Article Per Year (5 Year)
p-Index From 2021 - 2026
14.123
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Ilmu Pendidikan Jurnal Pendidikan Vokasi Cakrawala Pendidikan Jurnal Visi Ilmu Pendidikan Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Bahasa Inggris Journal of Education and Learning (EduLearn) Pandecta Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Celtic TEFLIN Journal: A publication on the teaching and learning of English Jurnal Mahasiswa Fakultas Hukum PREMISE: Journal of English Education and Applied Linguistics Erudio: Journal of Educational Innovation English Review: Journal of English Education Jurnal Al-Tadzkiyyah Celt: A Journal of Culture, English Language Teaching & Literature Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) Journal of English Language, Literature, and Teaching (J-ELLiT) Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini LLT Journal: A Journal on Language and Language Teaching Dinamika Ilmu IJoLE: International Journal of Language Education Al-Hayat: Journal of Islamic Education JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Voices of English Language Education Society English Language Teaching and Research Proceedings of ISELT FBS Universitas Negeri Padang JTP - Jurnal Teknologi Pendidikan JOURNAL OF ENGLISH FOR ACADEMIC JET (Journal of English Teaching) Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika REiLA: Journal of Research and Innovation in Language Journal of K6 Education and Management IJELR: International Journal of Education, Language, and Religion Journal of Research on English and Language Learning (J-REaLL) Journal of English Teaching and Learning Issues JOLLT Journal of Languages and Language Teaching Journal of English Language and Education DINAMIKA ILMU: Jurnal Pendidikan Online Learning in Educational Research TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING (TRANSTOOL) JEELS (Journal of English Education and Linguistics Studies) Journal of Language and Literature Studies Studies in English Language and Education Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology International Journal of Innovation and Education Research International Journal of Educational Best Practices REGISTER JOURNAL Jurnal Pendidikan Progresif Journal of Educational Studies ETERNAL: English Teaching Journal Indonesian Journal on Learning and Advanced Education (IJOLAE) Jurnal bahasa, sastra, seni, dan pengajarannya Studies in English Language and Education Jurnal Ilmu Pendidikan
Utami Widiati
Universitas Negeri Malang
Religion Arts Humanities Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

Published : 121 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 121 Documents
Search

 8   9   10   11   12 
ENGLISH AS FOREIGN LANGUAGE (EFL) STUDENTS’ PERCEPTION OF AI WRITING TOOLS BASED ON THEIR EDUCATION LEVEL Annishah, Annishah; Widiati, Utami; Wulyani, Anik Nunuk
Premise: Journal of English Education and Applied Linguistics Vol 14, No 3 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v14i3.12243

Abstract

EFL students at any level of education are nowadays accustomed to using AI tools to support their English learning. They also use it during academic writing. Understanding the perception is therefore important to optimize the use of AI writing tools.  The existing literature suggests that there are contrasting perceptions among students. Hence, this study aims to uncover the perceptions and uses of AI writing tools used by EFL students from different levels of education, which are undergraduate and master’s degree. This study utilized a mixed method combining surveys and interviews to answer research questions. The result suggests that the difference lies in the varieties of tools used by each level of education. Master’s degree tends to use more diverse AI writing tools compared to an undergraduate. As for the perception, both levels perceived AI writing tools positively. Suggestions for further studies are also presented in the last section. This study contributes to the developing area of AI in education and provides insight on how different levels of education utilize AI writing tools.   
Understanding Students’ Experiences with Project-Based Assessment across Educational Levels and Contexts Radita, Cindy; Widiati, Utami; Hayati, Nur
Journal of Language and Literature Studies Vol. 5 No. 4 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/7bxak004

Abstract

Project-based assessment (PBA) is often highlighted as a more authentic, engaging, practical, and student-centered approach compared to traditional exams. However, despite its growing use, there is limited and unified understanding of how students actually experience PBA across different educational levels and learning contexts. This gap in the literature is crucial, as student experiences are central to determining the effectiveness and inclusiveness of assessment practices in diverse classroom settings. It is crucial to understand how students experience PBA to ensure that this assessment approach fulfills its potential of meaningful, equitable, and effective learning. This article aims to systematically review empirical studies that explore students’ experiences with PBA, focusing on how these experiences vary across primary, secondary, and tertiary education as well as cultural and institutional contexts. The study is grounded in qualitative data drawn from published research articles, analyzed using thematic synthesis under the PRISMA framework. Inclusion criteria targeted peer-reviewed studies that foreground student voices and were published within the last 10 years. Findings indicate a combination of positive experiences, such as increased engagement, collaboration, and real-world skill development, alongside persistent challenges, including perceived workload imbalance and unclear assessment criteria. The review underscores the significance of adapting PBA to specific contexts and advises that future research systematically include student perspectives to refine assessment methods better and promote fairness. Implications of these findings for practice for educators and policy makers are that more nuanced and responsive assessment strategies have the potential to improve inclusiveness and instruction. Future research should also look into how school support, teacher support, and cultural contexts influence the efficacy of PBA interventions.
Transformative Practices: Integrating Automated Writing Evaluation in Higher Education Writing Classrooms - A Systematic Review Indri Astutik; Utami Widiati; Devinta Puspita Ratri; Peggy Magdalena Jonathans; Nurkamilah Nurkamilah; Yeni Mardiyana Devanti; Zaldi Harfal
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 3, September 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v6i3.23675

Abstract

This systematic literature review explores the utilization of Automated Writing Evaluation (AWE) as a writing scoring tool over a five-year period from 2016 to 2020, focusing on its role in the transformation and integration of learning tools for pedagogical purposes. Transformation refers to the significant changes and advancements in teaching methods, particularly in adapting to new educational technologies and approaches, while integration involves the seamless incorporation of AWE systems into these evolving instructional practices to enhance the effectiveness of writing instruction. The study aims to analyze the various types of AWE employed in academic research, track trends in AWE technology strategies, and investigate students’ perceptions of AWE in both scoring and instructional contexts. Additionally, it aims to uncover the benefits and limitations associated with AWE implementation in writing instruction. Examining 19 journal articles, this review identifies fourteen types of AWE utilized by researchers and tracks advancements in machine learning within the field. The findings reveal positive student perceptions of AWE, citing its usefulness, efficiency, and linguistic accuracy in scoring and instruction. Benefits of AWE implementation include improved linguistic accuracy, enhanced writing performance, increased student engagement, and the provision of reliable and valid feedback. Moreover, AWE demonstrates effectiveness in scoring and feedback provision, with potential short- and long-term effects on student learning. However, limitations of AWE are also noted, including student distrust of feedback and a preference for human raters over AWE-generated scores. This review provides valuable insights into the multifaceted role of AWE in writing instruction, highlighting its potential benefits and areas for improvement.
The Effect of Written Retelling Technique on Students’ Reading Comprehension Across Personality Learning Styles Damiri, Sylvia; Widiati, Utami
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol. 45, No. 1
Publisher : citeus

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This quasi experimental study aims to investigate how written retelling technique affects the reading comprehension of university students having different personality learning styles (introverted vs. extroverted). A reading comprehension test and a questionnaire were utilized to collect the data. Two groups of students were involved in the study, with the experimental group receiving the treatment of being taught using a written retelling technique and the control group being taught using the oral retelling technique. The results of the study revealed that the first group of students showed better performance in reading comprehension test than the latter group. Even though there was a significant difference between the extroverted and the introverted students in reading comprehension achievement, the findings suggest that written retelling technique was more effective regardless of the personality learning styles.
Developing digital literacy application for Extensive Listening materials Maslikah, Khotim; Widiati, Utami; Wulyani, Anik Nunuk; Tengku Sharif, Tengku Intan Suzila
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol. 51, No. 2
Publisher : citeus

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Learning resource transformation is essential in this digital era, and English teaching and learning is no exception, especially in Madrasah context. That is why providing digital Extensive Listening (EL) materials to promote comprehensible input and character values is needed. This study outlines how Muslim English Literacy (MEL) application was developed to support the digital transformation as an alternative for EL materials. Research and Development (R & D) design was executed comprising seven phases of needs assessment, product design and development, product validation, first round of product revision, field testing, second round of product revision, and final product dissemination. The results of the field testing and moderation suggest that the developed product, MEL, is practical and applicable in helping EFL students to get more language exposure so that their English language acquisition can be facilitated. In addition, the product integrating character values may also strengthen their identity of being Muslims. Further studies on similar material development with more various topics utilizing technology apps are worth conducting.
Experiences of ethnic minority students in a culturally diverse school Haryana, Lia; Widiati, Utami
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol. 49, No. 1
Publisher : citeus

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Being ethnic minority students in a culturally diverse school is a challenge. This study aims to explore the experiences of students from various ethnic groups as ethnic minority students in a culturally diverse school. These experiences cover both the barriers and the success of those students in adjusting to the culturally diverse school. Five students coming from diverse ethnic groups were recruited as the participants. This study adopted a qualitative design by using a semi-structured interview as the research instrument. The interview data were transcribed and then coded into several themes based on the focus of the research. The results showed that the ethnic minority students might find difficulties adjusting to the school at first. However, they gradually adjusted to the school because of these following factors: teachers’ support, students’ cohesiveness, students’ cooperation, and teachers’ equity. The results of this study imply that the ethnic minority students once experienced some challenges in adjusting to the school environment before they were facilitated with more positive schooling experiences related to student-student relationships and student-teacher relationships. Menjadi siswa etnis minoritas di sekolah dengan beragam budaya merupakan sebuah tantangan. Penelitian ini bertujuan untuk menggali pengalaman siswa dari berbagai latar belakang etnis sebagai etnis minoritas di sekolah yang beragam budaya. Pengalaman-pengalaman ini meliputi hambatan maupun keberhasilan para siswa tersebut dalam menyesuaikan diri dengan sekolah yang beragam budaya. Lima siswa yang berasal dari kelompok etnis yang berbeda direkrut sebagai responden. Penelitian ini menggunakan desain kualitatif dengan menggunakan wawancara semi terstruktur sebagai instrumen penelitian. Data hasil wawancara ditranskripsikan kemudian dikategorikan menjadi beberapa tema sesuai dengan fokus penelitian. Hasil penelitian menunjukkan bahwa siswa etnis minoritas pada awalnya kesulitan menyesuaikan diri dengan lingkungan sekolah. Namun, lambat laun mereka bisa menyesuaikan diri dengan sekolah karena beberapa faktor, yaitu dukungan dari guru, kekompakan siswa, kerjasama siswa, dan perlakuan yang imbang dari guru. Hasil penelitian ini mengimplikasikan bahwa siswa etnis minoritas mengalami beberapa tantangan dalam menyesuaikan diri dengan lingkungan sekolah sebelum mereka difasilitasi dengan pengalaman sekolah yang lebih positif yang berkaitan dengan hubungan antara siswa-siswa dan hubungan siswa-guru.
From classroom to autonomy: A systematic literature review of self-regulated learning strategies in English language teaching Andini Septama Sari; Utami Widiati; Evynurul Laily Zein; Suharyadi Suharyadi
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i1.24739

Abstract

Although self-regulated learning (SRL) has been widely discussed in language education, less is known about which classroom-based strategies most consistently translate into learner autonomy in predominantly face-to-face English Language Teaching (ELT) settings. Addressing this gap, this systematic literature review synthesizes empirical studies on SRL in traditional ELT classrooms and examines how these strategies support autonomous learning. Following PRISMA procedures, 56 studies indexed in Scopus and published between 2016 and 2025 were selected through database filtering, eligibility screening, and full-text review. The synthesis shows that many successful interventions were grounded in Zimmerman’s cyclical SRL model, especially when teachers explicitly scaffolded goal-setting, monitoring, and reflection. Cognitive and metacognitive strategies, formative feedback, self- and peer-assessment, and autonomy-supportive motivational climates were repeatedly associated with stronger language performance and more self-directed learning. However, the effectiveness of SRL also depended on teacher assessment literacy, professional training, and classroom conditions. The review suggests that SRL integration in ELT is most effective when explicit strategy instruction is paired with reflective assessment and sustained teacher support, and it highlights the need for longitudinal, cross-cultural, and methodologically diverse future research.
The Perspective of Integrated Islamic Elementary School (SDIT) Students Regarding the Needs of English Language Teaching Material to Develop Islamic-Based Language Literacy Amalia, Taranindya Zulhi; Fitriati, Sri Wuli; Mujianto, Januarius; Widiati, Utami
Journal of English Teaching and Learning Issues Vol 8, No 1 (2025): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v8i1.32453

Abstract

This research was conducted due to problems that arose in integrated Islamic elementary schools (SDIT) due to a lack of English language teaching materials aligned with the Islamic school orientation. This study innovates by developing English language teaching material models for SDITs. It examines the need for these models from the perspective of SDIT students. Qualitative methods and research and development (R&D) were employed. Data was collected through a questionnaire containing ten close-ended questions and one open-ended question. The results indicate that Integrated Islamic elementary schools (SDIT) need more English language teaching materials, even though they like the current materials. They enjoy singing in English but find reading English stories difficult. Additionally, they mentioned wanting content about Muslim children's daily lives and fun games added to their English language teaching materials. In conclusion, Integrated Islamic elementary schools (SDIT)’s perspectives indicate that the development of English language teaching material models is needed.
Exploring Oral Corrective Feedback on Students English Speaking Performance Within Indonesian Context: A Systematic Literature Review Deni Yatri; Risya Astrifiya Cahyani; Galita Febrian Pratidina; Anam Fadillah; Utami Widiati
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 4 No. 2 (2025): FEBRUARY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/transtool.v4i2.1999

Abstract

This systematic literature review synthesizes research on oral corrective feedback (OCF) and its effects on students' speaking performance within the Indonesian context. Following the PRISMA guidelines, 19 studies published between 2014-2024 were analyzed. The findings reveal diverse OCF practices employed by teachers, with explicit correction and recasts being the most commonly used types. However, a key challenge lies in the mismatch between the OCF strategies preferred by students, such as explicit correction and metalinguistic clues, and those predominantly used by teachers. OCF was found to evoke both positive emotions like motivation and perceived importance, as well as negative emotions including embarrassment, lowered confidence, and nervousness about making mistakes. The studies underscore the need for teachers to consider factors such as error types, timing of correction, students' proficiency levels, and potential emotional impacts when providing OCF. Tailoring OCF practices to individual student needs and preferences emerges as crucial for optimizing effectiveness and fostering a supportive learning environment.
ChatGPT vs. human-made argumentative essays: Which is more critical? Agunawan Agunawan; Utami Widiati; Nunung Suryati; Kardi Nurhadi
Journal on English as a Foreign Language Vol 16 No 1 (2026): Issued in March 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i1.10998

Abstract

The integration of artificial intelligence (AI) into the education sector is becoming increasingly unavoidable; however, the ability of AI systems, such as ChatGPT, to generate critically argumentative texts remains insufficiently examined. This study explored whether argumentative essays authored by humans exhibit greater critical depth than those generated by ChatGPT. This study employed a sequential explanatory mixed-methods design. Ten Indonesian university students voluntarily composed two argumentative essays—on the topics of “city dumps” and “slum neighborhoods”—following an experiential learning model, resulting in 20 human-produced texts. ChatGPT was tasked with generating 20 essays on the same topics. The data were analyzed using the Holistic Critical Thinking Scoring Rubric (HCTSR) developed by Facione (2020), as follows: three blind raters assessed all 40 essays for critical thinking using standardized rubrics. Quantitative analysis (t-tests) and qualitative content inspection revealed that human essays consistently achieved higher scores for experiential breadth, perspective diversity, counterargument integration, and emotional resonance. These findings indicate that despite advancements in natural language generation, AI-produced argumentative writing still lacks the critical sophistication that human authors demonstrate. This study indicates that future AI development must move beyond surface-level fluency to better emulate the nuanced socio-contextual sophistication of human reasoning.
Co-Authors , Nunung Suryati Abda Abda Ach. Amirudin Afandi, Titah Afendi Hamat Agria Golda Vegetari Agunawan Agunawan Ahmad Heki Sujiatmoko Ajeng Dini Arfianti Ali Saukah Aminuyati Ana Ahsana El Sulukiyyah Anam Fadillah Anang Santoso Andika Agung Sutrisno Andina, Diah Maya Andini Septama Sari Ani Susanti Anik Nunuk Wulyani Anik Nunuk Wulyani Anik Nunuk Wulyani Annishah Annishah Annishah Annishah, Annishah Annur Rofiq Any Eka Nur Hidayati Arik Susanti, Arik Ary Fauzi Ary Setya Budhi Ningrum Asnawi Muslem Atika Kumala Dewi, Atika Kumala Aurora Paramahita Kusumawardhani Aziz, Imam Nur Bambang Yudi Cahyono Beby Maharani Masyitha Beleven Khrismawan Budi Eko Soetjipto Chusnul Chotimah, Ima Damayanti, Elok Damiri, Sylvia David Imamyartha Dedi Kuswandi Degeng, I Nyoman Delsa Miranty Deni Yatri Devanti, Yeni Mardiyana Devinta Puspita Ratri Devinta Puspita Ratri Devinta Puspita Ratri Devinta Puspita Ratri Dewi Masitho Istiqomah Dhaifi, Ilzam Diah Maya Andina Dian Resty Pratiwi Ahmad Dina Puspita Rini Diska Fatima Virgiyanti Dwi Fita Heriyawati Ekaning Dewanti Laksmi Ekaning Dewanti Laksmi Eko Ariwidodo El Khoiri, Niamika El Sulukiyyah, Ana Ahsana Elih Sutisna Yanto Emy Sudarwati Endah Yulia Rahayu Enny Irawati Ery Tri Djatmika RWW Eva Nikmatul Rabbianty, Eva Nikmatul Evynurul Laily Zein Evynurul Laily Zen Fachrurrazy Fachrurrazy Fadilla Halim Faradila Masuara Fazri Nur Yusuf Febriani, Adelia Fitriah, Rina Fitriatul Masitoh Fitriyah, Ima Flora Debora Floris Francisca Maria Ivone Furaidah Furaidah Furaida Galita Febrian Pratidina Gazali Lembah Hamat, Afendi Hardina D. Ni’mah Harfal, Zaldi Hartia Novianti Haryana, Lia Helena Octavia Hernik Farisia Him’mawan Adi Nugroho I Nyoman Sudana Degeng Ima Chusnul Chotimah Ima Dwi Lailatul Firda Ima Fitriyah Ima Fitriyah Imam Nur Aziz Imamyartha, David Imron Arifin Indri Astutik Indri Astutik Indri Astutik Januarius Mujianto Januarius Mujianto Johannes Ananto Prayogo Jonathans, Peggy Magdalena Joni Alfin Julianda Julianda Kardi Nurhadi Kardi Nurhadi Khafshoh, Adira Lizaria Khoiriyah Khoiriyah Khoiriyah Khoiriyah Khoirul Anwar Khotim Maslikah Khulaifiyah Khulaifiyah, Khulaifiyah Khusnul Khotimah Kukuh Prayitno Subagyo Lailatun Nisvi Rizki Amalia Lestari R, Kenny Shania Lilis Nur Hidayati Lina Hanifiyah Lina Hanifiyah Lulu Laela Amalia Lutfiyan Khusyabaroh M. Adnan Latief M. Ramli M. Zaini Miftah Maba, Aprezo Pardodi Maharani Khansa Mahbub, Moh. Arif Mandasari, Berlinda Mardhatillah, Mardhatillah Maslikah, Khotim Mega Fariziah Nur Humairoh Meisa Diningrat, Syaiputra Wahyuda Metaria Metaria Meyga Agustia Nindya Miftahul Janah, Miftahul Mirjam Anugerahwati Mohammad Hamidi Masykur Muhammad Muchsin Afriyadi Muhari Muhari Muhimatul Murtafi'ah Mujianto, Januarius Murtafiah, Muhimatul Muslim, Abd. Hakim Mustofa, Mutmainnah Nadhifah, Siti Nahak, Kristina E. Noya Niamika El Khoiri Noverita Wahyuningsih Nunuk Wulyani, Anik Nunung Suryati Nunung Suryati NUR CHAKIM Nur Hayati Nur Hayati Nur Mukminatien Nurhidayati Nurkamilah Nurkamilah Nurkamilah Nurkamilah Nurkamilah, Nurkamilah Nurul Atma Octavia, Helena Pahlevi, Muhammad Reza Pechinthorn, Komm Peggy Magdalena Jonathans Peggy Magdalena Jonathans Priyatno Ardi, Priyatno Punaji Setyosari Putri, Elsa Desi Rachel Mmapitso Maboa Rachmadhany, Clarita Dianmonica Rachmi Sulistyarini Radita, Cindy Raisa Fadilla Renandya, Willy Ardian Rendhi Fatrisna Yuniar RIRIN PUSPARINI Risya Astrifiya Cahyani Rizqi Khoirunnisa Rofiqoh Rofiqoh Rofiqoh Rofiqoh Romadhon , Adi Sasongko Roni Wibowo Rosyidah Rosyidah Saida Ulfa Saiful Marhaban Salsabila Gita Nurani Santi Erliana, Santi Saprudin Saprudin Sharif , Tengku Intan Suzila Tengku Sharif, Tengku Intan Suzila Tengku Sharmini Abdullah Shinta, Lucia Geneviave Bella Shirly Rizki Kusumaningrum Sintha Tresnadewi Siti Muniroh Siti Muniroh Sri Rachmajanti Sri Rachmajanti Sri Widayati Sri Wuli Fitriati Sriati Usman Suharmanto Suharyadi Supriyono, Yusup Susilo, Dinantari Suzila, Tengku Intan Syafik, Moh. Sylvia Sylvia Sylvia, Sylvia Taranindya Zulhi Amalia Taranindya Zulhi Amalia Taranindya Zulhi Amalia Taris, Tarisman Teguh Sulistyo Tengku Intan Suzila Sharif Tengku Intan Suzila Tengku Sharif Tengku Intan Suzila Tengku Sharif Tengku Intan Suzila Tengku Sharif Tengku Intan Suzila Tengku Sharif Tengku Intan Suzila Tengku Sharif Tengku Sharif, Tengku Intan Suzila Tommy Hastomo Triana Indrawini Ubaidillah, M. Faruq Ulil Fitriyah Uluul Khakiim Uswatun Khasanah, Yunita Utari Praba Astuti Wahjoedi Wardani Dwi Suhastyanang Wijayanti, Erythrina Crista Wiwiet Eva Savitri Wiwiet Eva Savitri Wiwin, Darwin Yazid Basthomi Yeni Mardiyana Devanti Yunita Puspitasari Zaldi Harfal Zalva Fajhira Shabrina Putri