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Teacher’s Perceptions of Students’ Speaking Anxiety Problem at SMKN 4 Barru Nurshafika; Muhammad Tahir; Amra Ariyani
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/drrme627

Abstract

This study aims to explore teachers’ perceptions of students’ speaking anxiety problems at SMKN 4 Barru and the strategies used to address them. A descriptive qualitative research design was employed in this study. The data were collected through interviews with English teachers and analyzed thematically. The findings reveal that students’ speaking anxiety is caused by several factors, including lack of confidence, limited knowledge of speaking topics, fear of negative judgment from peers, and lack of experience in speaking in public. The teacher addresses these problems through three main stages: reception, understanding, and evaluation. In the reception stage, the teacher applies a supportive approach by motivating students and starting speaking activities with simple and familiar topics. In the understanding stage, the teacher identifies psychological and social factors that contribute to students’ anxiety. In the evaluation stage, relaxation techniques such as slow breathing and focusing strategies are used to help students manage anxiety and maintain classroom interaction. The study concludes that teachers’ awareness of students’ emotional conditions and the use of appropriate strategies play an important role in reducing students’ speaking anxiety and encouraging active participation in English speaking activities. Keyword: Teacher’s perception, Speaking, Anxiety Problem
Exploring Teachers’ Interactive Strategies for Teaching Speaking to Low-Level EFL Learners: A Case Study at an English Course Iga Rahman; Syarifuddin Dollah; Muhammad Tahir
International Journal of Language, Education, and Literature Vol. 3 No. 2 (2026): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/v8mnaz39

Abstract

This study aimed to explore the interactive strategies used by teachers in teaching speaking skills to low-level EFL learners, as these learners often experience difficulties in actively participating in classroom speaking activities. Employing a qualitative case study design, the study involved three English teachers teaching speaking classes at a private English course. Data were collected through classroom observations and semi-structured interviews and were analyzed using thematic analysis. The findings revealed that teachers implemented various interactive strategies to support learners’ speaking development, including daily expression memorization, small talk, scaffolding techniques (questioning, visual support, repetition, and feedback), games, pair work, task-based language learning, and affective interaction such as humor, motivation, and verbal appreciation. These strategies encouraged active participation, reduced learners’ anxiety, and provided meaningful opportunities for speaking practice. The study concludes that interactive teaching strategies play an important role in facilitating speaking instruction for low-level EFL learners, particularly in non-formal education contexts where learners require intensive support and engagement.
The Implementation of Wattpad-Based-Digital Reading in Senior High School Student Andi Asti Ahyandhita; Muhammad Tahir; Vivit Rosmayanti
International Journal of Language, Education, and Literature Vol. 3 No. 2 (2026): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/fcvhnk95

Abstract

Reading comprehension remains an essential issue for Indonesian EFL students, especially because they don't pay much attention in regular reading classes. Combining digital reading platforms may be a way to increase students' engagement in reading. The purpose of the research was to examine learners' engagement in reading comprehension through Wattpad-based digital reading. A pre-experimental quantitative research design was used involving twelfth-grade students from SMA Negeri 1 Bulukumba. This investigation took place in October and November of 2025. Data were collected using a Likert-scale questionnaire filled out following students' engagement in Wattpad-based reading activities. The questionnaire looked at five dimensions of engagement: emotional, behavioral, participation, cognitive, and skills engagement. The data is described by turning responses into percentages to find patterns in how students engage. The findings demonstrated that high levels of emotional engagement, indicated by increased interest, excitement, and satisfaction in reading activities. Cognitive engagement was also high because students understood the texts, linked what they read to what they already knew, and used concepts in real-life situations. Participation engagement worked well since students were actively talking about Wattpad stories. Students' independent reading habits and usage of active reading strategies showed that they were engaged in skills. However, behavioral engagement had only minimal outcomes, especially when it came to consistently finishing longer readings. The study finds that digital reading on Wattpad efficiently promotes multidimensional student engagement in reading comprehension. It is suggested that English teachers include digital reading platforms in their education while offering suitable supervision to improve students' reading consistency and improve engagement outcomes.
Navigating AI Paraphrasing Tools in EFL Contexts: Investigating Quillbot’s Role in Enhancing Academic Writing Proficiency Siti Rezky Amaliah mahmud; Muhammad Tahir; Andi Asrifan
International Journal of Language, Education, and Literature Vol. 3 No. 2 (2026): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/k6csbe66

Abstract

The use of AI-powered paraphrasing tools like QuillBot is rising among English as a Foreign Language (EFL) postgraduate students. However, its impact on holistic academic writing development remains unclear and raises concerns about dependency and academic integrity. This study aims to investigate the usage patterns, impact, perceptions, and ethical implications of QuillBot on the academic writing skills of EFL postgraduate students. Employing a sequential explanatory mixed-methods design, the study involved 24 Master's students in English Education at Universitas Negeri Makassar. Quantitative data were collected through pre-test and post-test writing assessments and questionnaires, while qualitative data were gathered from semi-structured interviews and document analysis. A paired sample t-test was used to analyze score differences, and thematic analysis was applied to qualitative data. The findings indicate that QuillBot use had a specific and significant positive effect only on improving paraphrasing skills, with no significant improvement in overall writing accuracy, fluency, or coherence. Qualitatively, students perceived QuillBot as a linguistic scaffold that enhanced efficiency and confidence but also acknowledged risks of dependency and threats to their personal academic voice. Awareness of academic integrity mediated use toward more critical and reflective practices. The study concludes that QuillBot serves as an effective aid for paraphrasing tasks but is not a substitute for higher-order writing instruction. Its integration into the curriculum requires explicit pedagogical and ethical guidance to ensure it complements rather than compromises the development of independent scholarly competence.
Master Students' Perceptions of Using ChatGPT to Support Critical Thinking in Academic Writing Duta Aisyah Pratiwi; Muhammad Tahir; Yunitari Mustikawati
International Journal of Language, Education, and Literature Vol. 3 No. 2 (2026): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/ehejhy68

Abstract

This qualitative case study explores master students' perceptions of using ChatGPT to support critical thinking in academic writing at Universitas Negeri Makassar's English Language Education Program. The integration of artificial intelligence in education has sparked debates about its impact on critical thinking development, particularly in academic writing contexts. Using triangulation methods including observations, interviews, self-reflective journals, and documentation analyzed through Paul and Elder's (2019) critical thinking framework and Hyland's (2018) academic writing framework, this study examines how master students perceive ChatGPT as a supportive tool in their academic writing process. Findings reveal that students maintain positive yet critical perceptions of ChatGPT, viewing it as a valuable brainstorming partner and idea generator that enhances their critical thinking capacity. Students demonstrated strong awareness of ChatGPT's limitations regarding reference accuracy and plagiarism risks, emphasizing the necessity of human verification and critical evaluation. The study concludes that master students perceive ChatGPT as an effective cognitive scaffold that can support critical thinking development when used critically, reflectively, and responsibly, with effectiveness depending on active user engagement rather than passive acceptance of AI-generated outputs.
Teacher’s Perception on Implementing Differentiated Learning in Vocational High School (SMKN) Gowa Israyani Masyita; Muhammad Tahir; Nur Aeni
International Journal of Language, Education, and Literature Vol. 3 No. 2 (2026): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/a9pyjh74

Abstract

This study was designed to evaluate more about the teacher’s perception on implementing Differentiated Instruction in Vocational High School (SMKN) Gowa using qualitative approach. Four research instruments were used to collect data in this study involves classroom observation, questionnaires, and interviews. The participant of this research were  English teachers of Vocational      High School (SMKN) in Gowa, South Sulawesi, which were consist of five representatives’ teachers from each Vocational High School in Gowa. There are: SMKN 1, SMKN 2, SMKN 3, SMKN 4, SMKN 5 Gowa. Qualitative data was analyzed by using the Thematic Analysis (TA) criteria. Document analyses and classroom observations were utilized to gather data on the actual practices of teachers regarding differentiated instruction (DI). Concurrently, a questionnaire was administered to collect information on teachers' perceptions and practices related to DI. Additionally, interviews were conducted to assess teachers' views on DI. The findings of the study revealed that most of the teacher’s agreed that Differentiated Instruction (DI) has many positive outcomes, such as increased student engagement, equitable learning opportunities, addressing individual needs, fostering a sense of belonging, inspiring students to achieve their maximum potential, and enhancing student’s motivation. Meanwhile, all the teachers stated that Differentiated Instruction adoption could be difficult to be implemented because of its time requirements, difficulty with increased class sizes, differing teacher approaches, and difficulty fitting DI into regular classroom procedures.Teacher’s perspective in implementing differentiated learning in line with the Kurikulum Merdeka at Vocational High School in Gowa is the wide range of student abilities. Not all students are ready for a more flexible approach, so they sometimes need time to adapt to the method. In addition, limited resources—such as teaching materials suited to students’ needs—hinder effective differentiated instruction.  
From Brainstorming to Argumentation: Mind Mapping as Cognitive Scaffolding for Critical EFL Writing in Vocational Education Sitti Hadijah; Muhammad Tahir; Vivit Rosmayanti; Andi Asrifan
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.865

Abstract

This study examined the function of mind mapping as cognitive scaffolding in improving critical thinking abilities and analytical exposition writing performance among vocational EFL students. The study examined the extent to which mind mapping techniques enhanced students' critical thinking and writing performance, as well as students' perceptions of the strategy's application during the writing process. A sequential explanatory mixed-methods design was utilized, comprising 34 eleventh-grade vocational students allocated into experimental and control groups. Quantitative data were gathered via pretest and posttest analytical exposition writing assignments evaluated using writing and critical thinking rubrics, and qualitative data were acquired through semi-structured interviews with chosen participants. The quantitative data were examined using descriptive statistics, paired sample t-tests, independent sample t-tests, and Cohen’s d effect size analysis, while the qualitative data were assessed by thematic analysis. The results indicated that students utilizing mind mapping techniques exhibited superior enhancement in critical thinking abilities and writing proficiency relative to those subjected to traditional teaching methods. Qualitative research revealed that mind mapping improved concept organization, persuasive reasoning, writing confidence, and classroom participation, although initial hurdles associated with brainstorming and time management. The findings indicate that mind mapping serves as an effective visual cognitive framework that enhances higher-order thinking and the development of argumentative writing in vocational EFL settings.
Visualizing Thought: Students’ Critical Thinking Development through Infographic Writing in Project-Based EFL Learning Ayuni J Burhan; Muhammad Tahir; Andi Asrifan
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.866

Abstract

The increasing focus on higher-order thinking and multimodal literacy in modern language education has heightened interest in teaching methods that incorporate critical inquiry, digital communication, and significant writing experiences. Although there is growing interest in infographic-based learning, empirical information elucidating how infographic writing fosters critical thinking growth in secondary English as a Foreign Language classrooms is still scarce, especially in project-based pedagogical contexts. This study examined how infographic writing integrated into Project-Based Learning enhanced students' critical thinking and writing engagement in an Indonesian secondary school setting. The study utilized a convergent mixed-methods design, involving 64 eleventh-grade students and incorporating writing pre- and post-tests, critical thinking rubrics, questionnaires, and semi-structured interviews. Quantitative results indicated significant enhancement in the dimensions of interpretation, analysis, evaluation, inference, explanation, and self-regulation, along with improved organization and coherence in students' writing performance. Qualitative data indicated that infographic development fostered reflective thinking, collaborative problem-solving, information appraisal, and visual-textual meaning construction; nonetheless, students encountered problems associated with vocabulary restrictions and computer literacy. The study conceptualizes infographic writing as a modality of critical thinking practice rather than solely a visual learning exercise. The findings underscore the capacity of project-based multimodal composition to enhance cognitively stimulating and digitally adaptive EFL instruction in secondary education.
Reframing EFL Speaking Performance: Why Psychological Readiness Outweighs Vocabulary Knowledge in Indonesian High School Learners Darmawati; Muhammad Tahir; Andi Asrifan
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.867

Abstract

As communicative competency gains prominence in English language education, it has become crucial to comprehend why numerous learners continue to exhibit reluctance or ineffectiveness in oral contact despite extensive formal instruction in English as a Foreign Language courses. Previous research has mostly focused on linguistic ability, especially vocabulary acquisition, whereas comparatively less emphasis has been placed on the impact of psychological preparedness on speaking performance. This study examined the relative impact of self-confidence, self-efficacy, and vocabulary knowledge on the speaking performance of Indonesian senior high school students. A quantitative correlational design was utilized to gather data from 30 eleventh-grade students using self-confidence and self-efficacy questionnaires, a vocabulary knowledge test, and a monologue-based speaking assessment, followed by descriptive statistics, correlation analysis, and multiple linear regression techniques. The investigation indicated that self-confidence and self-efficacy had a substantial beneficial impact on speaking performance, while vocabulary knowledge exhibited a relatively weaker and statistically insignificant predictive capability inside the regression model. These findings indicate that oral communication in EFL environments is influenced not just by lexical resources but also by learners' psychological readiness to engage, persevere, and speak amid ambiguity. This study reinterprets speaking performance as a psychologically influenced process, contributing to broader discourses on communicative competence and emphasizing the significance of affective-oriented speaking pedagogy in modern language education.
Konstruksi Berpikir Kritis dan Pembelajaran Mendalam dalam Buku Teks Bahasa Indonesia: Kajian Linguistik Sistemik Fungsional Andi Sahtiani Jahrir; Muhammad Tahir
ISOLEK: Jurnal Pendidikan, Pengajaran, Bahasa, dan Sastra Vol. 4 No. 1 (2026): Isolek: Jurnal Pendidikan, Pengajaran, Bahasa, dan Sastra (Maret 2026)
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/isolek.v4i1.893

Abstract

The development of critical thinking and deep learning has become one of the primary demands of twenty-first-century education and an essential component of the implementation of the Merdeka Curriculum in Indonesia. In this context, textbooks play a strategic role as pedagogical instruments that shape students’ ways of thinking and learning experiences. This study aims to examine how the textbook Bahasa Indonesia: Anak-Anak yang Mengubah Dunia for Grade VI represents critical thinking skills and deep learning dimensions through the perspective of Systemic Functional Linguistics (SFL). Employing a qualitative descriptive approach, the study used document analysis to investigate learning activities, instructions, questions, and tasks presented in the textbook. Data were analyzed through SFL transitivity analysis and the mapping of critical thinking indicators and deep learning competencies. The findings reveal that the textbook consistently provides learning activities that promote interpretation, analysis, evaluation, inference, explanation, and self-reflection. From an SFL perspective, the instructional discourse is dominated by mental and verbal processes that position students as active meaning-makers through reflection, discussion, argumentation, and problem-solving activities. Furthermore, the textbook integrates the six core competencies of deep learning critical thinking, communication, collaboration, creativity, character, and citizenship across a variety of contextual themes. These findings indicate that the textbook functions not only as a language learning resource but also as a pedagogical tool for fostering twenty-first-century competencies aligned with the goals of the Merdeka Curriculum.
Co-Authors -, Halimah A. Tenriugi Daeng Pine Abdi Abdi, Abdi Abduh, Amirullah Abdul Halim Talli Abdul Kadir Abdul Kadir Adys Abdul Kadir Jaelani Abdul Kadir Jaelani Abdul Mahsyar Abdullah Abdullah Abdullah Abdullah Abdullah Achmad Zaki Adawiyah, St Nur Raudhatul Ade Srywahyuny Afiqah Muflihah Afria Devi Yanti Afrizal Afrizal AGUS AGUS Agussalim, Devi Triani Agustini, Sri Haspiani Ahmad Fadli Ahmad Harakan Ahmad Harjono Ahmad Sopyan Ahmad Syamsul Fajri Ahmad Syarif Aini Titah Setyani Titah Ainun Fauziah Fadly Ainun Jariah Usman Ainun Mardiah Aisa Nikmah Rahmatih Akbar, Anugrah Akil, Rahim Akka Latifah Jusdienar Al Jupri, Sasi Kirana Alfina, Alfina Alimuddin Said, Alimuddin Alkadri, Sy. Muhammad Ridho Rizki Maulufi Alvan Ikhsanul hardy Alvin Hadi Alwi Febriani Nur Alya Zalsabila Alya, Alya Alyas, Alyas Amin, Fatimah Hidayahni Amirullah Amra Ariyani Andi Ainun Andi Anto Patak Andi Asma Andi Asti Ahyandhita Andi Muhammad Abdi Andi Nur Resky Andi Nuraeni Aksa Andi Pertiwi Damayanti Andi Rosdianti Razak, Andi Rosdianti Andi Sahrul Jahril Andi Sahrul Jahrir Andi Sahtiani Jahrir Andi Sahtiani Jahrir Andi Sahtiani Jahrir Angga, Prayogi Dwina Anggi Putri Cahyani Angreni, Anisa Anisa Azzaulfa Anita Cahyani Anita, Andi Dwi Aprial Annashrullah Annisa Rizki Amalia Ansari, Isa Ansari, Muh Isa Anuli, Wadan Y Anwar Parawangi, Anwar Aphariana Zaidah Aprilsesa, Tri Dian Arfah, Sitti Rahmawati Ariani, Widiya Ariatna Arif Widodo Arini Sulistiawati Arini, Nova Rena Arini, Soning Aris Munandar Ariyani, Amra Arjudin Arjudin Armella, Rega Arsad, Arsad Arya Priyangga Sumardi Asmah Sukarta Asmahul Husnah Asnuddin, Asnuddin Asri Fauzi Asriani Asriani, Asriani Asriati Asriati Asridawati Asridawati Asrifan, Andi Asrin Asrin Asrin Asrul Muarif Asrul Rakhmatsyah Astini, Baik Nilawati Astria, Fitri Puji atun, Nurjahratun Auliyah, Rita Lutfiah Aulya Nurani Ayu Lestari Ayuni J Burhan Azahrya, Ira Azmi, Fahrul Baehaqi Baharuddin Baiq Nada Buahana Baiq Nada Buahana Baiq Niswatul Khair Baiq Nurlaela Hardiana Baiq Ria Suciani Baiq Ririn Amalia Baso Jabu, Baso Budi Setiawati Bulkis, Iin Bungatang Bungatang Cahaya Rizki Cahayatul Aulia Cahyani, Baiq Ria Rizkia Chairunnisa, Annisa Cindy Shania Darise, Gina Nurvina Darmawati Darmawati Darmiany Darmiany Darmiany Defani Audita Putri Dela Delvitasari, Febrina DESI NATALIA, DESI Desi Ratnasari Desyandri Desyandri Devi, Artika Sari Devi Dewi Riniarti Dewi, Anggi Septiana Dewi, Baiq Dila Sari Dewi, Nurul Kemala DHARAA YONITA Dharma, Faisal Dian Purnamasari Diana Novita Putri Dimas Prakoswo Widiyani Dimas Prayoga Dirman, Rezki Djunastuti, Erni Djunastuti Erni Djun’astuti, Erni Duta Aisyah Pratiwi Dwindy Putri Cufara Dyah Indraswati Edi Gunawan Eko Widodo ELIHAMI, ELIHAMI Elin, Elin Julianti ELVIANA DAMAYANTIA Elyakim Nova Supriyedi Patty, Elyakim Nova Supriyedi Emawati, Fitriani Enik Setiyawati Erlin Yugistina Ermawati Erni Yulida Fachry Abda El Rahman Fad'ilul Hariri Fadlullah, Muhammad Fahruddin Fahruddin Fahruddin Fajri, Ahmad Syamsul Fatimah Hidayahni Amin Fauzi, Asri Fitriana, Indah Nur Fitriani Fitriani Fitriani FITRIYAH Fitriyani Bakri G., Hasriani Gani, Siti Nurfadhilah Geminastiti Sakkir Gina Ambar Fanturi Gita, Gita Qurataini Gita, Sherina Habibul Akram Had, Abunawas Hafid, Aslinda Hafsah Hafsah Hajiji, Gilang Fastian Hakim, Mansur Halaa, Giska Iswara Hamdiyah, Hamdiyah Hana Handayani Latumahina Handayani, Liza Handi Darmawan Hanum, Erlia Hardi, Rudi Hardiyanti Rahman Harlince Margaretha Kein Harlinda, Harlinda Harningsih Karim Hasan, Muridha Hasnawati Hasnawati , Hasnawati Hasnawati Hasnawati Hasriani Ganteng Hasriati Hasriati, Hasriati Hasrul Hayati, Nur Maratil Hena Anggreni Hendra Sulistiawan Herawati, Gita Heri Hadi Saputra Herlinda, Fadila Hery Widijanto Hidayati, Vivi Rachmatul Husniah S Husniati Husniati Husniati, Husniati I Ketut Widiada I Ketut Widiada I Made Suwasa Astawa I Nyoman Suarta Ibrahim Ibrahim Ida Bagus Kade Gunayasa Ida Ermiana Ida Suryani Wijaya Idawati Garim Idris, Mohd Fadzil Bin Mohd Iga Rahman Iga Rahman Ihyani Malik Iin Bulkis Ilham Handika Ilham Syahrul Jiwandono Imansyah, Maulana Zulkarnain Indah Pratiwi Indraswati, Dyah ira Irawan Zain Irfan Hidayat Irfan Hidayat, Irfan Ishak Ishak Ismatullah, Lutfiana Israyani Masyita Iswadi Amiruddin Itsna Oktaviyanti Iva Faizah Jaelan Usman, Jaelan Jahrir, Andi Sahrul Jahrir, Andi Sahtiani Jakty Kusuma Jamilah, Sitti Jasmin, Muh Julkanedi, Julkanedi Jumrah Jumrah Junaedi Junaedi Juniarti, Atira Juwita Husaini Kadir Kadir Kalsum, Lutfiah Kamarun, Umi Karma, I Nyoman Kassaming Kassaming, Kassaming Khaerani, Naila Safira Khaerani, Naila Shafira Khaerudin Khaerudin Khaerudin Khaerunnisa Khairun Nisa Kharisma Putra, Dandi Kholid Mawardi Khopipah, Ririn Kiswandi, Yudi Korompot, Chairil Anwar Kuswadi, Didik La Sunra Ladipin Lalu Hamdian Affandi Lalu Wira Zain Amrullah Lestari, Andi Lisma Lestari, Ines Maharani Lilis Suryani Linda Agustina Lismalinda Lisnawati Loloallo, Reginald Loreti, Widi Agus Lukman Samboteng & Rulinawaty Kasmad M. David Hidayatulloh M. Zaenal Abidin M.A.Muazar Habib Madi, Abdullah Habar Maemuna Muhayyang Maharani, Liliq Mahhendra, Bawon Maisyaroh, Meriem Makkaraeng, Fitria Wahyu Makki, Muhammad Maktum, Rohikal Mansur Hakim Mappamiring Mappamiring Mardiana, Ulfa Mariati Mariati MARNIATI Marnita Maulana Zulkarnain Imansyah Mega Fatimah Rosana MERI VANCITO Mia Nurkhofifah Mi’rajus Subyan Rahmat Moh. Afriansyah Moh. Irawan Zain Moh. Mahrus Mubarak, Muhammad Sirajul Amin Mufliha, Wilda Nur Muh. Rusyaid Muhajirah Hasanuddin Muhalim Muhalim Muhammad Akbar Muhammad Arafah Muhammad Arham Muhammad Arham Basr Muhammad Arham Basri Muhammad Arifin Muhammad Basri Muhammad Basri Jafar Muhammad Erfan, Muhammad Muhammad Hasbi Muhammad Hendri Muhammad Ihsan Muhammad Isra Muhammad Makki Muhammad Qurays Muhammad Rizky Rahman MUHAMMAD SAID Muhammad Sobri Muhammad Suhandi Muhammad Sukri Muhammad Thamimi Muhammad Yahya Muhammad Yassir Muhammad Yassir Muhlis Madani, Muhlis Mukhlisah Syahrul Mulyadi Setiawan Mulyati Munir Munir Munir Munir Munir, Munir Musdat, Syaiful Mushaddiq Mushaddiq Mushaddiq, Mushaddiq Mutmainah Mutmainah Nabilah, Muna Iffat Nais Kusma Dewi Najib, Nandy Rizaldy Nasrayanti Nurdin Nasrulhaq Nasrulhaq, Nasrulhaq Nazuwa, Laela Ni Luh Putu Nina Sriwarthini Sriwarthini Ni'Matul Khaer Nikmah Rahmatih, Aisa Nining Anggeraini Nirwana Hendrastuty Niswati, Husnun Niswatul Audah Marmuniati Nita, Marnita Noni, Nurdin Noviana, Astrid Novitasari, Setiani Nuba Sanzania Nur Aeni NUR AENI Nur Annisa Nur Fadilah Nur Fajar Nur Hasanah Nur Insyirah Nur Ismi Sabarunisa Nur Istiqamah, Nur nur laela Nurasmi Yuningsi Nurbaya Nurbaya, Nurbaya Nurdin Noni Nurdzizati, Ainun Nurhamdan, Muh Nurhasanah Nurhasanah Nurhasanah Nurhasanah Nurhasanah Nurhasna Basri Nurhasna Basri Nuriadi Nuriadi Nurjannah Nurjannah Nurkhalisa, Nurkhalisa Nurlaili Nurlaili Nurmawanti, Iva Nurmayanti, Sri Nursaptini Nursaptini Nurshafika Nurul Akidah Kidah Nurul Hatima Nurul Kemala Dewi Nurul Latifa Amin Nurul Zulqaidah Nurwahidah Nurwani, Andi Nyak Mutia Ismail Orbit Irwansyah Parakkasi Tjaija Parameswari, Kinanti Idha Parawu, Hafiz Elfiansya Parulian Siagian Pebi Alisiyah Pebrianti Putra, Alfiandi Wirawan Putra, Arya Nirwansyah Dwi Putri Dianing Rahayu Putri Sarmadi Putri, Hikmah Ramdhani Qotrunnada Salikin Rachmayani, Ika Raden Mohamad Herdian Bhakti Radiusma Rahayu Oktapilasari Rahayu, Putri Dianing Rahayu Rahmawati Rahmawati, Rahmawati Rahmi Raja Fauziah Ramadani, Ananda Ramadhani, Miatun Rasib, Abdul Rasya, Ghudaifa Ratna H. Yamina Raymond Arief N. Noena Reviza, Liza Ria, Hesty Sebita Richard Fidal Deme Hadjon Richard Fidal Deme Hadjon RICO GUSMANTO Rina Musliha Rinjani, Laura Ris Naufal Farid Rahman Riskasari Riskasari, Riskasari Riyan Maulana Riza Umami Rosilawati Rosmawaty Rufi'i Ruslan, Nur Afni Rusyada, Gozin Najah Ryan Rayhana Sofyan Ryan Rayhana Sofyan Safriani Safriani Safrida Safrida Sahariah Sahraini, Rini Sahrawati, Sahrawati Sakinah Aulia Rahmah Sakinah Aulia Rahmah Sakinah, Sri Salam, Yusril Ihsan Salsabila, Unik Hanifah Samsinar Samsinar Samsinar Sandi Kusuma, Lalu Alfi Saprianti Febyana Sari Agung Sucahyo Sari, Resti Puspa Kartika Sartaningsih, Zaida Selang, Zulfikar Selfiani Selfiani, Selfiani Seny Luhriyani Sunusi Setiani Shabrina Shabrina, Shabrina Shinta Shinta Siringo-ringo, Juwita Juliana Sirtufillaily, Amelisa Siswahyudianto Siti Aminah Siti Istiningsih Siti Istiningsih, Siti Siti Nurmarwana Siti Rezky Amaliah mahmud Siti Rohana Hariana Intiana Sitti Hadijah Sri Astuti Iriyani Sri Handayani Sri Ismawati Sri Nurmayanti Sri Sakinah sriwahyuni Sriwahyuni St. Nur Aima Fatima St. Nurbaya Suciani, Baiq Ria Suciyati Sudarmi Sudarmi Sudarmini, Luh Ayu Sudirman Sudirman Sudirman Sudirman Sudriman Suhartini Suharyani Suharyani Sukardi Weda Sukardi Weda, Sukardi Sukarni, Sri Sulistiana Ulpa Sultan Amin Yasin Sumardi, Arya Priyangga SUMARNI Sumarni Sunandar Sunra, La Suryadi Ishak Suryadi Ishak Sutisna, Deni Sy. Hasyim Azizurrahman Syahban, Aditya Rahmat Syahnur, Iqra Syam, Rika Amalia Syamson, Meriem Meisyaroh Syarifuddin Dollah Syatar, Abdul Syazali, Muhammad Tahir Maloko Tahir, Khaerudin Tanjung, Akbar Tarigan, Selvi Br Taufiq Theana, Rega Anisa Tis’ah Mukarramah Khaerunnisa Titin Purnamasari Triana, Dita Triyana Zumratul Umar Umar Utami, Muthiah Fadhilah Ventje Jany Kalukar Viegri, Muhammad Vina Asterina Vivi Rachmatul Hidayati Vivit Rosmayanti W., Aulia Dwi Amalina Wahdaniah, A Wahyono Wahyono Wahyuni Wahyuni Walhidayah Walhidayah, Walhidayah Wanda Wanda Wani, Ityam Waode Septiandry Zaputri Warthini, Ni Luh Putu Nina Sri Watoni, Khaerul Weni Dwi Utami Widiada, I Ketut Wijaya, Rezky Wijayanti, Ciptaning Syifa Wilda Rezki Pratiwi Wilda Rezki Pratiwi Winda Yuli Alfina Wita Dwi Payana Wiwik Indrawati Wiwik Indrawati, Wiwik Wiwin Dwi Putri Wukufiatul Arafah Y.Tantu, Rizal Yasysyar Hidayat Yoga Fajar Nugraha Yudi Ahmad Basri Yuliana Yuliana Yulistina Yulistina Yulya Irmawati Yunitari Mustikawati Yunitari Mustikawati Yusri, Diah Laili Yusuf, Anas Yuyun Sri Wahyuni Yuyun Sri Wahyuni, Yuyun Sri Zaini Hasan Zulkaidah, Utari Zumrah Magfirah Ruslan