This study aims to analyze the characteristics of materials to be used in creative writing classes, especially while learning opinion writing that meets the students' needs of learning materials. This research is a quantitative descriptive study. Using purposive sampling technique, 38 of all students of the PGRI University of West Sumatra in the Indonesian Language and Literature Education Study Program, participated in this study. The students were asked to respond to an online questionnaire investigating their situation in the creative writing class, their needs and difficulties in learning materials about opinion writing as one of subtopics in the creative writing course. This research provides insights to design a Flipped Project Based Learning model using an e-learning platform. The results revealed that with the conventional learning, some students were less motivated and creative, so it is necessary to provide learning materials that can encourage all students' active participation and writing creativity without exception . Besides, the students need a complete and systematic set of learning materials about the concept of opinion writing that allows them to customize the topics and ideas for writing opinions, along with lecturer guidance in understanding the concept of writing the opinions. Additionally, the materials should be able to help them deal with their difficulties in determining ideas and the title of the opinion essay.
Needs Analysis of Group-Discovery Learning Model to Improve the 21st Century Skills of High School Students Helda, Trisna; Atmazaki, Atmazaki; Gani, Erizal
International Journal of Language Pedagogy Vol. 4 No. 2 (2024)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v4i2.81

Abstract

The is a part of research and development of a learning model that emphasizes a combination of discovery learning and group learning to develop 21st century skills in learning Indonesian for senior high school students, called the Group-Discovery Learning model. This research begins with the needs and context analysis, literature review, and conceptual theory development. This type of research is quantitative. The research data was obtained by conducting interviews with 12 teachers and distributing questionnaires to 112 students from two schools (SMAN 7 Padang and SMAN 8 Padang). Data about the problems commonly faced by students and teachers as well as their needs to improve the 21st century skills in the Indonesian language learning process in high schools were obtained. The results of the needs and context analysis show that the competence of 21st century students is still relatively low in learning Indonesian, but has great potential. The literature review revealed that the Group-Discovery Learning model can improve students' critical thinking, creative thinking, collaboration, and communication. Also, it can gain overall knowledge. These findings indicate that the development of the Group-Discovery Learning model can be a solution in accommodating high school students to develop 21st century skills in learning Indonesian.
Investigating the Effect of Inquiring Mind Want to Know Assissted by Audiovisual Media and Learning Motivation Students’ Writing Skills Nofya, Mona; Atmazaki, Atmazaki
Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9653

Abstract

This study aimed to describe the effect of using the inquiring mind want to know technique assisted by audiovisual media in the learning outcomes of observation report text writing skills of class X students of SMA Negeri 1 Painan. This study was quantitative research that applied the experimental method with a 2×2 factorial design. Data collection was carried out by tests and questionnaires, tests were carried out to obtain data on the results of learning the skills of writing text reports on observations and questionnaires were carried out to obtain data on learning motivation. The data analysis process was carried out using the IMB SPSS Statistics 26 application. Based on the result of data analysis in this study, several conclusions were obtained. First, there was an influence of the use of the inquiring mind want to know technique assisted by audiovisual media on the learning outcomes of the writing skills of observation reports. Second, there is an effect of using the inquiring mind want to know technique assisted by audiovisual media on the learning outcomes of students' observational report writing skills with high learning motivation. Third, there is an effect of using the inquiring mind want to know technique assisted by audiovisual media on the learning outcomes of students' observational report writing skills with low learning motivation. Fourth, there is no interaction between the inquiring mind want to know technique assisted by audiovisual media and learning motivation in influencing the writing skills of observation report texts.
The Effect of Kahoot-based Team Game Tournament Type Cooperative Model and Learning Motivation on Indonesian Language Learning Outcomes Afifah, Afifah; Atmazaki, Atmazaki
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12568

Abstract

This study aims to interpret the effect of the application of the Cooperative learning model type Team Game Tournament assisted by Kahoot application and learning motivation on learning outcomes on the material of writing official letters and personal letters of SMP Negeri 02 Gunung Talang students. This research is classified as experimental research with a population of 355 students and a sample of 64 students. Data on learning outcomes were obtained through objective question tests on the material of writing official and personal letters, while learning motivation data were obtained from distributing learning motivation questionnaires. Data analysis was conducted manually and using the IBM SPSS Statistics 27 application. Based on the results of the analysis, the Team Game Tournament type Cooperative learning model assisted by Kahoot application was proven effective in improving student learning outcomes significantly compared to the Conventional learning model. This is evidenced by tcount> ttable (df = 62; α = 0.05), namely 8.444> 1.66980 and Sig. (2-tailed) = 0.000 < 0.05 then H0 is rejected. These findings indicate that the application of the Team Game Tournament type Cooperative learning model assisted by the Kahoot application can significantly improve student learning outcomes. In addition, the results showed that students' learning motivation, both high and low, did not significantly affect learning outcomes in the context of using the Cooperative learning model of Team Game Tournament type assisted by Kahoot application. The analysis also showed no significant interaction between the learning model and students' learning motivation, with an interaction F value (FoA*B) = 0.013 and p-value = 0.908. Thus, the effectiveness of the Team Game Tournament type cooperative learning model assisted by Kahoot application was consistent across various levels of student learning motivation, both high and low. This finding indicates that the learning model is effective for all students regardless of their learning motivation level.
Co-Authors Abdurahman . Abdurahman Abdurrahman Abdurrahman Abdurrahman Afdetis Mana, Lira Hayu Afif Rofi Afnita Afnita Afrila, Tysa Mekar Afrino, Afrino Agustina . Agustina Agustina Ahmad Johari Sihes Ahmad, Arimuliani Alamsyah, Devy Kurnia Alpino Susanto Alpino Susanto Alvi Fitri Rahayu Amanda, Mutiara Amril Amir Amril Amril Anak Agung Gede Sugianthara Andria Catri Tamsin Andrika, Oktavia Anisa Pratiwi Ardoni Ardoni Arif Setiawan Asri, Ratih Permata Asvidyanti, Asvidyanti Aurora, Novia Ayu Gustia Ningsih Azwar Ananda Cicilia Ovavia Daely, Bimerdin Darmansyah Delfa leli leli Desmike Putri Ayu Dian Arsa Dinda Nilda Dini Ferlin Dona Alicia Dudung Burhanuddin Elfia Sukma Elfia Sukma, Elfia Ellya Ratna Elvi Syahraini Ena Noveria Erizal Gani Ernawati Ernawati Fahmesvi, Bunga Fahmi, Muhibul FAJRINA, SUCI Farel Olva Zuve Febriyanti Febriyanti Fitri Mulyani, Fitri Fitri, Anisa Meiza Fitri, Julia Fransiska Dwita, Nadia Gusriyani, Ena Hafiiz, Al Hafrison, Mhd. Hafrison, Mohammad Handayani, Radila Harris Effendi Thahar Harris Effendi Thahar Harris Effendi Thahar Hasanah, Mutya Hasanuddin WS Hasnah Faizah AR Hayati, Radiatil Hidayati, Adelia I Made Arnawa Ida Ayu Putu Sri Widnyani indra Putri Irfani Basri Irmaya candra Isnaini Jamaris Jamaris Janiko Janiko Jasni, Martika Jeihan Nabila Johari, Afrizal Jufrizal Juli Etri, Gia Jumaidi . Jusrin Efendi Pohan Khairani, Risma Khurnia Eva Nilasari khusnul khotimah Kusnindra, Hari Lanen, Sania Liana Diastiti Lira Hayu Afdetis Mana Lusia Oktri Wini M. Zaim M. Zaim Mafardi Mafardi Mahli . Maria Syafri Maria Syafri Mariratul Mawaddah Marlen, Lili Marlina, Tesha Marpianti, Resni Maulida, Welly Maulidah, Rina Hayati Maulidiah, Rina Hayati Mimi Sri Irfadila Mita Domi Fella Henanggil Mudinillah, Adam Muhammad Afif Muhibul Fahmi Mukhaiyar Mukhaiyar, Mukhaiyar Mustika Yumi Mutia, Puput Najmi Hayati Najmi Najmi, Najmi Ngusman Manaf Ninit Alfianika Nisdawati . Nofrahadi, Nofrahadi Nofya, Mona Nola Florina Novia Juita Novrianti Novrianti Nur Azmi Alwi Nur Rosita Nuraeni, Amel Nurhidayati Nurhidayati Nuri Gusriani Nursaid Nurul Fitri Oktarilla, Annisa Oktavia, Yunisa Olva Zuve, Farel Oryn Livenza Pakpahan, Sukma Wijaya S. Pendri, Apri Perawati Permata Islamiyah Piliang, Wilda Srihastuty Handayani Purwitasari, Tiara Putri Diana Putri, Adinda Muthiara Putri, Agustia Maharani Putri, Natasya Kemala Rahayu Fitri Rahman, Aida Fitri Rahmawati, Rahmawati Ramadhan, Syahrul Ramayani, Sri Rawitin, Gusmijo Resti, Mulia Reti Dasril Ria Ria Ria Satini Ria Wati Ridha Hasnul Ulya Riza Nusahak Rizcha Putri Stiffany Rizka Dwi Rahmayani Rizka Ramadhani, Afifah Rusnani . Samsudin, Nurul Haniza Satriana, Desmi Satrio, Maulana Sabda Sepini Pitria Lina Shelvia Mandasari Siregar, Andika Rinaldi Siti Marpuah Siti Marpuah Solusia, Carbiriena Sri Mulyani Sufia Retti Sufyarma Marsidin Sufyarma Sufyarma Sunarya, Erlin Susetri, Indah Syah, Farel Hendrian Syahrul R Syahrul R, Syahrul Syahrul R. Syahrul Syahrul Syamsul Arifin Titiek Fujita Yusandra Tressyalina Tressyalina Tressyalina Tressyalina Tresyalina, Tresyalina Trisna Helda Vanesa Yofinda Vina Fathira Vivi Indriyani Wahyu Saputra Wahyuni, Rama Kurnia Welli Marlisa Wijaya, Fitri Yalvema Miaz Yasnur Asri Yasnur Asri Yenni Hayati Yenni Rozimela Yetti, Nofrida Yulia Eka Salnita Yulia Fitrina Yulia Rizki Ramadhani Yuliani, Adela Sari Yulmiati Yuni Ahda Yunisa Oktavia yunisa oktavia, yunisa oktavia Yunni Damayanti Z. Mawardi Effendi Zulhafizh .