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Sri Wuli Fitriati

English Department Universitas Negeri Semarang Indonesia

Author-ID : 267247

Religion Arts Humanities Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance 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 GOOGLE DRIVE–BASED E-PORTFOLIOS IN A FLIPPED ENGLISH CLASSROOM: A QUALITATIVE STUDY OF NURSING STUDENTS’ SPEAKING PERFORMANCE Bridgita Berlian Budiani; Sri Wuli Fitriati; Widhiyanto; Sri Wahyuni
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.266

This study qualitatively investigates the implementation of a Google Drive–based e-portfolio in a flipped English classroom, aiming to enhance nursing students’ English for Specific Purposes (ESP) speaking proficiency. The study examines the integration of flipped learning and digital portfolios into instructional practice, considering the communicative demands faced by nursing students in professional healthcare settings. It evaluates student engagement with the learning model and identifies the benefits and challenges that developed during the process. A qualitative research design was utilized, involving twenty sixth-semester nursing students participating in an English for Specific Purposes (ESP) speaking course at a private college of health sciences in Indonesia. Data were gathered from various sources, including recorded speaking samples from students, semi-structured interviews, classroom observations, and survey responses. Thematic analysis yielded four principal findings: noticeable enhancement in speaking performance, heightened engagement and participation in classroom activities, favorable perceptions of Google Drive–based e-portfolios as instruments for practice and reflection, and preliminary challenges concerning adaptation, technology, and time management. The results show that using e-portfolios in a flipped classroom is a structured and useful way to help nursing students improve their professional speaking skills. The study provides pedagogical insights into the practical application of technology-enhanced English for Specific Purposes (ESP) instruction within health sciences contexts.

Filler Use in EFL Speaking: A Cognitive and Communicative Analysis of English Club Interactions Pursa Cahya Ukiarti; Sri Wuli Fitriati
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 13 No. 1 (2026): June
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v13i1.20458

Fillers are commonly regarded as indicators of speech disfluency in English as a Foreign Language (EFL) communication; however, their strategic role in natural extracurricular speaking environments remains underexplored, particularly in cognitively demanding interactions such as debates. This study aims to investigate the types of fillers produced by EFL learners, examine their communicative functions, and explore students’ perceptions of filler use during English Club activities. A descriptive qualitative design was employed involving 15 English Club members at a senior high school in Pekalongan, Indonesia. Data were collected through audio recordings, classroom observations, and semi-structured interviews, and analyzed using qualitative content analysis. The findings revealed that students predominantly employed short lexical and unlexicalized fillers to maintain speech continuity, gain planning time, organize ideas, and manage real-time interaction, especially during debate sessions requiring higher cognitive processing. Interview data further indicated that students perceived fillers as useful strategies for sustaining fluency and reducing communication anxiety, although excessive use was considered detrimental to clarity and speaker credibility. This study contributes to the understanding of fillers as strategic components of communicative competence rather than mere signs of disfluency and highlights the pedagogical importance of fostering balanced filler use to support spontaneous speaking performance in EFL contexts.

Differentiated Instruction in Teaching Writing Narrative Text to Students of SMA 2 Tegal Dwi Setyorini; Sri Wahyuni; Sri Wuli Fitriati
Cakrawala: Jurnal Pendidikan Vol 19 No 2 (2025): Education, Multiculturalism and Management
Publisher : Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/cakrawala.v19i2.512

Teaching writing requires teachers to use an appropriate approach. Differentiated instruction can be applied as it can facilitate children's diverse learning needs as well as one of the embodiments of the emancipated curriculum. This mixed-method research explored the implementation of differentiated instruction in teaching English as a foreign language and focuses on writing narrative text to high school students. The main objective of this study is to explain the teacher’s preparation, implementation, and its effects. A teacher and a class of students participated in this study. The result shows that the teacher has an understanding and concept of the application of DI in the classroom. The teacher implemented content, process, and product differentiation based on the students’ readiness level and interest. DI was proven to have positive impacts on students. The research implications are expected to guide practitioners, policymakers, and other stakeholders in applying research findings in practical settings.

Structural and Functional Analysis of Four-Word Lexical Bundles in Academic Book Reviews Published in Q1-Indexed International Journals Nur Ifadloh; Sri Wuli Fitriati; Widhiyanto Widhiyanto; Dwi Rukmini
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i3.20011

Lexical bundles are an important feature of academic discourse, reflecting textual fluency, information density and rhetorical organization. While there is a massive frame of research on lexical bundles in academic genres, limited research has been done on lexical bundles in academic book reviews, especially in Q1-indexed international journals. The present corpus-based study explores the structural and functional distribution of four-word lexical bundles in academic book reviews published in Q1-indexed international journals. The corpus consists of twenty book reviews taken from ten Q1-indexed international journals. The analysis yielded 37 lexical bundles in this corpus. Structurally, fragments based on prepositional phrases and fragments based on noun phrases dominate the distribution, covering 78.38% of all lexical bundles. These patterns indicate a preference for compact packaging of information in terms of nominal and prepositional structures. In terms of function, the most frequently occurring category was referential bundles (56.75%), followed by discourse-organizing bundles (29.73%), and attitude bundles (13.51%). The prevalence of referential bundles reflects the focus of the genre on elaboration, description and academic evaluation of content, while the relatively low frequency of attitudinal bundles suggests adherence to academic objectivity. In general, the findings of the study reveal a close relationship between the structural patterns and the communicative functions of lexical bundles in the academic book reviews. The study demonstrates the benefits of corpus-based and genre-sensitive approaches for understanding academic discourse and has pedagogical implications for teaching academic writing, particularly in helping students to develop lexical patterns consistent with the standards of academic book reviews.

The analysis of lecturers’ role in forming classroom interaction among students: A case study at Smaratungga Buddhist Study College Budiyanto; Sri Wuli Fitriati; Partono; Budi Utomo; Kabri
LEOTECH: Journal of Learning Education and Technology Vol. 1 No. 1 (2024): LEOTECH: Journal of Learning Education and Technology
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/leotech.v1i1.2

The importance of classroom interaction in EFL (English as a Foreign Language) instruction is occasionally lost on educators. The interaction in the classroom is crucial to assimilating and embracing the target language. As a result of successful information transfer from the teacher to the students, good contact can lead to an increase in students' language acquisition. Because the focus of the classroom interaction study is on how interlocutors make meaning of one another's contributions, the findings can be used as a diagnostic tool to identify issues with discourse management and crucial occurrences that learners confront. Researchers used qualitative methods, including discourse analysis and case studies. Smaratungga Buddhist College Study College was conducted this investigation. The researchers anticipate that learners will be motivated and inspired by the interactional situation. This study focuses on how the teacher creates interaction in the classroom. The success of all outcomes depends on how well students interact. Researchers agree with their actions while they are interacting with the teacher or one another.

RECONTEXTUALIZING EFL READING INSTRUCTION THROUGH LOCAL WISDOM: A MIXED-METHODS STUDY OF PROBLEM-BASED LEARNING Lanlan Muhria; Sri Wuli Fitriati; Suwandi Suwandi; Sri Wahyuni
JURNAL EDUSCIENCE Vol 13, No 2 (2026): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i2.8856

Purpose – This study investigates how recontextualizing EFL reading instruction through local-wisdom-based Problem-Based Learning (PBL) supports students’ reading comprehension and learning experiences.Methodology – The study employed an explanatory sequential mixed-methods design to integrate students’ perceptions with their classroom experiences. Quantitative data were collected through a closed-ended Likert-scale questionnaire administered to 27 third-semester English Language Teaching (ELT) students, examining perceived support for reading comprehension across text understanding, inferential reading, critical reading, cultural relevance, and engagement. Qualitative data were gathered through three classroom observations, reflective journals, and in-depth interviews with three purposively selected students.Findings – Students perceived strong support for reading comprehension, particularly in cultural relevance, understanding main ideas, and engagement. Qualitative evidence indicates that familiarity with local narratives, traditions, and places reduced cognitive distance between texts and readers, enabling more focused meaning construction in English. Problem-based tasks further positioned reading as a purposeful, collaborative activity focused on solving contextualized problems rather than answering isolated comprehension questions. However, support for inferential and critical reading was perceived more unevenly, reflecting differences in linguistic readiness and analytical confidence. Integration of quantitative and qualitative findings demonstrates that positive perceptions of reading support were grounded in culturally familiar, problem-oriented, and socially mediated reading experiences.Contribution – The study concludes that local-wisdom-based PBL fosters a coherent EFL reading environment that anchors comprehension and engagement while gradually supporting the development of higher-order reading processes.

Optimizing Employee Performance and Sustainability with Big Data and AI in Hospitality Asti Veto Mortini; Sri Wuli Fitriati; Rahayu Puji Haryanti; Sri Wahyuni; Marta Rodriguez
CORISINTA Vol 2 No 2 (2025): August
Publisher : Pandawan Sejahtera Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33050/corisinta.v2i2.138

This study explores the impact of Big Data and Artificial Intelligence (AI) on Employee Performance and Sustainability in the hospitality industry. By integrating Big Data and AI, hospitality businesses can optimize operations, enhance employee efficiency, and promote sustainable practices. The research uses SmartPLS to analyze the relationships between these variables, with a focus on how Big Data and AI influence Employee Performance, which in turn contributes to Sustainability efforts. The results show that both Big Data and AI have significant positive effects on Employee Performance, with Big Data demonstrating a stronger impact. Moreover, Employee Performance mediates the relationship between Big Data, AI, and Sustainability, indicating that improvements in employee performance lead to better sustainability outcomes, such as resource optimization and waste reduction. The study’s findings align with SDG 8 (Decent Work and Economic Growth) and SDG 12 (Responsible Consumption and Production), highlighting the potential of technology to drive both economic and environmental sustainability in the hospitality sector. This research contributes to understanding how the application of Big Data and AI can help hospitality businesses achieve long-term success through improved operational efficiency and sustainable practices

Lexical acquisition in blended EFL learning: Integrating the enriched virtual model into VARK learning styles Theresia Cicik Sophia Budiman; Sri Wuli Fitriati; Widhiyanto Widhiyanto
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.237-256

Vocabulary knowledge plays a fundamental role in second language (L2) proficiency and is strongly linked to students’ academic success in higher education. As blended learning becomes increasingly prevalent in university contexts, there is a growing need for instructional models that promote flexibility, learner engagement, and multimodal input. This study investigates the integration of VARK learning styles—Visual, Aural, Read/Write, and Kinesthetic—within the Enriched Virtual Model (EVM) to support lexical competence among English as a Foreign Language (EFL) learners. Adopting a mixed-methods design, the study involved 53 undergraduate students enrolled in a Lexical Studies course. Quantitative data were collected through pre- and post-tests to measure lexical gains, while qualitative insights were obtained from reflective journals and semi-structured interviews. Quantitative data were analyzed using paired-sample t-tests to examine pretest–posttest differences, one-way ANOVA to compare vocabulary gains across VARK learning-style groups, and Cohen’s d to determine effect size. Qualitative data were analyzed thematically following Braun and Clarke’s six-step framework.The findings reveal a statistically significant improvement in students’ lexical mastery, with a large effect size indicating a strong instructional impact. Analysis across VARK categories shows that Visual and Read/Write learners benefited most from the multimodal online materials, although positive progress was observed across all learning-style groups. Qualitative results further indicate that the VARK-informed EVM enhanced learner engagement, autonomy, and motivation by allowing students to interact with vocabulary through varied and flexible modalities. However, challenges related to cognitive workload and limited opportunities for kinesthetic engagement in online environments were also reported. These findings suggest the importance of balancing modality representation when designing blended vocabulary instruction. Overall, this study contributes to multimodal lexical pedagogy and offers practical implications for developing adaptive and learner-centered blended learning models in higher education.

Exploring The Types and Pragmatic Functions of Fillers in University Podcast Discourse Muhammad Fatah Attamimi; Sri Wuli Fitriati; Yuliati
PROJECT (Professional Journal of English Education) Vol. 9 No. 4 (2026): VOLUME 9 NUMBER 4, JULY 2026
Publisher : IKIP Siliwangi

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

This study explores the role of fillers used by international students in a spontaneous communication setting through a podcast interview at Universitas Negeri Semarang. The study aims to classify the types as well as to analyze the pragmatic functions of fillers as used by the students during the podcast, utilizing Rose’s (1998) filler classification and Stenström’s (1994) filler function theories as the framework. A descriptive qualitative single case study approach was employed for the study, collecting extensive transcription data from the entirety of the podcast which consisted of six Denish students as the key participants. The collected data was then analyzed thoroughly using content analysis method, focusing on each student’s utterances in order to identify the fillers and their meaning in the context of the podcast. The findings show that lexicalized filler is the more dominant type used by the students, occurring 197 times from an accumulation of 274 fillers throughout the podcast. In addition, the most used pragmatic function of filler is the hesitation device. The findings highlight that international students strongly rely on lexicalized fillers to manage spontaneous communication and maintain the flow of conversation during a podcast interview.

Investigating EFL lecturers’ perceived and demonstrated TPACK competence in online and blended language teaching Nurfisi Arriyani; Rudi Hartono; Sri Wuli Fitriati; Hendi Pratama
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.10078

In response to the shift to online instruction, English language lecturers in Indonesian higher education are expected to integrate digital tools that embody technological, pedagogical, and content knowledge (TPACK). Prior studies often report only tool use frequency, neglecting whether such use advances language teaching goals. This study investigates Indonesian EFL lecturers’ perceived and demonstrated TPACK competence through their use of digital tools and instructional strategies in online English teaching. This convergent mixed-method study examined 59 EFL lecturers from universities across Java, Sumatera, and Sulawesi. Data were garnered from closed and open-ended questionnaires using digital tools. Quantitative analysis using SPSS showed relatively high perceived TPACK competence, with a mean score of 3.962 (SD = 0.826) on a five-point Likert scale measuring tool selection aligned with TPACK principles. Frequently used tools included WhatsApp and the campus Learning System, while Flipgrid and Google Docs were popular for speaking and writing. Thematic analysis revealed varying TPACK alignment; some lecturers deliberately integrated tools for pedagogy and content, whereas others selected technologies mainly for convenience or institutional constraints. Findings suggest that, despite widespread technology use, stronger pedagogical support and ongoing TPACK-focused professional development are essential for meaningful integration in Indonesia.

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 Bridgita Berlian Budiani Budi Utomo Ditthisampanno 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 Dwi Setyorini Eka Kurniawati Eko Heriyanto Emilia Ninik Aydawati Emilia Ninik Aydawati Emiliana, Veril Endah Kartika Suryani Endah Maulidiyah Endang Sulistianingsih 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 Farouk Imam Arrasyid 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 Hendi Pratama Hermin Wijayanti Hidayati, Anik Hustarna . I Made Suwartama Ilmi, Istiqomah Khoirul Ima Isnaini Taufiqur Rohmah Imaduddin Abil Fida Inaroh, Inaroh Indah Arvianti Indah Nurhidayah Indrawati . Ira Mutiaraningrum Isfara, Gabby Allen Vica Islami, Sisilia Agustin Dini Islami, Sisilia Agustin Dini Issy Yuliasri Issy Yuliasri Jan Mujiyanto Jannah, MarÃ¢â‚¬â„¢atul Januarius Mujianto Januarius Mujianto Januarius Mujiyanto Januarius Mujiyanto, Januarius Januarius, Januarius John Edwards Joko Nurkamto Juan Carlos Rodriguez 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 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 MarÃ¢Â€Â™atul Jannah, MarÃ¢Â€Â™atul Marta Rodriguez Maskanah Mohammad Lotfie Masriatus Sholikhah Maula, Inayatul Maula, Inayatul Mayangsari, Andhani Mega Mulianing Maharani Mega Mulianing Maharani Mega Mulianing Maharani Megawati, Wahyu Meylana, Ardhy Mijiyanto, Januarius Moh Shofi Zuhri Mohammad Qushoy Muhammad Fatah Attamimi Muhammad Rifqi Mujianto, Januarius Mujib Abdillah Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Ngasbun Egar Nina Sofiana Novi, Aris Novi, Aris Novia Trisanti Novia Trisanti Novita Eka Tristiana Nur Azmi Rohimajaya Nur Ifadloh Nurfisi Arriyani 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 Puji Astuti Puji Astuti Pursa Cahya Ukiarti Purwaningtyas, Atika 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 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 Shofyatul Fuadiyah Siti Musarokah Solihah, Yuni Awalaturrohmah Solihah, Yuni Awalaturrohmah Sri Haryati Sri Lestari Sri Lestari Sri Wahyuni Sri Wahyuni Sulistianti, Lilis Sumartono , Sumartono Susilowati, Nunung Sutarno Sutarno Sutrisno, Andy Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Syadzilia Aluv Mawsally Syamsul Arifin Syarifah Syarifah, Syarifah Tan Agung Haryono, Tan Agung Taranindya Zulhi Amalia 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 Widhiyanto Yayu Sri Rahayu Yuliasry, Issy Yuliasry, Issy Yuliati Yuliati Yuliati Yuliati Yuni Awalaturrohmah Solihah Yuniarti Yuniarti Yuniarti Yuniarti Yusi Rahmawati Yuvita Yuvita Yuvita Yuvita zakky yavani Zhafira Dian Hapsari zulfa Sakhiyya

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