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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 IDEAS: Journal on English Language Teaching and Learning, Linguistics 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 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) BAKTI : Jurnal Pengabdian Kepada Masyarakat INTERACTION: Jurnal Pendidikan Bahasa Axiology
Maemuna Muhayyang
Universitas Negeri Makassar
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Students’ Strategies in Overcoming English Vocabulary Translation Difficulties at SMK Pelayaran Lintas Nusantara Barru Syamsinar; Murni Mahmud; Maemuna Muhayyang
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/fgb9k122

Abstract

This study examined various strategies employed by maritime vocational students in overcoming challenges in translating English vocabulary, particularly in the context of maritime English. This issue is highly relevant given the important role of technical English in the maritime industry. Using a descriptive qualitative design and case study method, data were obtained through semi-structured interviews, classroom observations, and documentation. The research participants included 14 eleventh-grade students from the Nautical Department at SMK Pelayaran Lintas Nusantara Barru, who were selected through purposive sampling based on their active participation in English language learning.The research findings identified three dominant types of strategies: cognitive, metacognitive, and socio-affective. Cognitive strategies included the use of tools such as digital dictionaries and deriving meaning from context. Metacognitive strategies were evident in the students' ability to reflect on and adjust their approach after realizing translation errors. Socio-affective strategies, on the other hand, involved interacting with peers or teachers to overcome difficulties. These results indicated that students used deliberate and reflective learning methods, going beyond basic memorization, demonstrating proactive engagement in vocabulary acquisition.This study highlights the importance of integrating vocabulary learning strategies into vocational English teaching. From a theoretical perspective, these findings reinforce and extend the strategic learning models developed by Oxford (1990) and Schmitt (1997). Practically, these results provided useful guidance for language teachers in designing student-centered and context-based teaching approaches. Future research may consider exploring similar strategies in digital learning environments or among students in other vocational fields.
Challenges and Strategies of Teachers in Teaching English to Hearing-Impaired Students: An Inclusive Education Perspective Maemuna Muhayyang; Andi Sukri Syamsuri; Herman Tahir; Syamsiarna Nappu; Andry Hasryan; Annisa Nur Hidayah
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (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.v13i1.5549

Abstract

Teaching English to hearing-impaired students poses a pedagogical challenge for teachers due to the dominant auditory learning orientation. Thus, this research aims to study the challenges faced by teacher when teaching English to hearing-impaired students at SLB Negeri 1 Makassar, and the strategies used to address these issues from the perspective of inclusive education. The objective of this research is achieved through the application of a qualitative approach designed as a case study. A teacher was selected purposively as the research subject, and her teaching data was collected thru classroom observations, interviews, and documentation. The research findings identified five challenges faced by the teacher, namely communication, student differences in ability, a lack of learning resources, student distractions, and the students' limited vocabulary. To address these issues, teacher used adaptive approaches, that is visual teaching materials, in-person instruction, sign language, mobile-phones as learning aids, and intensive material repetition. These strategies are examples of inclusive pedagogical practices that emphasize adaptation, responsiveness, and flexibility in learning for hearing-impaired students. This research concludes that the pedagogical skills and teaching adaptations of teachers are important components that enable deaf students to learn English effectively in the classroom.
Understanding Multilingualism and Code-Switching among English Department Students Across Home, Campus, and Social Media Maemuna Muhayyang; Andi Sukri Syamsuri; Muh. Fakhrul Armas; Nayla Putri Humairah; Nurmutya Annisa
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.v13i2.5734

Abstract

This study investigates multilingualism and code-switching practices among English Department students across three communication domains: home, campus, and social media. Students in Indonesia regularly interact in multiple languages, Indonesian, English, and regional languages yet limited research explores how these linguistic resources are managed across different social contexts. This study aims to describe (1) how students employ multilingualism and code-switching in their daily communication, and (2) what factors influence their language choices across these domains. Using a descriptive qualitative design, data were collected through open-ended questionnaires and semi-structured interviews with undergraduate English Department students. Participants were selected through purposive sampling, and data were analyzed thematically to identify recurring patterns of language use and switching functions. Findings reveal that students display domain-dependent multilingual behaviour. At home, regional languages and Indonesian are dominant due to family norms and cultural identity. On campus, Indonesian is primarily used for peer interaction, while English appears in academic tasks and lecturer communication. On social media, students frequently mix Indonesian and English for stylistic purposes, identity expression, and wider audience engagement. Code-switching functions include clarifying meaning, maintaining conversational flow, expressing identity, and adapting to interlocutors. Language choice is further shaped by context, topic, proficiency, and social relationships. Overall, the study shows that students use their linguistic repertoire flexibly rather than separating languages into fixed systems. These findings contribute to understanding multilingual behaviour in higher education and highlight code-switching as a meaningful communicative strategy in academic and digital contexts.
How do English Teachers Apply Layered Vocabulary Teaching Strategies in Indonesian Junior Secondary EFL Classroom? Maemuna Muhayyang; Nur Syafa Malik; Muh. Fakhrul Armas
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.v13i2.5735

Abstract

This qualitative descriptive study explores how English teachers apply vocabulary teaching strategies in EFL classrooms at the junior secondary level. Data were collected through semi-structured interviews with three experienced English teachers at SMP Negeri 1 Wasuponda, South Sulawesi, Indonesia. The findings reveal that teachers employed a diverse repertoire of strategies encompassing de-contextualizing (word lists, flashcards, dictionary use), semi-contextualizing (word grouping, association, imagery, keyword method, physical response, semantic mapping), fully contextualizing (reading, listening, speaking, writing), and adaptable approaches (structured reviewing). These strategies were implemented through both planned instruction—deliberate preparation of materials and activities—and incidental teaching, in which teachers spontaneously explained unfamiliar words arising during classroom interaction. Although implementation varied according to individual preferences and contextual demands, the integration of multiple strategies effectively supported students’ vocabulary acquisition, retention, and meaningful use. The study underscores the pedagogical value of flexible, layered strategies in resource-variable multilingual settings and carries important implications for teacher professional development, curriculum design aligned with Indonesia’s Merdeka Curriculum, and policy initiatives that promote strategic sequencing and learner autonomy in outer-circle EFL contexts.
Improving Deaf Students’ Interest in Learning English through 3D Animation Media Syamsiarna Nappu; Maemuna Muhayyang; Amsar Ramadhan; Aliyah Nur Khalizah; Hazah Agung Izni
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.v13i2.5736

Abstract

This study investigates whether 3D animation media increase deaf students’ interest in learning English at SLB Negeri 1 Makassar. The study was motivated by the persistent difficulty of delivering English input to deaf learners through conventional verbal explanation and static print materials. Because deaf students depend strongly on visual access, learning media that combine movement, imagery, contextualized vocabulary, and sign-supported explanation are expected to attract attention and sustain engagement more effectively. The study employed a pre-experimental group design. Ten eleventh-grade deaf students participated in the study. Data were collected through a Likert-scale questionnaire administered before and after the treatment. The treatment consisted of English lessons supported by 3D animated videos and animated films, accompanied by guided questioning and sign language practice. Data were analyzed using descriptive statistics. The findings indicate a meaningful increase in students’ interest in learning after the intervention. The mean score rose from 87.40 before the treatment to 103.30 after the treatment, while the significance value of 0.018 showed a statistically significant difference between the two measurements. The score distribution also shifted from neutral responses toward interested and strongly interested categories. These findings suggest that 3D animation media can make English instruction more visually accessible, engaging, and motivating for deaf learners. The study contributes practical evidence that visually rich media can support inclusive English pedagogy in special-school contexts and may serve as an alternative instructional resource for teachers working with deaf students.
Pelatihan Mind Mapping Berbasis Canva untuk Meningkatkan Keterampilan Berbicara Siswa SMAN 8 Makassar Suci Rahmawati; Lely Novia; Amirullah Amirullah; Maemuna Muhayyang; Alamsyah Alamsyah
Jurnal Abdimas Komunikasi dan Bahasa Vol. 6 No. 1 (2026): Juni 2026
Publisher : LPPM Universitas Bina Sarana Informatika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31294/abdikom.v6i1.12628

Abstract

Keterampilan berbicara merupakan kompetensi esensial dalam pembelajaran bahasa, namun pada praktiknya banyak siswa masih menghadapi kendala dalam menyampaikan gagasan secara terstruktur dan dengan tingkat kepercayaan diri yang memadai. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan keterampilan berbicara siswa melalui pelaksanaan pelatihan pembuatan mind mapping berbasis Canva. Kegiatan dilaksanakan pada siswa kelas XI‑1 SMAN 8 Makassar dengan melibatkan 28 peserta. Pelatihan berlangsung selama jam pelajaran dan mencakup pemaparan konsep, demonstrasi, praktik penyusunan peta pikiran digital berbasis Canva, serta presentasi hasil. Metode evaluasi dilakukan melalui observasi selama kegiatan dan kuesioner daring untuk mengukur persepsi siswa terhadap dampak pelatihan. Hasil kegiatan menunjukkan bahwa 89,3% siswa menyatakan mind mapping membantu dalam menyusun ide, 85,7% menyatakan kemampuan berbicara menjadi lebih terstruktur, dan 85,7% menunjukkan peningkatan kepercayaan diri. Selain itu, penggunaan Canva memberikan dukungan visual yang menarik dan mendorong kreativitas siswa dalam menyusun peta pikiran digital. Kebaruan kegiatan ini terletak pada integrasi mind mapping dengan media digital Canva dalam format pelatihan partisipatif yang secara langsung melatih pengorganisasian ide dan keterampilan berbicara siswa. Dengan demikian, pelatihan mind mapping berbasis Canva dapat menjadi strategi efektif dalam pengembangan keterampilan berbicara siswa di tingkat sekolah menengah. Speaking skill is a fundamental component of language learning; however, many students still experience difficulties in expressing ideas in a structured manner and with sufficient confidence. This community service activity aimed to enhance students’ speaking skills through a Canva‑based mind mapping workshop. The workshop was conducted with 28 students of class XI‑1 at SMAN 8 Makassar during regular school hours. The activities included concept presentation, demonstration, hands‑on practice in developing digital mind maps using Canva, and presentation sessions. A participatory approach was employed by utilizing mind mapping as a strategy to organize ideas prior to speaking. The results indicated that students were able to organize ideas more systematically, deliver messages with clearer structure, and demonstrate improved confidence during speaking activities. In addition, the use of Canva provided engaging visual support and encouraged students’ creativity in developing digital mind maps. Therefore, the Canva‑based mind mapping workshop can be considered an effective supporting strategy for improving students’ speaking skills at the secondary school level.
The Application of The Jigsaw Method to Improve Students’ English Learning Outcomes at SMAN 7 Gowa Amaniar Rahmah; Maemuna Muhayyang; Ahmad Talib
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 1: February (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.v5i1.83000

Abstract

This research aimed to determine the effectiveness of the Jigsaw method in improving students’ English learning outcomes at SMAN 7 Gowa. The research employed a quantitative approach using a pre-experimental design with one group pre-test and post-test. The population of this research consisted of all tenth-grade students of SMAN 7 Gowa totaling 114 students, while the sample was 30 students of class X IPA A selected through cluster random sampling. The instrument used in this research was a multiple-choice test administered as a pre-test and a post-test. The data were analyzed using descriptive and inferential statistics. The result of the research showed that the students’ mean score in the post-test was higher than the mean score in the pre-test. The result of hypothesis testing showed that the significance value was 0.000, which was lower than the significance level of 0.05. Therefore, it can be concluded that the Jigsaw method was effective in improving students’ English learning outcomes.Key words: jigsaw method, students’ english learning outcomes.
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.
Co-Authors A Halim A. Egi Setiawan A. Muliati A.Muliyana A.Azis Abduh, Amirullah Abdullah, Sitti Aisyah Adhe Ramdhany Syam 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 Amiruddin, Achmad Fauzi Amirullah Amirullah Amra Ariyani Amra Ariyani Amra Ariyani Amra Aryani Amsar Ramadhan Ananda Salsabilah Ramadhani Andi Alfiana Andi Nindyia Nur Ramadani Putri Andi Pogeng, Andi Khofifah Andi Rahmi Utami Andi Sukri Syamsuri Andi Sukri Syamsuri Andi Yunisma Wardani Andry Hasryan Anindya Anisa Ayuningsih Anindya Anisa Ayuningsih Annisa Nur Hidayah Arham, Muhammad Ariyani, Amra Armas, Muh.Fakhrul Armas, Muhammad Fakhrul Arung, Stevany Datu Aryati, Shinta Sutji Rahayu Asilah, Nur Asis, Alya Difa 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 Cardoso , Luís 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 Firmansyah Firmansyah Furqoni, Inayah Fuzia, Aldita Anggun G Hasriani G, Hasriani Gandhy, Dwi Shintia Geminastiti Sakkir Geminastiti Sakkir Hajar, Andi Hartawan, Hari Haryanto Atmowardoyo, 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 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 M, Andi Fitri Rahmasari Magfira, A. Mahyuddin, Adib Mansyur Mardiyanah Nasta Mardiyanah Nasta Marlina Marlina Martin Andrew Mastie, Muh. Ichsan Mahdi Masyithah NR, Nurul Megawati Megawati Misnawaty Usman Mudinillah, Adam Muh. Fakhrul Armas Muh. Tahir Muh. Tahir Muh.Fakhrul Armas Muhalim Muhalim Muhalim, Muhalim Muhammad Arham Muhammad Arham Basri Muhammad Asfah Rahman Muhammad Basri Jafar 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 Mutia Asisyifa 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 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, Andi Siti Nurhasanah Navilah Putri, Hadriyanti Eka Raden Mohamad Herdian Bhakti Rahmad Risan Rahmad Risan Rahman, Ufia Ananda Rajni, Andi Febrianti Ramadhani, Adelia Reski, Ade Ervina Rini Yunianti Siregar Rizki Fauzi Ruhwana, A. Isma 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 Sudding Sally, Fauzan Hari Suhaefi, Mutia Sukardi Weda Sukardi Weda, Sukardi Sultan Baa Syahruni, Syahruni Syamsiarna Nappu Syamsiarna Nappu, Syamsiarna Syamsinar Syamsinar Syarifah Farahdiba Syarifuddin Dollah Talib, Dr. Ahmad Tammasse Thahirah Thahirah Ulviana Rasni Umar, Nur Fadhilah Yunisah Azzahra Zahirah M, Nur Fadilah Zikriyah Zikriyah Zurgawi Zurgawi