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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 Journal on English as a Foreign Language (JEFL) 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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PENINGKATAN KOMPETENSI GURU DALAM SPEAKING ENGLISH FOR INSTRUCTIONAL PURPOSES UNTUK PENGAJARAN BILINGUAL DI SD ISLAM AL AZHAR 29 BSB SEMARANG Fitriati, Sri Wuli; Farida, Alief Noor
Rekayasa : Jurnal Penerapan Teknologi dan Pembelajaran Vol 16, No 2 (2018): Desember 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/rekayasa.v16i2.17515

Abstract

Memperkuat Sejak tahun 2016, SD Islam Al Azhar 29 BSB Semarang merintis pengajaran bilingual (yaitu, pengajaran dalam dua bahasa, Bahasa Indonesia dan Bahasa Inggris) untuk mata pelajaran Matematika dan IPA. Tantangan utama program ini adalah kompetensi guru dalam berbahasa Inggris. Oleh karena itu, dibutuhkan pelatihan peningkatan kemampuan guru berbahasa Inggris, khususnya Speaking English for Instructional Purposes. Pelatihan yang bertujuan untuk mempersiapkan penyelenggaraan kelas bilingual ini dilaksanakan dalam lima kali pertemuan. Setiap pertemuan berlangsung selama 2 – 2,5 jam. Teknik kegiatan meliputi: pronunciation drills, group and class discussions, modelling, penyusunan skenario pengajaran (teaching scenario), dan microteaching. Peserta selalu antusias dalam setiap kegiatan. Setiap sesi microteaching berakhir, dilakukan refleksi. Feedback dari peserta lain terhadap guru yang melakukan microteaching sangat supportif dan konstruktif. Pada akhir pelatihan, terdapat peningkatan kompetensi guru-guru peserta pelatihan dalam menggunakan ungkapan-ungkapan bahasa Inggris untuk tujuan pengajaran. Mereka tampak lebih percaya diri dan lebih lancar berkomunikasi dalam bahasa Inggris. Pihak sekolah mengharapkan pelatihan berkelanjutan untuk menyukseskan program pengajaran bilingual di sekolah.  
TEACHERS’ QUESTIONING STRATEGIES TO ELICIT STUDENTS’ VERBAL RESPONSES IN EFL CLASSES AT A SECONDARY SCHOOL Sri Wuli Fitriati; Gabby Allen Vica Isfara; Novia Trisanti
English Review: Journal of English Education Vol 5, No 2 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v5i2.537

Abstract

This article reports on a study aimed at exploring and examining English language teachers’ skills in questioning to enhance students’ verbal repsonses in EFL (English as a Foreign language) classes. This  was a qualitative case study, employing discourse analysis, conducted in one junior high school in a town in Central Java Province, Indonesia. The research participants were two Indonesian teachers of English language. They taught Year Eight students in the academic year of 2015/2016. The data were collected from audio-video recordings, transcripts of the lessons, classroom observations notes, and teachers’ interviews. The transcriptions were analysed by using Wu’s taxonomy of questioning strategies (1993) as it gave a detailed categorization of teachers’ questions to stimulate students’ verbal responses. The findings showed that the teachers used mostly four questioning strategies. The first teacher often applied decomposition strategy where the initial question was elaborated into some questions, while the second teacher tended to use repetition strategy. This study has shown that teachers’ questioning skills is crucial to successfully make students engaged in the classroom interaction, enhance students’ verbal responses, and lead to the comprehension of the lesson. Therefore, it is suggested that teachers should be more aware of their questioning skills to assist students achieve better proficiency in the English language. Keywords: Teachers’ questioning strategies, students’ verbal responses, EFL classes, classroom discourse analysis
Teachers’ classroom instruction reinforcement strategies in english language class Sri Wuli Fitriati; Devi Fatmala; Agung Ginanjar Anjaniputra
Journal of Education and Learning (EduLearn) Vol 14, No 4: November 2020
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (478.397 KB) | DOI: 10.11591/edulearn.v14i4.16414

Abstract

In the context of this study, reinforcement is an act of teachers to strengthenvstudents’ positive behaviour in learning English in the classroom. This qualitative case study was a classroom discourse which employed necessary quantification. The aim was to investigate the use of classroom instruction reinforcement strategies by two English language teachers and their perceptions at a state secondary school in Semarang in the academic year of 2019. The two English teachers were observed in five different lessons. The teachers were interviewed to explore their perceptions of using reinforcement in the classroom. The instruments of this study were observation sheet, interview guideline, and audio-video recordings. The findings showed that the teachers reinforced the students in three types of classroom instruction reinforcement. The three types of reinforcement strategies were: praise or other verbal reinforcement, tangible rewards, and token rewards. The reinforcement strategy mostly used was praise, followed by tangible rewards and token rewards. Based on the interviews, the teachers perceived that giving positive reinforcement to the students was important. The findings suggest the teachers implement the reinforcement strategies fairly to increase teacher-students interaction.
The Correlation between Online Peer Review and Academic Writing Students’ Learning Styles Emilia Ninik Aydawati; Dwi Rukmini; Dwi Anggani Linggar Bharati; Sri Wuli Fitriati
Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 2: December 2018, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (589.971 KB) | DOI: 10.24167/celt.v18i2.1246

Abstract

Peer review studies have been done for years. It has been found that by having these activities, learners will get benefits from the communication with the peer who can give them input to improve their writing performance. Peer review can be done face to face or online.  Face to face peer review is done synchronously where two students are having discussion on their essay, whereas online peer review can be done synchronously or asynchronously. This preliminary study investigates how the application of synchronous online peer review in Academic Writing class can be implemented to help them to do revision and improve their writing skills. The participants of this study is 50 students of academic writing class from two different class.  This is an experimental study where the students were treated to get peer review activities from the software which is uploaded in   web. They did the practice twice with the shuffled questions. This was aimed that they would be ready to give review.  Pre-test and post-test were conducted and Gracian questionnaire to know their learning styles was uploaded in the web for them to fill in order to know their learning styles. it was found out that there are some improvement and there is correlation between their academic skills and the learning styles.
Expressions of Attitudes in Students’ Narrative Writing: An Appraisal Analysis Sri Wuli Fitriati; Yuni Awalaturrohmah Solihah; Tusino Tusino
Lingua Cultura Vol. 12 No. 4 (2018): Lingua Cultura vol. 12 No. 4
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v12i4.4789

Abstract

This article investigated attitude, one of subsystem appraisal, in the English as a Foreign Language (EFL) university students’ narrative writings. Five narrative writing was selected purposefully from undergraduate students of the English Department at a local private university in Central Java. The findings demonstrate that the affect is the most dominant subsystem of attitude used in the students’ narrative writing to convey feelings and emotion of characters and events in the stories in order to make the readers involved in the stories. The prominent finding of this research implies that most students used expressions of attitudes which belong to basic English words and repetition of same words. This present research suggests English language teachers and lecturers pay more attention to the explicit teaching of attitudinal words usage in writing, especially narrative writing.
Thematic Progression in EFL Learners’ Writing: A Literature Review Sri Wuli Fitriati; Nurjannah Mutiara Gayatri
Lingua Cultura Vol. 15 No. 2 (2021): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v15i2.7645

Abstract

By examining relevant research articles published in reputable journals or conference proceedings in 2013-2020, the literature review article attempted to shed light on the areas: (1) contributions of thematic progression to the coherence and cohesion quality of EFL (English as a Foreign Language) learners’ writing, (2) EFL learners’ problems regarding thematic progression in their writing, and (3) research on pedagogical implications of thematic progression on teaching writing. While there have been extensive studies on thematic progression, it remained intriguing to investigate the extent to which this topic had been explored by scholars, particularly in the context of English as a foreign language. The previous studies had consistently confirmed the following results: (1) thematic progression contributes to the coherence and cohesion quality of EFL learners’ writing, (2) problematic thematic progression in EFL learners’ writing included the emergence of the brand new theme, double rheme, empty rheme, empty theme, overuse of constant theme pattern, overwhelming selection of textual theme, and (3) some studies evidenced good results of integrating thematic progression in teaching writing. The research suggests that further research develops a more detailed and systematic procedure of teaching thematic progression in a specific EFL teaching-learning context by integrating thematic progression theory with English language teaching materials. Furthermore, the research calls for more experimental research on teaching thematic progression to determine the significance of this method in enhancing students’ writing quality.
THE STUDENTS’ STRATEGY FORMATION IN LEARNING GENRE BASED WRITING THROUGH BLENDED SYNCHRONOUS LEARNING Testiana Deni Wijayatiningsih; Dwi Anggani Linggar Bharati; Abdurrachman Faridi; Sri Wuli Fitriati
English Language and Literature International Conference (ELLiC) Proceedings Vol 4 (2021): Creative and Innovative Learning Strategies in The Field of Language, Literature, Ling
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In this COVID 19 pandemic situation, EFL learners and lecturers must adapt with the situation. They had to learn from home and implemented blended synchronous learning approach to continue teaching learning processes for almost one semester. However, this condition had an impact on genre-based writing courses that writing is a complex skill and requires stages in creating a coherent text. To understand the students’ autonomous learning in genre- based writing class, it is momentous to analyse students’ self-regulatory skills, one of the skills is strategy formation in genre-based writing course. This research has an objective to describe the students’ strategy formation in genre-based writing class through blended synchronous learning. It administered a descriptive quantitative research method by using strategy formation questionnaire Likert scale. The questions consisted 10 questions self-concept indicator. The results showed that more than 40 % they had a good strategy formation in writing genre. Whereas there were some problems in creating text , such as; they sometimes applied mind map or outline before writing, they seldom reviewed their text using plagiarism application, and they sometimes created the ending of the text by reviewing all the text. Therefore, it is practical to create the text by considering strategy formation of self-regulatory skills if the teaching learning process applies blended synchronous learning approach.
Empowering Classroom English Proficiency through Communicative Peer Assessment Atik Rokhayani; Agung Dwi Nurcahyo; Dwi Rukmini; Sri Wuli Fitriati
English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: 'Education 4.0: Trends and Future Perspectives in English Educa
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1551.252 KB)

Abstract

Problems of delivering instructions have been faced by student teachers as the prospective EFL teacher candidates in many teaching practicum cases. This phenomenon has led to challenging discussions on how to cope with the problems. It also in one side brings about an awareness of the importance of empowering student teachers with good classroom English proficiency as one of the required skills that should be owned by English teacher candidates. This study reveals how Communicative Peer Assessment (CPA) works for developing the Classroom English proficiency of EFL teacher candidates. Referring to the research result CPA has been proven to give significant contribution to the teacher candidates in terms of some learning experiences, i.e. (a) allowing them to perform intensive communication practice; (b) stimulating the efforts of improving the classroom English performance through the peer teaching reflections; and (c) contextualizing the instructional English expressions.
Students' responses to "The Gift of the Magi" and imaginative re-creations Muhammad Rifqi; Januarius Mujiyanto; Rudi Hartono; Sri Wuli Fitriati
Indonesian Journal of Applied Linguistics Vol 12, No 2 (2022): Vol. 12, No. 2, September 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v12i2.35921

Abstract

Research has thus far shown that students' interest and active involvement are pivotal in the language learning process. However, there is a paucity of research examining how an English literary text can be exploited to bolster student engagement in an Indonesian EFL setting. Occupying this niche, this article focuses on the student's responses and the application of imaginative re-creation to the short story ("The Gift of the Magi"). Twenty-eight 3rd-semester English students taking the "Basic Reading Comprehension" course at a private university in Semarang (Indonesia) participated in this study. Couched under the reader-response theory, the students were asked to imaginatively recreate meanings after they read the text. The results showed that the students were actively involved and responded to the text during the learning process in various ways. Several students' responses were still very close to the original text, while the others were fairly different from the original. Throughout the learning process, the students actively interacted with texts and engaged with other learners. These interactions help to create a relaxing environment for the learners, which aids comprehension and encourages creativity in the creation of a new text. These findings shed light on the further development of students' creative writing in EFL teaching.
Peningkatan Kualitas Pembelajaran di Masa Pandemi Covid-19 melalui Pelatihan Aplikasi @belajar.id Tes Blendspace Sri Wahyuni; Sri Wuli Fitriati; Frimadhona Syafri; Anindya Tasia; Ervina July Aryani; Andra Sukmalahi Sarasmara; Endah Maulidiyah; Salma Nabila Putri; Zhafira Dian Hapsari
J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Vol 6, No 1 (2022): April 2022
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (839.81 KB) | DOI: 10.30734/j-abdipamas.v6i1.2490

Abstract

ABSTRACTTeaching and learning proces during the Covid-19 pandemic in the context of home-based learning demands teachers’ readiness in using technology. Transformation of face-to-face learning mode in the classroom to a technology and internet-based learning requires reliable teachers who are creative and skillful in using various learning applications. This community service focuses on training and mentoring the use of @belajar.id Tes Blendspace application to improve pedagogical competence and digital literacy of teachers. The training program involved 30 teachers of SMPN 42 Semarang as participants. The delivery of training materials consisting of theory and practice is carrried out online through Zoom meeting. The program is aimed to enable the participants to explain concept, features, operating procedures, and benefits of Tes Blendspace, as well as use the application to facilitate online learning. After completing the training, the participants opined that the training and mentoring program gives benefits for increasing insights and knowledge regarding Tes Blendspace application. In addition, the teachers have alternative learning application to design and combine digital content from various sources in one space. ABSTRAKPembelajaran pada masa pandemi Covid-19 secara jarak jauh dalam program belajar dari rumah (BDR) menuntut kesiapan teknologi yang baik dari guru. Perubahan moda pembelajaran tatap muka di kelas menjadi dalam jaringan berbasis teknologi internet membutuhkan guru-guru handal yang kreatif dan terampil menggunakan berbagai aplikasi pembelajaran.  Kegiatan pengabdian kepada masyarakat – PKM ini fokus pada pelatihan dan pendampingan penggunaan aplikasi @belajar.id Tes Blendspace untuk meningkatkan kompetensi pedagogi dan literasi digital para guru. Pelatihan melibatkan 30 guru SMPN 42 Semarang sebagai mitra. Penyampaian materi pelatihan yang terdiri dari teori dan praktek dilaksanakan secara daring melalui Zoom meeting. Target kegiatan adalah para peserta mampu menjelaskan konsep aplikasi pembelajaran Tes Blendspace, fitur, prosedur pengoperasian, dan manfaat Tes Blendspace, serta dapat menggunakan aplikasi pembelajaran Tes Blenspace untuk memfasilitasi pembelajaran daring. Setelah mengikuti pelatihan dan pendampingan, para guru berpendapat bahwa kegiatan PKM memberikan manfaat untuk meningkatkan wawasan dan pengetahuan terkait aplikasi Tes Blendspace. Selain itu, para peserta memiliki alternatif aplikasi untuk mendesain dan mengkombinasikan konten digital dari berbagai sumber dalam satu ruang.
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 Arriyani, Nurfisi Asriyama, Weksa Fradita Atik Rokhayani Atiullah, Kurnia Atiullah, Kurnia Aulia, Tazkia Aghnia Ayu Jeanretno Tiara Putri Azhar Maulana Maghribi Sidiq Azwar Anas Bahri , Seful 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 Fitri Nurdianingsih 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 Januarius, 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 Nina Sofiana 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 Puji Astuti Putra, Angga Pratama Armaddi Putri, Stephanie Priyanto Qushoy, Mohammad 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 Sumartono , Sumartono Susilowati, Nunung Sutarno Sutarno 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 , Sri 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 zakky yavani, zakky Zhafira Dian Hapsari zulfa Sakhiyya