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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Ilmu Pendidikan Ilmu Pendidikan Jurnal Pendidikan Vokasi Cakrawala Pendidikan Jurnal Pendidikan Humaniora 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 KARSA: Jurnal Sosial dan Budaya Keislaman (Journal of Social and Islamic Culture) Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 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 J-REaLL JOLLT Journal of Languages and Language Teaching Journal of English Language and Education Jurnal bahasa, sastra, seni, dan pengajarannya DINAMIKA ILMU: Jurnal Pendidikan 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 ETERNAL: English Teaching Journal Indonesian Journal on Learning and Advanced Education (IJOLAE) Jurnal bahasa, sastra, seni, dan pengajarannya
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

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Exploring Oral Corrective Feedback on Students English Speaking Performance Within Indonesian Context: A Systematic Literature Review Yatri, Deni; Cahyani, Risya Astrifiya; Pratidina, Galita Febrian; Fadillah, Anam; Widiati, Utami
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.
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.
EFL First-Year Students’ Writing Challenges and Strategies in the Transition from High School to University Writing Ana Ahsana El Sulukiyyah; Utami Widiati; Francisca Maria Ivone; Abdullah, Sharmini
JOALL (Journal of Applied Linguistics and Literature) Vol. 11 No. 1 (2026): February, 2026 (On Process)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v11i1.44209

Abstract

Writing at the university level presents significant challenges for EFL students. Although many studies have investigated EFL students’ academic writing challenges, few have focused specifically on paragraph writing, the foundational stage of academic writing development among first-year university students, particularly those transitioning from high school to university writing. Addressing this gap, this present study investigates students’ writing challenges, strategies, and their perceptions of differences and feedback. A total of 315 first-year Indonesian EFL students enrolled in the English study programs were selected through convenience sampling to complete a Likert-scale questionnaire adapted from the ESLP 82 Questionnaire. The findings reveal idea organization as the most prominent difficulty (M = 4.4; 83.5% agree), followed by issues of grammar and sentence structures (M = 4.3; 78.9% agree). Whereas, 85,7% students answered that university writing is more complex than high school writing activities, because it is needed a higher level of critical thinking, as 88,2% students acknowledged. As many as 80.8% students like to discuss with their teachers about their writing difficulties, and 89.5% prefer to use digital tools such as Grammarly and ChatGPT. At about 89,4% students stated that teacher feedback on grammar was considered helpful, but students rarely got peer feedback. These findings emphasize the urgent need for structured writing support that focuses on idea organization, grammar, vocabulary enhancement, and opportunities for peer interaction. To explore effective pedagogical interventions and the evolving role of digital tools in supporting academic writing development, further studies are highly recommended.
English Teachers’ Perceptions of the Adoption of Culturally-Responsive Pedagogy (CRP) in Multicultural Classrooms Haryana, Lia; Widiati, Utami
International Journal of Innovation and Education Research Vol. 4 No. 2 (2025): November 2025
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v4i2.47651

Abstract

Culturally Responsive Pedagogy (CRP) in developed countries, little research reports the studies of teachers’ perceptions of CRP in the context of developing countries, like Indonesia. To fill this empirical gap, the present study investigated English teachers’ perceptions of the adoption of CRP in the Indonesian context in terms of four dimensions of CRP, namely: teachers’ ethic of care, teachers’ cultural values, teachers’ pedagogical expertise, and teachers’ supportive behavior. Four professional English teachers from a culturally diverse school were recruited as participants in this current study. Elicited using semi-structured interviews, the collected data were analyzed qualitatively. Findings reveal that the participants perceive the adoption of CRP positively. These positive perceptions indicate that the teachers hold positive views on CRP, which means they perceive that CRP is essential to be adopted in the teaching and learning process, especially for teaching culturally diverse students. The results of this study can inspire other teachers who teach diverse students and who are interested in multicultural education to adopt the concept of CRP in their teaching. This study also ends with suggestions for policymakers, like the Institute for Quality Assurance and learning development (LPMPP), to provide training, workshops, seminars, and other activities that relate to the concept of CRP. Besides, it is recommended for future researchers to investigate further the concept of CRP by using different research subjects and different research methods.    Keywords: Culturally Responsive Pedagogy (CRP); diversity, learning environment, multicultural education
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

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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

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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.
Identity Construction and Classroom Participation Of An Indonesian Graduate Student In An Australian University Ubaidillah, M. Faruq; Widiati, Utami
JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 1 (2021): JEELS May 2021
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v8i1.3123

Abstract

This narrative study explores identity construction and classroom participation of an Indonesian student who attended a master program in TESOL in an Australian university. Grounded from identity and investment frameworks (Norton, 2000) and situated learning theory (Lave & Wenger, 1991), the study specifically probes into the changing identity construction across time shaped by the participant’s involvement in the community of practice. Data analysis followed Polkinghorne’s (1995) categorical procedure and Connelly and Clandinin’s (2006) three-dimensional space of narrative inquiry. The findings portray gradual and complex identity construction mediated by the participant’s agentive classroom participation. It was also found that the participant’s identity evolved across time together with a movement from peripheral to full participation. This study informs that L2 learning is dependent on social, emotional, cultural, and situated practices depicted in L2 learner’s classroom participation. It also highlights the need for incorporating narrative inquiry to understand multiple, subjective, and conflicting values in L2 learning and other educational contexts.
Learner autonomy in an online project-based learning: voices from Indonesian EFL students Nur Chakim; Utami Widiati; Johannes Ananto Prayogo; Adi Sasongko Romadhon
JEES (Journal of English Educators Society) Vol 11 No 1 (2026): April (in progress)
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v11i1.1959

Abstract

This study explored university students' levels of autonomy and identified the challenges they face in becoming more autonomous learners within a university context. The research involved 80 students from a public university in Surabaya, East Java, Indonesia. A mixed-methods sequential explanatory design was employed, comprising two phases: a survey phase and an interview phase. The data were collected using closed-ended questionnaires to assess students’ levels of autonomy and semi-structured interviews to examine the challenges hindering students’ autonomy. Next, the quantitative data from the questionnaire were analyzed using simple statistical techniques, including percentages and mean scores, while the qualitative data were analyzed using thematic analysis. The findings revealed two key results. First, students showed high levels of autonomy across all dimensions—technical, psychological, political, and socio-cultural. Notably, none of the questionnaire items indicated a low level of autonomy. Students attributed their high autonomy to the flexibility of working independently at home and leveraging internet resources to complete their projects. They also displayed strong sociability, adaptability, and collaboration skills in achieving their goals. Second, the primary challenges faced by students to be more autonomous in online meetings involved: lecturers’ compulsory instructions, low motivation, lack of discipline, poor time management, dependence on lecturers, lack of skills, and limited interaction.
Co-Authors , Nunung Suryati Abda Abda Abdullah, Sharmini Ach. Amirudin Adi Sasongko Romadhon Afandi, Titah Afendi Hamat Agria Golda Vegetari Ahmad Heki Sujiatmoko Ajeng Dini Arfianti Ali Saukah Amalia, Suci Nugrah Aminuyati Ana Ahsana El Sulukiyyah Anang Santoso Andika Agung Sutrisno Andina, Diah Maya Andini Septama Sari Ani Susanti Anik Nunuk Wulyani Annishah Annishah, Annishah Annur Rofiq Any Eka Nur Hidayati Arik Susanti, Arik Ary Fauzi Asnawi Muslem Atika Kumala Dewi, Atika Kumala Aurora Paramahita Kusumawardhani Aziz, Imam Nur Bambang Yudi Cahyono Beby Maharani Masyitha Beleven Khrismawan Budi Eko Soetjipto Budi Waluyo Cahyani, Risya Astrifiya Chusnul Chotimah, Ima Damayanti, Elok Damiri, Sylvia David Imamyartha Dedi Kuswandi Degeng, I Nyoman Delsa Miranty Devanti, Yeni Mardiyana Devinta Puspita Ratri Devinta Puspita Ratri Devinta Puspita Ratri Devinta Puspita Ratri Dhaifi, Ilzam Diah Maya Andina Dina Puspita Rini Diska Fatima Virgiyanti Dwi Fita Heriyawati Ekaning Dewanti Laksmi Eko Ariwidodo El Khoiri, Niamika El Sulukiyyah, Ana Ahsana Emy Sudarwati Enny Irawati Ery Tri Djatmika RWW Eva Nikmatul Rabbianty, Eva Nikmatul Evynurul Laily Zein Evynurul Laily Zen Fachrurrazy Fachrurrazy Fadilla Halim Fadillah, Anam Faradila Masuara Fazri Nur Yusuf Febriani, Adelia Fitriah, Rina Fitriatul Masitoh Fitriyah, Ima Flora Debora Floris Francisca Maria Ivone Furaidah Gazali Lembah Hamat, Afendi Hardina D. Ni’mah Harfal, Zaldi Haryana, Lia Helena Octavia Hernik Farisia Him’mawan Adi Nugroho Humairoh, Mega Fariziah Nur I Nyoman Sudana Degeng Ima Dwi Lailatul Firda 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 Khafshoh, Adira Lizaria Khansa, Maharani Khoiriyah Khoiriyah Khoiriyah Khoirul Anwar Khotim Maslikah Khotim Maslikah Khulaifiyah Khulaifiyah, Khulaifiyah Khusnul Khotimah Kukuh Prayitno Subagyo Lailatun Nisvi Rizki Amalia Lestari R, Kenny Shania Lilis Nur Hidayati Lina Hanifiyah Lulu Laela Amalia Lutfiyan Khusyabaroh M. Adnan Latief M. Ramli M. Zaini Miftah Maba, Aprezo Pardodi Mahbub, Moh. Arif Mandasari, Berlinda Mardhatillah, Mardhatillah Maslikah, Khotim Meisa Diningrat, Syaiputra Wahyuda Meyga Agustia Nindya Miftahul Janah, Miftahul Mirjam Anugerahwati Mohammad Hamidi Masykur Muhammad Muchsin Afriyadi Muhari Muhari Murtafiah, Muhimatul Muslim, Abd. Hakim Mustofa, Mutmainnah Nadhifah, Siti Nahak, Kristina E. Noya Noverita Wahyuningsih Novianti, Hartia Nunuk Wulyani, Anik Nunung Suryati Nur Chakim Nur Hayati Nur Hayati Nur Mukminatien Nurhidayati Nurkamilah Nurkamilah Nurkamilah Nurkamilah Nurkamilah, Nurkamilah Nurul Atma Octavia, Helena Pechinthorn, Komm Peggy Magdalena Jonathans Peggy Magdalena Jonathans Pratidina, Galita Febrian Priyatno Ardi, Priyatno Punaji Setyosari Putri, Elsa Desi Rachmadhany, Clarita Dianmonica Rachmi Sulistyarini Radita, Cindy Raisa Fadilla Renandya, Willy Ardian Rendhi Fatrisna Yuniar RIRIN PUSPARINI Rizqi Khoirunnisa Rofiqoh Rofiqoh Rofiqoh Rofiqoh 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 Shinta, Lucia Geneviave Bella Shirly Rizki Kusumaningrum Sintha Tresnadewi Siti Muniroh Sri Rachmajanti Sri Widayati Sri Wuli Fitriati Sriati Usman Suharmanto Suharyadi Supriyono, Yusup Suzila, Tengku Intan Syafik, Moh. Sylvia Sylvia Sylvia, Sylvia Taranindya Zulhi Amalia Taranindya Zulhi Amalia Taris, Tarisman Teguh Sulistyo Tengku Intan Suzila 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 Yatri, Deni Yazid Basthomi Yeni Mardiyana Devanti Yulia Rahayu, Endah Yunita Puspitasari Zaldi Harfal Zalva Fajhira Shabrina Putri