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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

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EFL PRE-SERVICE TEACHERS’ PROFESSIONAL IDENTITY CONSTRUCTION THROUGH REFLECTIVE MENTORING DURING TEACHING PRACTICUM Ardi, Priyatno; Widiati, Utami; Suryati, Nunung; Wulyani, Anik Nunuk
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i1.9601

Abstract

Mentoring in language teacher education has been widely acknowledged to foster pre-service teachers’ reflective practice. While previous studies have focused on pre-service teachers’ practical teaching skills, their cultivation of inner professional selves remains under-researched. For this reason, this study aims to examine how reflective mentoring catalyzes EFL pre-service teachers’ professional identity construction during teaching practicum. A case study design was employed in this study. Two mentors (one male and one female) and four EFL pre-service teachers (two males and two females), who were purposefully selected, participated in this study. Data were collected through video-recording ten mentoring sessions and interviewing both the mentors and pre-service teachers. Thematic analysis was then employed to analyze the data. The findings revealed that the reflective mentoring catalyzed the pre-service teachers’ professional identity construction during teaching practicum by creating a systematic and supportive space for reflecting on temporal, theoretical, and practical experiences. The space arose from five factors in the mentoring, including systematic processes of reflection, non-judgmental and supportive mentors, interpersonal bonds and interconnectedness, past and present connections, and theory-practice continuums. Reflection particularly contributed to the identity construction since it allowed the pre-service teachers to examine their professional experiences and derive meaning for their professional identities. Based on the findings, this study suggests that mentoring during teaching practicum should encompass both the practical aspects of teaching and the inner professional selves of EFL pre-service teachers.   
Moodle and Telegram to develop students language performance and knowledge co-construction in technology-enhanced CLIL Imamyartha, David; Widiati, Utami; Anugerahwati, Mirjam; Hamat, Afendi
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.28295

Abstract

This study compared Moodle and Telegram as mobile-instant messaging (MIM) to understand how the platforms performed in technology-enhanced content and language integrated learning (TECLIL) settings. It involved 68 English for Academic Purpose (EAP) students enrolled in two groups, i.e., Moodle group and Telegram group. Using the mixed-method design, the study garnered quantitative data through pre- and post-tests of language performance coupled with post-tests of spoken presentation, content knowledge, and collective knowledge co-construction. Qualitative data concerning the interaction patterns in online discussion forums were amassed by retrieving students postings on both platforms. This study garnered additional quantitative data as covariates, which involved a survey of technology acceptance and a survey of teacher evaluation. Upon analysis, paired sample t-test was operative to identify noteworthy differences between groups with respect to technology acceptance, evaluation of teacher performance, language performance, and content knowledge. For the qualitative inquiry, thread analysis on the interaction patterns in both groups was conducted to scrutinize their depth of knowledge co-construction. Although the interaction trends in both platforms mark the dominance of knowledge sharing, the findings lend credence to the stronger potential of Moodle to empower students in-depth knowledge co-construction while exercising their subject-specific language performance. For deep engagement in knowledge co-construction and authentic language use, teachers need to provide appropriate scaffolding through modeling effective collaboration, making explicit the characteristics of quality discussion, and establishing a mutual understanding of what students need to achieve in the online discussion forum.
Evidence-Based Approaches to Teaching Reading in EFL Higher Education: A Systematic Review of Trends and Outcomes Chusnul Chotimah, Ima; Mahbub, Moh. Arif; El Sulukiyyah, Ana Ahsana; Widiati, Utami; Suryati, Nunung; Anugerahwati, Mirjam
IJELR: International Journal of Education, Language, and Religion Vol 7, No 1 (2025): May
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v7i1.12167

Abstract

This study provides an analysis of a systematic review of the past studies published on methods of teaching reading in English as a Foreign Language (EFL) classrooms. The analysis is based on 27 published article journals from 2014 to 2023 using e-data based: Scopus, Taylor & Francis, and Science Direct. This study is based on a Systematic Literature Review (SLR) approach. The researchers would map the articles based on Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). The data were analyzed using content analysis. The summary of the finding is (1) publication trends and network visualization shows detailed links for mapping the status of topics that have or have not been widely explored or discussed, (2) various methods in teaching reading for EFL classrooms and the effectiveness of using those methods to enhance students’ proficiency. The finding from this SLR served as a valuable resource for educators facilitating a deeper understanding of the methods of teaching reading, the result affecting students' reading skills, and its implication for enhancing the quality of education.
How English Foreign Language Students’ Autonomy and Digital Competence Relate to Their Writing Achievement Andina, Diah Maya; Cahyono, Bambang Yudi; Widiati, Utami
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 5 No 1 (2020): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v5i1.5760

Abstract

This study aimed to examine the correlation between learner autonomy, digital competence, and writing achievement. It involved 92 first-year English as a Foreign Language (EFL) students who were enrolled in an intensive course (IC) program of the English department of a state university in Indonesia. This study used three types of data: learner autonomy level elicited by using a questionnaire, digital competence level elicited by using a questionnaire, writing scores that were obtained from the coordinator of the IC program. The research methodology used in this study was quantitative research. The bivariate Spearman correlation was applied to know the correlations between learner autonomy and writing achievement and the correlation between digital competence and writing achievement. The multiple linear regression was computed to examine the correlation of the combination of learner autonomy and digital competence towards writing achievement. The results of the study confirmed that learner autonomy was strongly correlated with writing achievement and digital competence was moderately correlated with writing achievement. The result also showed that there is a statistically significant correlation between a combination of learner autonomy and digital competence towards writing achievement. Therefore, pedagogically, teachers of EFL writing are suggested to promote autonomous learning and at the same time, use technology to foster EFL students' writing achievement.
Piil Pesenggiri Local Wisdom as the Base of Character Education in Social Studies Learning at Metro City Elementary School, Lampung Afriyadi, Muhammad Muchsin; Widiati, Utami; Arifin, Imron; Ramli, M.; Maba, Aprezo Pardodi
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 15 No 1 (2024): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/002024152241700

Abstract

This study explores the integration of Piil Pesenggiri local wisdom into character education through Social Sciences Subject (IPS) in elementary schools in Metro City, Lampung. Piil Pesenggiri local wisdom, which consists of four main pillars; respect for others (Nemui Nyimah), cooperation (Sakai Sambayan), achievement (Juluk Adek), and equality (Nengah Nyampur), has been recognized as an important foundation for strengthening character learning in the school environment. This study utilizes qualitative approach and case study in three different elementary schools in Metro City. The research method used is multi-case skin, which collects data through in-depth interviews, participatory observations, and analysis of learning documents. The results depict that the application of Piil Pesenggiri values in social sciences subject significantly promoted positive characters development among learners, including respect for diversity, cooperation, motivation for achievement, and understanding of equality. This practice not only enriches the social sciences subject’s curriculum with culturally relevant content but also contributes to the formation of positive social attitudes and behaviors among learners. These findings suggest that local wisdom such as Piil Pesenggiri can be used as an effective instrument in character education, supporting a holistic vision of education in Indonesia, especially in the diverse community contexts such as Metro City, Lampung. This research provides important insights into the potential of local wisdom in forming the basis of strong and culturally relevant character education.
Beyond the ‘Uh-Oh’ Moment: Refusal Strategies in a Young EFL Learner’s Extensive Reading Responses Zalva Fajhira Shabrina Putri; Utami Widiati; Evynurul Laily Zen
ETERNAL (English Teaching Journal) Vol. 16 No. 2 (2025): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i2.1876

Abstract

Understanding refusal strategies utilized by young learners in learning English as a foreign language (EFL) is essential for teachers to foster more effective interaction in the classroom. The present study explores how a young EFL learner applies refusal strategies when interacting during extensive reading (ER) activities. Data were collected through real-time observations, the learner’s diaries, and a parent interview, and further analyzed using thematic analysis. The findings revealed how the young EFL learner applied more direct refusals, influenced by the learner’s developmental traits. Indirect refusals, which appeared mostly as avoidance, emerged frequently only during the initial ER sessions. Refusals, regardless, did not appear as frequent towards the end of ER sessions as the learner became comfortable and confident with the teacher’s scaffolding. Considering the findings, the current study suggests future studies to investigate how refusal strategies are applied by young EFL learners in a larger group, which may be influenced by different developmental traits, learning situations, and language proficiencies, to further generalize the findings.
The Interplay Between Technology and Motivation in EFL L2 Classrooms: A Systematic Review of 2019–2024 Research Annishah; Lailatun Nisvi Rizki Amalia; Utami Widiati; Anik Nunuk Wulyani
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.29709

Abstract

Motivation is a key determinant of success in second language (L2) learning, and technology has emerged as a crucial factor in fostering motivation for English as a Foreign Language (EFL) students. A systematic synthesis of recent evidence remains scarce despite extensive research, particularly in light of technological advancements between 2019 and 2024. This study employed a systematic literature review (SLR) following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol to ensure methodological transparency and replicability. Six major databases (Google Scholar, Taylor & Francis, ProQuest, Wiley, Sage Pub, and Cambridge Core) were systematically searched using predefined keywords. The initial search yielded 50 peer-reviewed empirical studies published between 2019 and 2024; after applying stringent inclusion, exclusion, and quality assessment criteria, 26 eligible studies were analyzed. Data extraction and synthesis focused on four research questions: (1) research methods employed, (2) motivational frameworks used, (3) impacts of technology on motivation, and (4) technology tools that enhance motivation. Findings indicate a dominance of experimental (38.5%) and mixed-methods (26.9%) designs, with the socio-educational framework most frequently adopted, followed by self-determination theory, ARCS, and cognitive models. Technology shows a predominantly positive impact on motivation, with visual-based tools (AR/VR), social media-based platforms, and game-based applications demonstrating strong motivational benefits. However, effects vary by context and learner proficiency. A few studies report neutral or negative impacts, particularly with online platforms. This review highlights methodological gaps, calling for more longitudinal and mixed-methods research to explore contextual and long-term motivational effects, and provides evidence-based recommendations for selecting effective technology tools in EFL classrooms.
Pre-service teachers’ beliefs about English Language Teaching and Learning in EFL classroom: A review of literature Pusparini, Ririn; Widiati, Utami; Susanti, Arik
JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i1.1212

Abstract

Pre-service teachers’ (PST) beliefs and practices have been agreed as an initially vital basis to continue maintaining a qualified learning process. This article reviews the research on PSTs’ beliefs and practices concerning teaching and learning English as a foreign language (EFL) and the exploration of the complex relationship between EFL PSTs’ beliefs and practices. It encompasses a discussion about the nature of teachers’ beliefs, an overview of PSTs’ belief formation, and some previous studies on PSTs’ beliefs. The review of related literature summarizes the empirical studies on PSTs’ beliefs and practices from 2011 up to 2020, which reveal the diversity and similarity of the studies on EFL PSTs’ beliefs. The result obtained in this study depicts that PSTs’ beliefs about EFL teaching and learning are affected by prior language learning experiences, teacher education, and teaching practices. Besides, some constraints in the classroom setting can trigger the beliefs change covering time restriction, curriculum emphasis, students’ misbehavior, students’ competence, students’ motivation, or even PSTs’ motivation and confidence. Finally, when their tacit beliefs turn into explicit beliefs, PSTs can identify and assess their beliefs attributed to their classroom practices, from which EFL PST education can be informed to design better courses and prepare PSTs’ future careers. HIGHLIGHTS: EFL PSTs’ beliefs are acquired from many years of learning experiences they got from schools to teacher education, of which the condition has influenced what and how they learn to teach. Their beliefs, then, influence what they say and do in the classroom, which, in turn, shapes their beliefs. Some constraints in the classroom setting can trigger the beliefs changed: time restriction, curriculum emphasis, students’ misbehavior, students’ competence, students’ motivation, or even PSTs’ motivation and confidence.
Artificial Intelligence in English Language Teaching: Fostering Joint Enterprise in Online Communities Floris, Flora Debora; Widiati, Utami; Renandya, Willy Ardian; Basthomi, Yazid
JEES (Journal of English Educators Society) Vol 9 No 1 (2024): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i1.1825

Abstract

This paper examines the role of Joint Enterprise within Virtual Communities of Practice (VCoP) in the realm of English Language Teaching (ELT), particularly in relation to the integration of Artificial Intelligence (AI) tools. The study focuses on the discussions in five open Facebook groups, to explore how teachers collectively navigate the application of AI technologies. The discussions reflect an effort among teachers to not only integrate AI tools into their teaching practices but also to ensure these tools are used ethically and effectively, balancing technological advancements with pedagogical soundness. The findings of the study underscore the critical role of Joint Enterprise in fostering a community that is responsive to evolving educational technologies. HIGHLIGHTS: The study revealed that English teachers in the selected Facebook groups engaging collaboratively on Artificial Intelligence (AI) tools, discussing their integration, acceptance, and application in teaching practices. The teachers also expressed concerns about AI in English Language Teaching (ELT), focusing on ethical use, over-reliance risks, and the importance of teacher involvement, highlighting a collective effort to address these AI-related challenges. Reflecting on the concept of Joint Enterprise within Virtual Communities of Practice (VCoP), the findings illustrate the dynamic roles assumed by community members, encompassing information sharers, knowledge seekers, critics, and learners.
Navigating Undergraduate Thesis Journey: Qualitative Exploration of Challenges, Strategies, and Skills in English Department Students Yulia Rahayu, Endah; Yudi Cahyono, Bambang; Widiati, Utami; Suryati, Nunung; Pechinthorn, Komm
JEES (Journal of English Educators Society) Vol 10 No 1 (2025): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v10i1.1916

Abstract

This study investigates the complex challenges, strategies, and skills development of English as a Foreign Language (EFL) undergraduate students during their thesis writing journey. While the undergraduate thesis represents a crucial milestone in higher education, EFL students face significant linguistic, psychological, andtechnical barriers that impact their academic progress. Using a qualitative approach and semi-structured interviews with eight undergraduate students from various Indonesian universities, this study examined their experiences in thesis writing. The research employed reflexive thematic analysis, using NVivo 15 software to process and analyze the data. The findings reveal three primary dimensions of challenges: linguistic knowledge and writing competence, psychological and emotional barriers, and resource-related technical constraints. Students employed various adaptive strategies, including self-management techniques, technological assistance, and comprehensive support networks to overcome these challenges. The study also identified the development of essential competencies in research methodology, critical thinking, and time management. The results highlight the need for integrated institutional support systems that address both academic and psychological aspects of thesis writing, suggesting curriculum modifications and enhanced supervision frameworks to better support EFL students in their academic journey.HIGHLIGHTS: EFL undergraduate students face three interconnected challenges during thesis writing:linguistic barriers (grammar, academic vocabulary, coherence), psychological obstacles(stress, isolation, imposter syndrome), and resource-technical constraints (limited accessto materials, technological difficulties). Successful thesis completion relies on adaptive strategies including structured self-management techniques, technological tools (AI writing assistants, referencemanagement software), and comprehensive support networks (supervisors, peers, family)that address both academic and emotional needs. The thesis writing journey develops essential transferable competencies beyond academicwriting, including advanced research skills, critical thinking abilities, and timemanagement proficiency that prepare students for future scholarly and professionalendeavors.
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