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All Journal Indonesian Journal of Educational Studies ELT Worldwide: Journal of English Language Teaching Language Circle : Journal of Language and Literature ETERNAL(english, teaching, learning, and Research Journal) RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Wiralodra English Journal (WEJ) Cakrawala Indonesia Klasikal: Journal of Education, Language Teaching and Science FOSTER: Journal of English Language Teaching Madaniya Interference: Journal of Language, Literature, and Linguistics Jurnal Dedikasi JOLLT Journal of Languages and Language Teaching Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia EduLine: Journal of Education and Learning Innovation ARRUS Journal of Social Sciences and Humanities Jurnal Abdimas Komunikasi dan Bahasa Juwara : Jurnal Wawasan dan Aksara LETS: Journal of Linguistics and English Teaching Studies SIGEH ELT : Journal of Literature and Linguistics Seminar Nasional Pengabdian Kepada Masyarakat JTechLP JoEELE Tamaddun Seminar Nasional Hasil Penelitian LP2M UNM PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE The Academic: English Language Learning Journal Mutiara: Multidiciplinary Scientifict Journal Celebes Journal of Language Studies GEMBIRA (Pengabdian Kepada Masyarakat) PEDAMAS (Pengabdian Kepada Masyarakat) International Journal of Language, Education, and Literature (IJLEL) PESHUM BAKTI : Jurnal Pengabdian Kepada Masyarakat INTERACTION: Jurnal Pendidikan Bahasa Axiology
Maemuna Muhayyang
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Dentistry Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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ENGLISH INSTRUCTORS’ STRATEGIES TO CREATE INTERACTIVE CLASSROOM MANAGEMENT Andi Yunisma Wardani; Maemuna Muhayyang; Muhalim Muhalim
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 2: May (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i2.85415

Abstract

The aim of this study is to investigate the methods used by English teachers to establish interactive classroom management and to show how these methods improve student participation at My Liberty English Course in Makassar. The study focused on (1) identifying the strategies used by instructors to establish interactive classroom management and (2) analyzing how those strategies are implemented to sustain student engagement and effectively manage the classroom in interactive English teaching. This research employed a descriptive qualitative case study design involving three instructors teaching at different levels at My Liberty English Course. This research employed a descriptive qualitative case study design involving three instructors teaching at different levels at My Liberty English Course. Semi-structured interviews and observations of classrooms were used to collect the data. Thematic analysis techniques, such as data familiarization, coding, classifying instructional tactics, finding patterns of interaction in the classroom, and making inferences based on recurrent themes, were used to analyze the data. The findings revealed that (1) instructors applied various strategies such as collaborative learning, questioning techniques, structured discussions, role-play, gamified activities, scaffolding, and technology integration to build interactive learning environments; and (2) these strategies were implemented through structured activity planning, clear instructional guidance, gradual support, and flexible classroom facilitation, which helped sustain active participation, maintain classroom order, and promote consistent student engagement. Overall, the study highlights the importance of strategic implementation in balancing interactivity and classroom stability in informal English teaching contexts.Keywords: interactive classroom management, instructors’ strategies, student engagement, English course
Improving the Students’ Speaking Ability Through the Use of Personal Experience Dea Serly Safitri; Nurdin Noni; Maemuna Muhayyang
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 4, No 4: November (2025) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v4i4.79477

Abstract

The objective of this research was to find out whether using personal experience improves students’ speaking ability. This research employed quantitative method with pre-experimental design. The population in this research consisted of second-year students at SMPN 26 Makassar, totaling 264 students across eight classes. The sample was selected using purposive sampling, focusing on class VIII-3, which had 28 students. This class was chosen based on two factors: preliminary observations indicating a need for fluency improvement, and its representativeness of the larger population. This research used SPSS as the tool for the data analysis. The findings reported that the use of personal experience contributed positively to the improvement of students’ speaking fluency at SMP Negeri 26 Makassar. This is reflected in the pre-test and post-test score comparison, which showed notable progress in fluency-related aspects, including smoother speech delivery, fewer hesitations, and more spontaneous verbal expression. Statistical analysis through a paired sample t-test revealed a significant difference between pre-test and post-test scores, while N-gain analysis indicated moderate improvement. These findings suggest that incorporating students’ personal experiences into speaking activities may be an effective way to enhance fluency in EFL classroom contexts. Keywords: Personal experience, Speaking ability, Students’ improvement
Teacher Strategies for Overcoming Students’ Difficulties in EFL Learning at MTs Al-Wasilah Lemo Mutmainna Hasan; Maemuna Muhayyang; Muhammad Arham
Tamaddun Life Vol 25 No 1 (2026): June
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v25i1.1167

Abstract

This study aims to identify students’ difficulties in learning English as a Foreign Language (EFL), examine the reasons behind teachers’ selection of teaching strategies, and explore how these strategies are implemented in the classroom. This research employed a descriptive qualitative method. The data were gathered via classroom observations and semi-structured interviews with two English teachers and eighth-grade students at MTs Al-Wasilah Lemo. The results indicated that students encountered difficulties in five areas: cognitive, affective, linguistic, social, and environmental. The predominant challenges were identified in the cognitive and affective domains. To mitigate these issues, teachers employed three primary strategies: drills and repetition, pair work and group discussion, and role play. Drills and repetition facilitated enhancements in students’ pronunciation and vocabulary retention, although they occasionally led to boredom. Pair work and group discussion promoted active engagement and peer learning, although some students remained passive. Role plays bolstered students' confidence and speaking skills by offering meaningful and engaging learning experiences. This study concludes that the integration of these strategies effectively assists students in surmounting their challenges in EFL learning. Therefore, teachers are encouraged to apply varied and student-centered strategies to create a supportive and effective learning environment.
Gamified English Instruction and Multidimensional Student Engagement: Investigating Temporal Acceleration in Upper Primary EFL Classrooms Irsani, Rahmita; Dollah, Syarifuddin; Muhayyang, Maemuna; Sunra, La
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 2 (2026): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i2.2181

Abstract

Despite growing scholarly interest in gamification as a pedagogical strategy, existing research relies heavily on quantitative measures test score, participant rates, and survey instruments that reveal little about how students actually experience gamified environments. This study investigates how upper primary EFL students in an Islamic school setting in Indonesia experience gamified English instruction, and what dimensions of engagement emerge from that experience. Drawing on classroom observations, semi-structured interviews, and teacher-written reflective journals involving twelve students from grades 4 through 6 and two experienced English teachers, the study captures the texture of day-to-day engagement with Wordwall and Kahoot over a sustained instructional period. Utilizing Thematic analysis revealed four interrelated dimensions: a noticeable sharpening of behavioral participation and on-task effort; emotional transformation marked by enthusiasm and competitive anxiety; a strategic cognitive effort beyond surface level game playing; and recurring reports of temporal acceleration, interpreted as indicative of flow states. Reading these findings through the lens of self-determination theory and the multidimensional engagement framework, the study argues that gamification functions as a psychological activator rather than a mere motivational add-on. These findings suggest that when thoughtfully integrated, gamified instruction has the potential to deepen genuine learner engagement; however, future research must examine whether such engagement translates into durable linguistic gains.
Berbicara untuk Didengar: Pemanfaatan Podcast dalam Meningkatkan Kemampuan Berbicara Mahasiswa Bahasa Inggris Lely Novia; Andi Hajar; Nurdin Noni; Maemuna Muhayyang; Asriati Asriati
Jurnal Abdimas Komunikasi dan Bahasa Vol. 5 No. 1 (2025): Juni
Publisher : LPPM Universitas Bina Sarana Informatika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31294/abdikom.v5i1.9239

Abstract

Speaking skills, particularly for students majoring in English, are crucial for enhancing their communication abilities in both academic and professional settings. However, many students face challenges in public speaking, such as anxiety and lack of self-confidence. To address these issues, this community service activity aims to develop students' speaking skills through the production and utilization of podcasts. The method used includes podcast introduction, public speaking simulation, and independent podcast production and publication. Evaluation results show that the use of podcasts is effective in reducing students' anxiety in public speaking, enhancing self-confidence, and helping students improve fluency, pronunciation, and structured message delivery. This activity also provides an enjoyable, applicable, and reflective learning experience, encouraging students to become more active in developing their communication skills in a context relevant to the professional world. Overall, this activity has a positive impact on students' speaking skills and provides insights into the application of digital media in communication skill development.  Keterampilan berbicara mahasiswa, terutama mahasiswa jurusan Bahasa Inggris, sangat penting dalam meningkatkan kemampuan komunikasi mereka, baik di dunia akademik maupun profesional. Namun, banyak mahasiswa yang menghadapi kendala dalam berbicara di depan umum, seperti kecemasan dan kurangnya percaya diri. Untuk mengatasi masalah ini, kegiatan pengabdian masyarakat ini bertujuan mengembangkan keterampilan berbicara mahasiswa melalui produksi dan pemanfaatan podcast. Metode yang digunakan meliputi pengenalan podcast, simulasi public speaking, dan produksi serta publikasi podcast secara mandiri. Hasil evaluasi menunjukkan bahwa penggunaan podcast efektif dalam mengurangi kecemasan mahasiswa dalam berbicara di depan umum, meningkatkan kepercayaan diri, serta membantu mahasiswa meningkatkan fluency, pronunciation, dan kemampuan menyusun pesan secara terstruktur. Kegiatan ini juga memberikan pengalaman belajar yang menyenangkan, aplikatif, dan reflektif, serta mendorong mahasiswa untuk lebih aktif mengembangkan keterampilan komunikasi mereka dalam konteks yang relevan dengan dunia profesional. Secara keseluruhan, kegiatan ini memberikan dampak positif pada keterampilan berbicara mahasiswa, serta memberikan pandangan mengenai penerapan media digital dalam pengembangan keterampilan komunikasi. 
The Implications of Rewards for Students’ Learning Motivation in EFL Classrooms Rina Nurdiani Salam; Maemuna Muhayyang; Muhammad Miftah Fauzan
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 2 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i2.5875

Abstract

This research discusses the implications of various types of rewards for students’ intrinsic and extrinsic motivation in English as a foreign language (EFL) classrooms. This research employed a qualitative descriptive design through classroom observation, interviews, and documentations at SMP Negeri 3 Watampone. The subjects of the research were an English teacher and students from class VIII C and IX B. The data were analyzed through data reduction, data display, and conclusion drawing. The result found that reward verbal and non-verbal such as praise, gesture, proximity and fun activity, strengthened students’ intrinsic motivation by improving their confidence reducing their anxiety, and encouraging long-term engagement in learning. Meanwhile, non-verbal rewards, such as objects and symbols were effective in stimulating extrinsic motivation by encouraging students’ participation and task completion. However, excessive dependence on rewards may shift students’ focus from the learning process to obtaining rewards. This research concludes that non-verbal rewards such as physical objects and symbols are effective primarily as short-term motivation triggers. In contrast, verbal and non-verbal rewards like praise, gestures, and proximity play a more significant role in maintaining students' intrinsic motivation and long-term engagement in EFL learning.
SILENCE SPEAKS: THE POLITENESS OF BEING SILENT IN REFUSAL AMONG BUGINESE PEOPLE Maemuna Muhayyang; Muh.Fakhrul Armas; Andi Sukri Syamsuri; Andi Siti Nurhasanah Navilah Putri; Achmad Fauzi Amiruddin; A. Isma Ruhwana
SIGEH ELT : Journal of Literature and Linguistics Vol 6, No 1 (2026)
Publisher : University of Muhammadiyah Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/sigeh.v6i1.4852

Abstract

This study investigates the use of silence as a politeness strategy in the speech act of refusal among native Buginese speakers. While often regarded merely as the absence of speech, silence in the Buginese context serves significant pragmatic functions. The research aims to identify the various forms of silence, its role as a politeness strategy, the influence of the cultural value of Siri, and the social contexts that shape its use. A descriptive qualitative approach was employed, with data collected through in-depth interviews with Buginese participants. The findings reveal that silence in Buginese refusals is multimodal, expressed through nonverbal cues such as lowered gaze, faint smiling, and delayed verbal responses. Functionally, silence acts as a face-saving strategy that helps to mitigate conflict and preserve interpersonal harmony. The study further highlights that this practice is deeply intertwined with the cultural value of Siri (dignity/shame), that speakers choose silence to avoid causing embarrassment to the interlocutor. This strategy is most commonly employed in hierarchical settings, especially when engaging with elders or respected figures. The study concludes that silence is a purposeful communicative competence that reflects the local wisdom and social ethics of Buginese society
Exploring the Impact of Students' Listening Needs on the Development of Lecturers’ Pedagogical Competence in Intensive Listening Courses Hasriani G Hasriani G; Rahmad Risan; Maemuna Muhayyang; Nur Aeni; Luís Cardoso
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.17974

Abstract

In the context of English as a Foreign Language (EFL) in higher education, Intensive Listening courses are expected to prepare students for the demands of academic listening yet teaching practices do not always align with students' actual needs. This study explores the impact of students' listening needs on the development of lecturers' pedagogical competencies in Intensive Listening courses. Using a mixed-methods needs analysis design, data were collected from 120 students in three classes through questionnaires, classroom observations, and semi-structured interviews. Questionnaire data were analyzed using descriptive statistics, while observation and interview data were analyzed thematically and combined through triangulation. The research findings indicate that students prioritize academic listening as their primary goal, but still struggle with lexical density, high speech rate, accent variation, and note-taking when dealing with long spoken texts involving multiple speakers. Students also strongly prefer multimodal and scaffolded activities, particularly video-based materials supported by transcripts or subtitles and clear guidance at the pre-listening, during-listening, and post-listening stages. These needs point to specific areas where lecturers' pedagogical competencies need to be strengthened, including planning and designing academic listening tasks, implementing process-oriented instruction and strategies, and implementing assessments that truly reflect the demands of academic listening. This study proposes the EPMT (ESP-informed, Process-oriented, Metacognitive, and TPACK-supported) model as a practical framework for aligning Intensive Listening pedagogy with students' needs.
Factors Influencing Maritime Vocational Students’ Difficulties in Translating English Vocabulary: A Case Study at SMK Pelayaran Lintas Nusantara Barru Syamsinar Syamsinar; Murni Mahmud; Maemuna Muhayyang
FOSTER: Journal of English Language Teaching Vol. 6 No. 4 (2025): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v6i4.296

Abstract

Vocabulary translation ability is a crucial component of English language learning, particularly for students in vocational schools preparing for international professional fields such as maritime studies. However, many students still encounter various challenges in translating both general and technical vocabulary. This study aims to analyze the factors associated with students’ difficulties in translating vocabulary at SMK Pelayaran Lintas Nusantara Barru and to identify the most dominant factors influencing these difficulties. This research employed a quantitative descriptive approach involving 60 students from grades X, XI, and XII of SMK Pelayaran Lintas Nusantara Barru. Data were collected through questionnaires and semi-structured interviews, then analyzed using descriptive statistics and Pearson correlation tests. The study examined internal factors (language ability, motivation, interest, and learning strategies) and external factors (teaching methods, learning media, and learning environment). The findings revealed that students' difficulty with vocabulary translation was high, with an average score of 3.67. Both internal and external factors showed a positive and significant correlation with students’ translation difficulties, with language ability (r = 0.68) and learning strategies (r = 0.63) being the most important contributors.Meanwhile, the learning environment showed the weakest relationship (r = 0.38). These results indicate that students' translation difficulties are primarily influenced by limited language proficiency and ineffective learning strategies. Therefore, it is recommended that teachers adopt more contextual teaching methods and utilize interactive learning media to enhance students' comprehension and practical application of vocabulary.
AN EXPLORATION OF STUDENTS’ PERCEPTIONS TOWARD THE USE OF DEEPL TRANSLATOR IN ENGLISH LANGUAGE LEARNING Muh. Ichsan Mahdi Mastie; Maemuna Muhayyang; Muhammad Arham
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 2: May (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i2.85416

Abstract

 This study aims to explore students perceive of the use of DeepLTranslator. This research used a qualitative descriptive method. The data collection in this study was carried out by interviewing 4 students from the English Department at Universitas Negeri Makassar. The results of this study found that students perceive DeepL as an effective and user-friendly tool for learning English, particularly in understanding texts, writing, and checking grammar. The students said that DeepL translations are more natural and accurate than other tools like Google Translate. Its simple interface and practical features make it accessible even for beginners. However, some students noted limitations, such as a limited number of available languages and the need for a premium account to access full features. Despite its usefulness, students do not rely solely on DeepL and often attempt translate independently. Their openness to trying other tools reflects digital literacy and learner autonomy Keywords: Students’ Perception, DeepL Translator, English Language Learning
Co-Authors A Halim A. Egi Setiawan A. Isma Ruhwana A. Muliati A.Muliyana A.Azis Abduh, Amirullah Abdullah, Sitti Aisyah Achmad Fauzi Amiruddin Adhe Ramdhany Syam Adib Mahyuddin Adys, Himala Praptami Afra, Firyal Talietha Ahmad Bukhori Muslim Ahmad Shideng Ahmad Talib Ainun Ainun Ainun Nurdzizati Alamsyah Alamsyah Aliyah Nur Khalizah Alqadry, Nusul Anti Alyah, Alijawati Alyarosali Alyarosali Amaniar Rahmah Amin, Fatimah Hidayahni Amirullah Amirullah Amra Ariyani Amra Ariyani Amra Ariyani Amra Aryani Amsar Ramadhan Ananda Salsabilah Ramadhani Andi Alfiana Andi Hajar Andi Nindyia Nur Ramadani Putri Andi Pogeng, Andi Khofifah Andi Rahmi Utami Andi Siti Nurhasanah Navilah Putri Andi Sukri Syamsuri Andi Sukri Syamsuri Andi Yunisma Wardani Andry Hasryan Anindya Anisa Ayuningsih Anindya Anisa Ayuningsih Annisa Nur Hidayah Ariyani, Amra Armas, Muhammad Fakhrul Arung, Stevany Datu Aryati, Shinta Sutji Rahayu Asilah, Nur Asis, Alya Difa Asriati Asriati Asriati Asriati Asriati Asriati Asriati Asriati, Asriati Asrifan, Andi Astuty, Ratri Septi Aulia Mutmainna Bachtiar Auliyaputri, Nurul Azhari, Ahlam Azis, Nurul Maghfirah Baa, Sultan Balawara, Andi Wulan Bangsa, Ade Fitriani Kesuma Bashir, Sitti Nurul Mutmainnah Al Baso Jabu, Baso Besse Siska Ulfia Ningsih Dahlia Dahlia Dasilva, Yudha Anfantri Dea Serly Safitri Dewi Kartika Sari Dzhelilov, Akhtem A Ernawati Fadilla, Andi Aenul Fadliyah, Riskatul Farida Hasan Fauzan Hari Sudding Sally Fauzan Hari Sudding Sally Firmansyah Firmansyah Furqoni, Inayah Fuzia, Aldita Anggun G Hasriani G, Hasriani Gandhy, Dwi Shintia Geminastiti Sakkir Geminastiti Sakkir Hartawan, Hari Haryanto Atmowardoyo Haryanto Atmowardoyo, Haryanto Haryanto Haryanto Hasriani G Hasriani G Hasriani Hasriani, Hasriani Hasrullah Hasrullah Hazah Agung Izni Herman Tahir Himaya Praptani Adys Ihsan, M. Muadz Muwaffaq Ika Yuli Wahyuni Irsani, Rahmita Jamiah Jamiah Jihan Nur Faatihah DM Jumraini Jumriah Rusdi Kamaruddin, Adinda Kholis, Wahidin Nur Kirana, Haritsah Ayu Kisaman Salija Kisman Salija, Kisman Korompot, Chairil Anwar Kurnia Annisa La Sunra Lely Novia Lely Novia Lely Novia Luís Cardoso M, Andi Fitri Rahmasari Magfira, A. Mansyur Mardiyanah Nasta Mardiyanah Nasta Marlina Marlina Martin Andrew Masyithah NR, Nurul Megawati Megawati Misnawaty Usman Mudinillah, Adam Muh. Fakhrul Armas Muh. Ichsan Mahdi Mastie Muh. Tahir Muh. Tahir Muh.Fakhrul Armas Muh.Fakhrul Armas Muhalim Muhalim Muhalim, Muhalim Muhammad Arham Muhammad Arham Basri Muhammad Asfah Rahman Muhammad Basri Jafar Muhammad Miftah Fauzan Muhammad Tahir Muhammad Tahir Muhammad Wiranto Muhammad Yamin Muhammad Zainal Arifin, Muhammad Zainal Mukhlisah Syahrul Muliati, A. Muliati, Andi Munir Munir Munir Munir Munir, Munir Murni Mahmud Mursyidah Saleh Mustika Mustika Mustika Mutmainna Hasan Nayla Putri Humairah Noni, Nurdin Novayanti Sopia Rukmana Novia, Lely Nur Aeni NUR AENI Nur Fadhilah Nur Fadilah Nur Malikul Mulki Rahman Nur Safitri Nur Safitri S Nur Syafa Malik Nurdin Noni Nurdin Noni Nurdzizati, Ainun Nurhasina Nurhasina Nurhasna Basri Nurhasna Basri Nurindah Purnama Sari Nurmutya Annisa Nurrahmi Nurrahmi Nurul Hikmah Perti, Desy Puspasari Pramustia Murti Putra, Aldhy Alamsyah Putri Ramadhani, Putri Putri, Hadriyanti Eka Raden Mohamad Herdian Bhakti Rahmad Risan Rahmad Risan Rahman, Ufia Ananda Rajni, Andi Febrianti Ramadhani, Adelia Reski, Ade Ervina Rina Nurdiani Salam Rini Yunianti Siregar Rizki Fauzi Ruslan, Zumrah Magfirah Ryan Rayhana Sofyan Ryan Rayhana Sofyan, Ryan Rayhana Sahib, Nurfaizah Sahril Nur Sahril Nur Sally, Fauzan Hari Sudding Samsul, Cheria Tri De Afril Samtidar, Samtidar Sintia Ekawati Siswahyudianto Sri Yulianti B St. Fajriana Tahir St. Sarah Al-Azhari Suarni Dewi Suci Amaliah Suci Rahmawati Suhaefi, Mutia Sukardi Weda Sukardi Weda, Sukardi Sultan Baa Sunra, La Syahrul Alqi Fariq Syahruni, Syahruni Syamsiarna Nappu Syamsiarna Nappu, Syamsiarna Syamsinar Syamsinar Syamsinar Syarifah Farahdiba Syarifuddin Dollah Talib, Dr. Ahmad Tammasse Thahirah Thahirah Ulviana Rasni Umar, Nur Fadhilah Whana Sri Ayu Ningtias Yunisah Azzahra Zahirah M, Nur Fadilah Zikriyah Zikriyah Zurgawi Zurgawi