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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 Edukasi: Jurnal Pendidikan dan Pengajaran 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) Cakrawala: Jurnal Pendidikan 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 Journal of Computer Science and Technology Application
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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Implementing a Group-based Flipped Classroom Model in EFL Writing Class: Challenges and Benefits Nurdianingsih, Fitri; Fitriati, Sri Wuli; Astuti, Puji; Rozi, Fahrur
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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This study investigates the implementation of a group-based flipped classroom model in teaching descriptive and narrative writing, focusing on its challenges and benefits. The research involved 35 students whose writing skills were assessed through pre-tests and post-tests, revealing significant improvements in vocabulary usage, organization, coherence, and grammatical accuracy. Statistical analysis, including paired t-tests, confirmed these enhancements with a large effect size (Cohen’s d > 0.8). The flipped classroom approach fostered active learning through pre-class preparation, in-class group activities, and peer feedback, resulting in higher student engagement and collaboration. Both students and lecturers reported positive perceptions of the model, though challenges such as inconsistent pre-class preparation, technological barriers, and uneven group participation were noted. The findings suggest that while the group-based flipped classroom model effectively enhances writing skills and engagement, its success depends on structured support, institutional resources, and careful instructional design. Recommendations for educators include accountability measures for pre-class work and clear group roles, while institutions are advised to invest in technology and teacher training. Future research should explore long-term effects and adaptability across diverse educational contexts.
How can Neuro-Linguistic Programming Influence English Language Teaching? A Systematic Literature Review Qushoy, Mohammad; Hartono, Rudi; Fitriati, Sri Wuli; Rukmini, Dwi
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Integrating NLP into English language teaching transforms the classroom experience for educators and learners alike. Therefore, conducting a systematic review of current research is essential to identify gaps in the application of NLP within ELT. A review of the literature from 2010 to 2025 explores how Neuro-linguistic Programming (NLP) has been utilized to improve English Language Teaching (ELT), with particular attention to the types of NLP strategies applied, the specific language abilities addressed, the research methodologies employed, and the educational levels of the participants involved. Following the PRISMA model, 19 studies were selected from 590 retrieved across Scopus, ERIC, EBSCO, ScienceDirect, and ProQuest databases and analyzed using NVivo-14. The findings revealed that anchoring, reframing, and modeling were the most frequently applied NLP techniques in ELT, with reading comprehension being the most targeted language skill. Experimental research designs dominated the field, and university students were the primary participants studied. These results suggest that NLP techniques enhance learner engagement, motivation, and communication skills by creating dynamic and supportive learning environments. The study implies that educators and researchers can leverage NLP strategies to improve teaching effectiveness and learner outcomes in English language education. Further research is recommended to explore diverse participant groups and additional language skills to broaden NLP’s application in ELT contexts.
Exploring challenges and learning preferences in academic writing among ELT students Sofiana, Nina; Fitriati, Sri Wuli; Bahri , Seful
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Academic writing is a critical skill in English Language Teaching (ELT), yet the challenges students face and their learning preferences remain underexplored. While previous studies have examined writing difficulties or learning strategies separately, few have addressed both dimensions in an integrated manner. In response to this gap, the present study investigates the academic writing experiences of ELT students, focusing on their challenges and preferences. Employing a mixed-method design, data were collected from 96 undergraduate students through questionnaires and open-ended responses. The findings reveal that 58.3% had experience writing research proposals, whereas only 49.0% had written theses or journal articles. Key challenges included organizing research data (67.7%), writing the discussion section (71.8%), and connecting results with theoretical frameworks (68.7%). Students also reported low motivation, often relying on deadlines or peer support to complete tasks. In terms of preferences, they emphasized the need for clear instructions, constructive feedback, and level-appropriate materials, while valuing the support of lecturers and peers. These results suggest that academic writing instruction should be structured, differentiated, and project-based, aligned with deep learning principles to enhance engagement, address individual needs, and promote critical thinking and sustainable learning outcomes.
Needs Analysis for the Development of Content and Language Integrated Learning-Based Learning Modules in Civil Engineering Programs Aflahatun, Nur; Januarius, Januarius; Fitriati, Sri Wuli; Pratama, Hendi
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Focusing on oral communication skills, this paper investigates the requirement of creating a CLIL-based English teaching module for Civil Engineering students at Universitas Pancasakti Tegal. Including English for Specific Purposes (ESP) into the curriculum becomes crucial as globalization expects engineering graduates to be competent in both technical expertise and English communication. By means of needs analysis, this study investigates important facets like learning objectives, language difficulties, curriculum integration, instructional module structure, and successful learning methodologies. Results show that although teachers deal with issues in resource availability and student involvement, students struggle with technical vocabulary, fluency, and structured oral communication. Still, chances present themselves through interactive learning techniques that improve students' competency including technical talks, project-based learning, and multimedia tools. To guarantee that students acquire the required oral communication skills for academic and professional success, the study suggests a CLIL-based teaching module combining engineering knowledge with communicative language exercises.
Enhancing English Language Learning through ICT Integration: Innovations, Challenges, and Pedagogical Implications Arriyani, Nurfisi; Hartono, Rudi; Fitriati, Sri Wuli; Pratama, Hendi
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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ICT in English Language Teaching (ELT) has revolutionized language learning by allowing the students to become more active, interact frequently and assume more responsibility in their learning process. This study investigates the research question: How do EFL teachers demonstrate and integrate Technological Pedagogical Knowledge (TPK) and Pedagogical Content Knowledge (PCK) in ICT-supported English language instruction? Focusing on EFL instructors at a public university, the study employed a quantitative research design supported by a survey instrument that measured teachers’ self-reported TPK and PCK levels. Supplementary data were gathered through lesson plan evaluations and structured classroom observations to triangulate findings. Descriptive statistical analysis has been conducted and provided in the form of mean scores and standard deviations in order to outline the centralities and ranges in the knowledge domains of teachers. Preliminary results show that teachers have reported to be above average when voicing their Pedagogical Content Knowledge (PCK) (M = 4.1, SD = 0.6), although their Technological Pedagogical Knowledge (TPK) (M = 3.4, SD = 0.9) scores have displayed more variance than the latter, which may show the necessity to provide more support to integrate the use of technology. There was a greater chance that a teacher having higher TPK would employ interactive and student-based ICT activities. In contrast, those with lower TPK relied more on traditional, lecture-based methods despite having access to digital tools. In order to promote balanced teacher professional knowledge (TPK) and pedagogical content knowledge (PCK) in EFL instructors, the results support the significance of focusing on professional development. This presentation provides evidence-based recommendations for teacher educators and policymakers to support the effective integration of ICT in tertiary-level English Language Teaching (ELT) settings.
The in-service teachers’ reflection on the implementation of problem-based learning in the teacher professional education program at Universitas Pancasakti Tegal Sumartono , Sumartono; Fitriati , Sri Wuli; Wahyuni , Sri; Sakhiyya, Zulfa
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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This study explores the reflections of in-service teachers on the implementation of Problem-Based Learning (PBL) in the Teacher Professional Education Program (TPEP). With the increasing demand for 21st-century teaching skills, PBL has emerged as an effective instructional method to foster critical thinking, problem-solving, and student engagement. Using a qualitative approach, this research collected data from three in-service teachers through semi-structured interviews, classroom observations, and reflective journals. The findings highlight the benefits of PBL, including enhanced student motivation, collaboration, and a deeper understanding of learning materials. However, challenges such as time constraints, technical difficulties, and student adaptation to PBL were also identified. Teachers implemented solutions such as structured time management, technology integration, and active monitoring of student participation. Follow-up plans emphasize continuous reflection, evaluation, and adaptation to optimize the effectiveness of PBL in the classroom. The study underscores the importance of professional development in equipping teachers with the necessary skills to implement innovative teaching approaches. By addressing the challenges of PBL through strategic planning and ongoing support, teachers can enhance student learning outcomes and improve the overall teaching process.
From Monocentric to Pluricentric Approach in Speaking Class: Exploring Accent Acceptance among Indonesian Pre-service English Teachers Sutarno, Sutarno; Fitriati, Sri Wuli; Trisanti, Novia
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Previous research has examined EFL learners' perceptions of diverse accents. However, research focusing on the perspectives of Indonesian English teacher candidates is still rare, particularly in the context of speaking classrooms, where identities associated with accents are most prominent.This qualitative case study investigates the impact of a pluricentric teaching approach on the attitudes and speaking confidence of Indonesian pre-service English teachers. Within Indonesia's vast ELT context, where monocentric, native-speaker ideologies often prevail, pre-service teachers frequently experience significant anxiety and linguistic insecurity regarding their own accents and comprehension of diverse English varieties. This study explores how implementing a pluricentric framework which validates diverse English accents and prioritizes intelligibility over native-like pronunciation in an academic speaking course influences these perceptions. Data was collected through semi-structured interviews with five purposively selected pre-service teachers. Thematic analysis revealed three pivotal findings. First, the pluricentric method catalyzed a profound shift in attitudes, moving participants from frustration and anxiety towards an appreciation and normalization of accent diversity. Second, a strong, symbiotic relationship was identified between increased accent acceptance and growth in speaking confidence, facilitated by the mitigation of "accent anxiety" and the reframing of communication as a collaborative effort. Third, participants' experiences fundamentally reshaped their perception of "accuracy," redefining it from phonological perfection to mutual intelligibility, which solidified their identity as legitimate global English users. The study concludes that pluricentric pedagogy is crucial for preparing Indonesian English teachers for the realities of global communication. It recommends the integration of World Englishes and ELF principles into teacher education curricula, a reform of assessment practices to prioritize intelligibility, and the fostering of critical self-reflection among pre-service teachers to break the cycle of native-speaker ideology and build sustainable, authentic confidence.
EXPLORING ISLAMIC UNIVERSITY STUDENTS’ ACCEPTANCE OF AI INTEGRATION IN ENGLISH SPEAKING PRACTICE: A TAM-BASED STUDY Yavani, Zakky; Hartono, Rudi; Haryanti, Rahayu Puji; Fitriati, Sri Wuli
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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The integration of artificial intelligence (AI) into language education has created new opportunities for English as a Foreign Language (EFL) learners, especially in speaking practice, where traditional classrooms often provide limited opportunities, delayed feedback, and high-anxiety conditions. Yet, few studies have examined AI acceptance within Muslim-majority higher education contexts where cultural and institutional factors may influence adoption. Guided by the Technology Acceptance Model (TAM), this study investigated English Language Teaching (ELT) students’ perceptions of usefulness (PU), ease of use (PEOU), attitude (ATT), and intention to use (ITU) AI tools for speaking practice at an Islamic university in Indonesia. A quantitative descriptive survey design was employed with 110 third-semester students, using a TAM-based questionnaire, analyzed through descriptive statistics . Findings indicated consistently high PU, particularly in enhancing confidence, fluency, vocabulary, and grammar, as well as high PEOU, reflecting the intuitive nature of AI tools. Attitudes were uniformly favorable, while ITU, though high, was slightly lower and more varied, suggesting that external factors such as affordability, infrastructure, and cultural concerns may limit adoption. The study affirms TAM’s explanatory power while underscoring its limits in fully capturing contextual influences. Its novelty lies in applying TAM within an Islamic higher education setting, contributing theoretical, pedagogical, and policy insights. Limitations include the single-site scope, reliance on self-reported data, and cross-sectional design, indicating the need for multi-institutional, longitudinal, and extended-TAM research.
Optimizing Argumentative Writing in the Digital Era: The Impact of ProWritingAid to Student Confidence and the Difficulties of AI-Driven Editing Sutrisno, Andy; Fitriati, Sri Wuli; Rozi, Fahrur
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6470

Abstract

This study examines the impact of ProWritingAid, an AI-driven writing tool, on improving writing accuracy and increasing confidence among vocational high school students studying English as a Foreign Language (EFL) in Indonesia. The study examines the difficulties vocational students encounter in creating coherent and grammatically precise argumentation writings, highlighting the necessity for efficient technology assistance in their writing advancement. A qualitative case study methodology was employed to gather data using semi-structured interviews, observations, and document analysis involving 21 eleventh-grade students at SMK Al-Washliyah Sukra. Thematic analysis utilizing NVivo software was conducted to discern major trends in students' motivation, confidence, and challenges encountered while using ProWritingAid. The results indicate that ProWritingAid markedly improves students' motivation and self-assurance by delivering prompt, constructive feedback on grammar, punctuation, and sentence structure, together with progress monitoring that cultivates a sense of accomplishment. Challenges include restricted access to premium capabilities, the intricacy of advanced ideas, internet connectivity problems, and device limits were recognized as impediments to optimal tool utilization. Notwithstanding these challenges, the tool significantly enhanced writing precision, assisting students in generating clearer and more logical arguing compositions. The study emphasizes the significance of including AI writing tools as supplementary resources in vocational education, while warning against excessive reliance and highlighting the necessity for instructional oversight. The study's limitations encompass its brief duration, cultural distinctiveness, and dependence on a singular version of the tool, potentially impacting generalizability. Subsequent study ought to investigate longitudinal impacts, cross-cultural relevance, and the incorporation of new AI technologies to enhance writing education in vocational EFL settings.
The Effectiveness of the Explicit and Implicit Grammar Teaching Online to Improve the Grammar Mastery Haryono, Tan Agung; Fitriati, Sri Wuli; Suwandi, Suwandi
English Education Journal Vol 13 No 4 (2023): December 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i4.71000

Abstract

Online classes have become indispensable in the digital age due to the internet's ability to offer invaluable resources and support for second-language classrooms. This practicality has led to widespread adoption across all academic levels, including higher education, resulting in a significant increase in the utilization of online classes. The purpose of the study was to examine how online explicit and implicit grammar teaching improved the degree of comparison mastery of the learners in Structure 2, a grammar course offered by Unika Soegijapranata in Semarang. Explicit grammar teaching involves presenting the rule and then providing examples to illustrate it, as stated by Larsen-Freeman (2014). On the other hand, implicit grammar teaching emphasizes the significance of learning grammatical rules through immersive experiences by providing various phrases and contextual examples (Thornburry, 1999). A quantitative case study was used to carry out the research. The data were collected by the assessment assigned to 19 students in the forms of pre-test and post-test. The students were grouped into 9 participants for the explicit group, and 10 participants for the implicit group. The data were analyzed via Microsoft SPSS version 22. The finding was that both explicit and implicit grammar teaching online had significant effects on the improvement of competencies. Thus, this study emphasizes the importance of considering these methods by lecturers, higher education institutions, and students involved in the learning process.
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 Anggraeni, Dian Puspita 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 Asti Veto Mortini Atik Rokhayani Atiullah, Kurnia Atiullah, Kurnia Aulia, Tazkia Aghnia Awalyah, Wa Ode Zulhidjah Ayu Jeanretno Tiara Putri Azhar Maulana Maghribi Sidiq Azwar Anas Bahri , Seful Budi Utomo Budi Waluyo Budi Waluyo 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 Dwi Setyorini Eka Kurniawati Eko Heriyanto Emilia Ninik Aydawati Emilia Ninik Aydawati Endah Kartika Suryani Endah Maulidiyah Entika Fani Prastikawati Ervina Juli Aryani Ervina July Aryani Erydani, Vinsensia Anisa Citta Fadhila Yonata Fadhila Yonata 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 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 Hendi Pratama Hermin Wijayanti Hidayati, Anik 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 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 Pasca Kalisa Permana, Rangga Permana, Rangga Permatasari Gunawan, Yayang Gita Permatasari Gunawan, Yayang Gita Prima Kismaning Diah Puji Astuti Purwaningtyas, Atika 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 Rodriguez, Marta Royhan Naufaldi Rudi Hartono Rudi Hartono Rudi Hartono Rudi Hartono Rudi Hartono Rustipa, Khatarina Saeful Bahri Sakhiyya , Zulfa Salma Nabila Putri Sangaji, Fahmi Arif 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 Sulistianingsih, Endang Sulistianti, Lilis Sumartono , Sumartono Susilowati, Nunung Sutarno Sutarno Sutrisno, Andy Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Syamsul Arifin Syarifah Syarifah, Syarifah Tan Agung Haryono, Tan Agung 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 Wachidah, Wahyu Dyah Nur Anis Wahyuni , Sri Wahyuni, Rahmi Nur Baity Wahyuni, Sri Wanda Giovani 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