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All Journal International Journal of Evaluation and Research in Education (IJERE) Indonesian Journal of Applied Linguistics (IJAL) Journal of Education and Learning (EduLearn) Language Circle : Journal of Language and Literature Lingua Jurnal Bahasa dan Sastra Rekayasa: Jurnal Penerapan Teknologi dan Pembelajaran Lingua Cultura English Review: Journal of English Education Celt: A Journal of Culture, English Language Teaching & Literature IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDULITE: Journal of English Education, Literature and Culture Journal of Foreign Language Teaching and Learning ELT Forum: Journal of English Language Teaching English Education Journal Jurnal Ilmiah Peuradeun IJoLE: International Journal of Language Education Esteem Journal of English Study Programme English Language and Literature International Conference (ELLiC) Proceedings Journal of Educational Research and Evaluation ACITYA Journal of Teaching & Education SALEE: Study of Applied Linguistics and English Education Varia Humanika Journal of English Education Program (JEEP) Indonesian Journal of EFL and Linguistics Jurnal Inovasi Pengabdian Masyarakat Pendidikan DINAMIKA ILMU: Jurnal Pendidikan Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi JELLT (Journal of English Language and Literature Teaching) J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) UNNES International Conference on ELTLT Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Blockchain Frontier Technology (BFRONT) English Education Journal REGISTER JOURNAL ETERNAL: English Teaching Journal Language Circle : Journal of Language and Literature LEOTECH: Journal of Learning Education and Technology
Sri Wuli Fitriati
English Department Universitas Negeri Semarang Indonesia
Religion Arts Humanities Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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SAFETALK PRACTICES IN CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) CLASSES Fitriati, Sri Wuli
Language Circle: Journal of Language and Literature Vol 11, No 1 (2016): October 2016
Publisher : Language Circle: Journal of Language and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v11i1.7848

Abstract

This article is drawn from a larger ethnographic case study of a state senior high school in a city in the province of Central Java, Indonesia. The study was classroom discourse analysis, focusing on identifying and examining classroom interactional and pedagogical practices in Content and Language Integrated Learning (CLIL) lessons. CLIL is a type of bilingual education in which some content areas (such as Sciences) are learned through a foreign language. The research participants in this study were Indonesian teachers of Mathematics, Biology, and Geography who were encouraged to teach their subjects in English language because of the political ideology and educational policy at the time the data collected. The data emerged from classroom observations notes, lesson transcripts, and post-lesson interviews with video-stimulated recall. The interpretation and analysis of the data involved cross-checking different sources of evidence. Braun and Clarke’s thematic analysis (2006) was employed in the analysis of the data. The finding reveals that there was a salient pattern in the interactional and pedagogical practices of the subject teachers which can be called safetalk. The finding also shows that safetalk hinder the students’ second language acquisition and development. This article offers deeper insights on the interaction and pedagogy in CLIL classes, which can promote critical reflection and contribute to future English bilingual teacher education, particularly in the Indonesian educational contexts.
PENDEKATAN E-LEARNING DENGAN FASILITAS BLOG SEBAGAI MEDIA DALAM MATA KULIAH READING DAN WRITING Utami, Triyoga Dharma; Fitriati, Sri Wuli
Lingua Vol 7, No 1 (2011): January 2011
Publisher : Lingua

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Abstract

This study is a basic one. The objectives are to describe the readiness of planning and implementing theinternet-based program in English Department, to appraise student motivation and need in using the internetbasedlearning media that support their reading and writing skills in and outside the classroom, and to assessthe implementation, use and development of blog media in their reading and writing classes for one semester.The study involves the students from the reading and writing classes during the data collection by havingquestionnaires, discussion and observation to each class blog. The descriptive-qualitative approach is used withregards to quantitative outputs from the questionnaires. The study shows that the availability of internet facility inEnglish Department still needs improvement along with the extended requirements for the internet-basedlearning process, student skill in information technology and their motivation to access more quality information.Proper planning should be arranged in the learning process that uses blogs as the media, by emphasizingvalues, characters, novelty of the ideas revealed in the student writing works.Kata kunci: e-learning, media blog, jaringan internet, proses pembelajaran
PSYCHOLOGICAL PROBLEMS FACED BY THE YEAR – ELEVEN STUDENTS OF MA NUHAD DEMAK IN SPEAKING ENGLISH Jannah, Mar’atul; Fitriati, Sri Wuli
English Education Journal Vol 6 No 1 (2016)
Publisher : English Education Journal

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Abstract

Speaking English for most Indonesian students is very challenging in terms of bravery to speak the language. Most of them show anxieties when they use it to communicate with others. The aim of this research was to: 1) to explain the psychological problems faced by the year - eleven students in speaking English; 2) to explain the causes of psychological problems faced by the year - eleven students in speaking English; and 3) to explain the effects of psychological problems. A qualitative case study was used in this research. The findings were derived from classroom observation, field notes, questionnaires, and interviews. The findings revealed three results. First, the psychological problems faced by the year-eleven students in MA NurulIttihadDemak in speaking English were: 1) most of the students were afraid of making mistakes because they were afraid if they cannot convey the message clearly and being ridiculed by their friends; 2) most of them were shy because they felt that they did not have good pronunciation and they were also ashamed if their friends laugh off their wrong pronunciation; 3) most of them were anxious because when they spoke English, all of their friends’ eyes looked at them and gave full attention to them, including their teacher. Consequently, although they had had an idea to be expressed in English, suddenly they lost their idea and they cannot say anything in front of their friends. Most of the students lacked of confidence because they felt that their English was bad and they realized that their interlocutors do not understand them or they do not understand other speakers. They lacked of motivation because they did not like English; English was boring for them; and speaking English was difficult for them. The last, psychological problems had significant effects. They inhibited the students in speaking English. They also made the speaking activity to be passive and the speaking teaching and learning process could not run well. Therefore, teachers must give a great attention to the fact that psychological problems exist in students and students must be aware of the importance of speaking skill.
LEARNING STRATEGIES USED BY LEARNERS WITH DIFFERENT SPEAKING PERFORMANCE FOR DEVELOPING SPEAKING ABILITY Karomi Safari, M. Ubaidillah; Fitriati, Sri Wuli
English Education Journal Vol 6 No 2 (2016)
Publisher : English Education Journal

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Abstract

This study describes learning strategies used by English language learners with different speaking performance. The aims of this study were (1) describing learning strategies used by learners with high and low speaking performance in improving their speaking abilities, (2) describingthe difference of learning strategies used by learners with high and low speaking performance, (3) Describing factors are influencing the use of learning strategies by learners, (4) Describing problems encountered by learners with low speaking.This study was a qualitative case study on 20 learners of speaking classes. Those learners were taken from two classes at two English courses. The data were collected by using classroom observations, questionnaires, interviews, and the data of learners’ achievement given by teachers. Those were analyzed in descriptive qualitative method.The finding reveals five results: (1) Learners wih high speaking performance used all kinds of strategies in learning speaking. They employed those stretegies in the aqual degree of frequency. (2) Learners with low speaking performance usually used cognitive, metacogntitive and social strategies. They also did not apply those strategies in aqual degree of frequency. (3) Learners with high speaking performance used strategies more dominantly and actively than those with low speaking performers. (4) Learners with high speaking performance seemed to have higher motivation than low speaking performance. This case influences the application of those strategies. (5) Problems encountered by learners with low speaking performance were in the application of strategies. The lowest percentages of variance were explained by memory, compensatory, and affective strategies.
THE EFFECTIVENESS OF MIND MAPPING-SILENT CARD SHUFFLE Rahmawati, Puspa Merah; ., Indrawati; Fitriati, Sri Wuli
ELT Forum: Journal of English Language Teaching Vol 6 No 2 (2017): ELT Forum: Journal of English Language Teaching
Publisher : ELT Forum: Journal of English Language Teaching

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Abstract

This paper is based on the quasi-experimental research which aims to find out the effectiveness of mind mapping-silent card shuffle combination to improve students’ achievement in narrative writing skill. The subject of this study was the eighth grade students of a state junior high school in Semarang in the academic year of 2015/2016. The sample consisted of 64 students from two classes. The data were derived from test, interview, and documentation. The data were then measured and analyzed by the statistical and interpretation. The result showed that after the students were given treatment by using mind mapping-silent card shuffle combination,the mean scores of the experimental group increased about 28.49%. The t-test showed that tvalue (3.839) was higher than ttable (1.998). It can be concluded that the working hypothesis (Ha) which states that “There is a significant difference of effectiveness and learning achievement in writing narrative story of students who are taught by using mind mapping-silent card shuffle combination technique and those who are not taught by using that technique” is accepted. Therefore, a mind mapping-silent card shuffle combination technique is effective for students to improve their achievement in narrative writing skill.
PATTERNS OF INTERACTION IN PEER FEEDBACK PROVISION TO THE STUDENTS’ EXPOSITORY WRITINGS Mufiz, Ali; Fitriati, Sri Wuli; Sukrisno, Alim
English Education Journal Vol 7 No 1 (2017)
Publisher : English Education Journal

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Abstract

This  study  investigated  students’  nature  in  pair  interaction  due  to  its  vital  role  in  learning. Therefore this study was aimed to describe and to explain patterns of interaction in peer feedback, the aspects of writing the students were concerned within peer feedback, influences of pair interactions to the students’ writings, and the students’ perceptions and attitudes on peer feedback. This study mostly employed qualitative approach and a case study method. The result showed that five patterns emerged in pair interaction i.e. collaborative pairs, dominant/dominant pair, dominant/passive  pairs,  expert/novice  pairs,  and  passive/passive  pair.  However,  feedback provided by collaborative and expert learners contributed to the revision changes of their partner’s writings so that the development of writing aspects under these two patterns was better. Besides, other  factors which  contributed to the  students’  writings  were  confounding  variables such as student’s proficiency, writing capability, and teacher feedback. Thus these results endorsed the former studies e.g. Storch’s (2002b) study, Iris’ (2014) study, and Roberson’s (2014) study. Another result  was  that  whole  students  had  good  perceptions  and  good  attitudes  on  peer  feedback provision. However, the bottom line of this study was that collaborative pairs and expert/novice pairs had better second writings.
THE SOCIO-CULTURAL CONSTRAINTS IN THE IMPLEMENTATION OF POLITENESS STRATEGIES IN THE INTERACTIONS AMONG ENGLISH LANGUAGE EDUCATION STUDENTS Suwartama, I Made; Fitriati, Sri Wuli
English Education Journal Vol 7 No 1 (2017)
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v7i1.14681

Abstract

This study aimed to investigated socio- cultural constraints in the implementation of politeness strategies in the interaction among English Graduate Students. This study used discourse analytic approach by involving 30 participants. Source of the data:  students’utterances. Methods of collecting data: recording, transcribing and questionnaire. Techniques of analysing data: identifying, categorizing, interpreting, and tabulating. To achieve the trustworthiness  used triangulation. The findingsshowed 16 aspects of social constraints: 3 social status (18.75%), 2 social environment (12.5%), 2 family status (12.5%), 2 economy/financial (12.5%), 1 social determinant of health (6.25%), 1 adverse childhood experience (6.25%), 3 social relationship (18.75%), 2 kinship system (12.5%).There were18 cultural aspect constraints: 2 perceptions (11.11%), 2 motivations (11.11%), 3 experiences (16.67%) , 2 emotional (11.11%), 3 cultures (16.67%), 2 physical (11.11%), 2 linguistics (11.11%), and 2 nonverbal (11.11%). The total number of positive politeness were 65 aspects of positive politeness and 39 kinds of negative   politeness. The cultural aspect constraints appeared more frequently than social aspect constraints. Positive politeness strategies appeared more frequently than negative politeness strategies. It can be concluded that the participantsmostly used politeness strategies to redress the addressee’s positive face.
Effectiveness Of Student Team Achievement Division Cooperative Learning And Direct Instruction In Teaching Reading Comprehension To Students With Different Learning Motivation Oktaviana, Tyas; Fitriati, Sri Wuli
English Education Journal Vol 7 No 2 (2017)
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v7i2.15733

Abstract

This study aimed at investigating the effects of Student Team Achievement Division Cooperative Learning (STAD CL) and Direct Instruction (DI)  on improving students reading comprehension with high or low learning motivation at eleventh grade students of Senior High School 1 Kudus and finding solutions and strategies to make teachers have the preference to use of STAD CL and DI in delivering the subject matter while teaching. This study was experimental research named two-way (two-by-two) factorial design. The population of this study was the eleventh year students of State Islamic Senior High School 1 Kudus in the Academic Year 2015/2016. There were five classes from XI-A to XI -E. Each class had 35 students, therefore, the total population was 175 students. Meanwhile the samples of this study were eighty students from four classes selected based on the historical factors and pre-existing ability. 80 students were chosen to be a sample, 40 as STAD CL group and 40 as DI group. Both groups were given the pre-test to measure students reading skill and after several times of treatments, both groups were given the post-test. The results of this study showed that STAD CL as teaching strategy for teaching reading to those who had high and low learning motivation compared to DI was more effective than DI because most students stated that STAD CL contributed to increase the reading performance in the classroom. Further study may also be conducted to determine whether teachers’ use of STAD CL or DI appears to reduce student anxiety and stress in the classroom to improve students’ reading or even other skills, retention, and student-teacher relationships.
Realization of Teachers’ Questions to Uncover Students’ Cognitive Domain of English Subject Matter in Classroom Interaction Kurniawati, Anita Rizky; Wuli Fitriati, Sri
English Education Journal Vol 7 No 3 (2017)
Publisher : English Education Journal

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Abstract

When teachers conduct a lesson, the activity of posing questions always appears in it. The activity of posing questions includes the skills of asking cognitive level of questions in which a teacher must acquire. This study was undertaken in order to investigate the teachers questioning skill in asking cognitive level of questions during the teaching learning activity. Questioning which can reveal students’ mastery in the English subject matter was analyzed. In conducting the questioning, the purposes of the questions when they posed the questions and the ways the teachers keep their students active in responding their questions are also discussed. This discourse study was based on the analysis of the teacher talk in class. The analysis was based on the recorded data of the four English teachers when they conducted lessons in class. To collect the data, I used video recording, field notes, and interview. The recorded data was transcribed. From the transcription, the way the teachers ask question in asking cognititve level were analyzed based on the revision of Blooms Taxonomy (2001) and the way the teachers keep their students active in responding their questions were analyzed according to the questioning techniques proposed by Jacobsen (1999). Then, the data from interview were transcribed and the data from field notes were analyzed qualitatively. The findings show that the teachers posed all of the types of cognitive level of questions for various ways. Remembering questions were done to asses the extent to which students’ background knowledge were. In the understanding level, the questions train the students’ understanding to convey the information by using their own words. In the analyzing level, the questions require the students to use their analysis to solve the problem and use their logical reasoning to the question given. In the evaluating questions require the students to state the reason and think critically. In the creating question level require the students to create an original product based on the information given where they are driven to think creatively and critically. Related to the teachers’ purposes in posing the question, there are seven major points of the teachers’ purposes in posing question. Finally, the result is related to the way the teachers keep the students active in responding the questions. The teachers used all of the questioning techniques. They are redirection, probing, prompting, wait-time and rephrasing. It can be concluded that the teachers use all types of cognitive level of questions both for low level and high level questions. Although almost all of the questions delivered by the teachers is low level questions but the teachers has tried to give more high level questions.
The Effectiveness of Roundtable and One Stay Two Strays Techniques to Teach Speaking Skill to Students with High and Low Self-Confidence Farista, Nova Rifqi; Anggani Linggar Bharati, Dwi; Wuli Fitriati, Sri
English Education Journal Vol 8 No 2 (2018): June 2018
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v8i3.21350

Abstract

The aim of this current research is to investigate how effective was One Stay Two Stray technique to teach speaking to students with high and low self-confidence, how effective was the Roundtable technique to teach speaking to students with high and low self-confidence, how effective was the One Stay Two Stray technique compared with Roundtable technique to teach speaking to students with high self-confidence, how effective was the One Stay Two Stray technique compared with Roundtable technique to teach speaking to students with low self-confidence and how significant was the interaction among technique in teaching speaking skills and students’ self-confidence. The research design was a quasi experimental design with 2x2 factorial design conducted in SMA N 1 Jekulo Kudus. There were two experimental groups involved. The students’ different self-confidence to be a factor that influence the techniques. Three instruments used in this research, namely: Observation checklist, questionnaire, and oral test. The data was analysed using ANOVA to answer the hypothesizes. The research findings indicated that Roundtable were more effective than One Stay Two Stray for teaching student with high and low self-confidence. Based on the analysis of ANOVA there were no significant among techniques and self-confidence. It was proven by the value of the Sig in the table of analysis. In general, the techniques were effective to teach speaking skills without self-confidence.
Co-Authors Abdurrachman Faridi Abdurrachman Faridi Abdurrachman Faridi Abdurrahman Faridi Abdurrahman Faridi Adhe Risky Mayasari Aflahatun, Nur Agnes Erliva Agung Dwi Nurcahyo Agung Ginanjar Anjaniputra Ahmad Hilal Madjdi, Ahmad Hilal Aini, Nurma Aini, Nurma Aini, Veny Nur Aisyah Ririn Perwikasih Utari Akhmad Zamroni Ali Mufiz, Ali Alief Noor Farida Alif, Wening Nur Habibah Alim Sukrisno Amiruddin Amiruddin Amrina Rosyada Ana Theriana Andra Sukmalahi Sarasmara Andrian Nuriza Johan Anggit Budi Luhur Anggraeni, Dian Puspita Anik Hidayati Anindya Tasia Anisah Puspita Anisah, Nur Anisah, Nur Anjar Setiawan Aprilian Ria Adisti Aprilian Ria Adisti Aprilian Ria Adisti, Aprilian Ria Arif Suryo Priyatmojo Asriyama, Weksa Fradita Atik Rokhayani Atiullah, Kurnia Atiullah, Kurnia Aulia, Tazkia Aghnia Ayu Jeanretno Tiara Putri Azhar Maulana Maghribi Sidiq Azwar Anas Budi Utomo Budi Waluyo Budi Waluyo Budiyanto Budiyanto Chairunnisa, Nadya Zulfa Chorunissa, Nadya Colle, Andi Tenry Lawangen Aspat Colle, Andi Tenry Lawangen Aspat Damar Isti Pratiwi Devi Fatmala Dewi Sartika Dewi Sartika Djoko Sutopo Djoko Sutopo Dwi Anggani Linggar Bharati Dwi Anggani Linggar Bharati Dwi Rukmini Eka Kurniawati Eko Heriyanto Emilia Ninik Aydawati Emilia Ninik Aydawati Endah Kartika Suryani Endah Maulidiyah Endang Sulistianingsih Endang Sulistianingsih Endang Sulistianingsih Entika Fani Prastikawati Ervina Juli Aryani Ervina July Aryani Erydani, Vinsensia Anisa Citta Fadhila Yonata Fadhila Yonata Fahrur Rozi Fahrur Rozi Falahuddin, Mochamad Adnan Falahuddin, Mochamad Adnan Faot, Yusanti Nenci Faot, Yusanti Nenci Farida, Alief Faridi, Abdurrachman Farista, Nova Rifqi Farista, Nova Rifqi Fatwassani, Rezza Frimadhona Syafri Frimadhona Syafri Frimadhona Syafri Fujiati, Hikmah Gabby Allen Vica Isfara Ghasani, Betari Irma Giovani, Wanda Giovani, Wanda Glendia Fisca Gunaningtyas, Martha Tanjung Hanum Bestari Hapsari, Christianti Tri Hariyadi Hariyadi Hariyanto Subiyantoro Hartono Hartono Hartono, Rudi Haryanti, Rahayu Puji , Hendi Pratama Hendi Pratama Hermin Wijayanti Hustarna Hustarna I Made Suwartama Ilmi, Istiqomah Khoirul Ima Isnaini Taufiqur Rohmah Imaduddin Abil Fida Inaroh, Inaroh Indah Nurhidayah Indrawati . Ira Mutiaraningrum Isfara, Gabby Allen Vica Islami, Sisilia Agustin Dini Islami, Sisilia Agustin Dini Issy Yuliasri Issy Yuliasri Jan Mujiyanto Jannah, Mar’atul Januarius Mujianto Januarius Mujianto Januarius Mujiyanto Januarius Mujiyanto, Januarius John Edwards Joko Nurkamto Kabri, Kabri Kartika Cahyani, Fransisca Putri Katharina Rustipa Katharina Rustipa Khatarina Rustipa Kurniawati, Anita Rizky Kurniawati, Anita Rizky kusumaningtyas, yulia shinta kusumaningtyas, yulia shinta Lanlan Muhria Lita Liviani Taopan Lorenna, May M. Ubaidillah Karomi Safari, M. Ubaidillah Maemun, Akhmad Maemun, Akhmad Maharani Robiatul Islam Mamduhan, Rifqi Hazmi Mamduhan, Rifqi Hazmi Mar’atul Jannah, Mar’atul Maskanah Mohammad Lotfie Masriatus Sholikhah Maula, Inayatul Maula, Inayatul Mayangsari, Andhani Mega Mulianing Maharani Megawati, Wahyu Meylana, Ardhy Mijiyanto, Januarius Moh Shofi Zuhri Mohammad Qushoy Muhammad Rifqi Mujib Abdillah Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Novi, Aris Novi, Aris Novia Trisanti Novita Eka Tristiana Nur Azmi Rohimajaya Nurfisi Arriyani Nurjannah Mutiara Gayatri Nurohmah, Siti Nurtilek Kadyrov Oktaviana, Tyas Oktaviana, Tyas Partono Partono Pasca Kalisa Permana, Rangga Permana, Rangga Permatasari Gunawan, Yayang Gita Permatasari Gunawan, Yayang Gita Putra, Angga Pratama Armaddi Putri, Stephanie Priyanto Rahayu Puji Haryani Rahayu Puji Haryanti Rahayuningsih, Dian Rahmawati, Puspa Merah Rahmawati, Puspa Merah Rahmawati, Yusi Ranti Harvi Rahimi, Ranti Harvi Rini Susanti Wulandari Rochmawan, Muhammad Rizky Rochmawan, Muhammad Rizky Royhan Naufaldi Rudi Hartono Rudi Hartono Rudi Hartono Rudi Hartono Rudi Hartono Rustipa, Khatarina Saeful Bahri Salma Nabila Putri Sarip, Sri Kurnia Sayyidatul Fadlilah Sayyidatul Fadlilah Sayyidatul Fadlilah Setianingrum, Diah Ayu Setyo Jati, Kukuh Sherly Arwinda Arwinda Shofyatul Fuadiyah Siti Musarokah Solihah, Yuni Awalaturrohmah Solihah, Yuni Awalaturrohmah Sri Haryati Sri Lestari Sri Lestari Sri Wahyuni Sri Wahyuni Susilowati, Nunung Sutrisno, Andy Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Syamsul Arifin Syarifah Syarifah, Syarifah Tan Agung Haryono Taranindya Zulhi Amalia Taranindya Zulhi Amalia Testiana Deni Wijayatiningsih Testiana Deni Wijayatiningsih Theresia Cicik Sophia Budiman Theriana, Ana Tri Hapsari, Christianti Trisnanto, Dimas Adika Triyoga Dharma Utami Tusino Tusino Tusino Tusino, Tusino Tyas, Umi Aisyah Sulistyaning Utama, Afrian Restu Utami Widiati W, Widhiyanto Wa Ode Zulhidjah Awalyah Wachidah, Wahyu Dyah Nur Anis Wahyuni, Rahmi Nur Baity Wahyuni, Sri Warsono Warsono Welliam Hamer Wendi Kusriandi Wening Nur Habibah Alif Widhiyanto Yayu Sri Rahayu Yuliasry, Issy Yuliasry, Issy Yuni Awalaturrohmah Solihah Yuniarti Yuniarti Yuniarti Yuniarti Yusi Rahmawati Yuvita Yuvita Yuvita Yuvita Zhafira Dian Hapsari zulfa Sakhiyya