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All Journal PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education KEMBARA JURNAL PENGABDIAN KEPADA MASYARAKAT JURNAL IQRA´ Al Ishlah Jurnal Pendidikan LLT Journal: A Journal on Language and Language Teaching Empowerment : Jurnal Pengabdian Masyarakat Linguistic, English Education and Art (LEEA) Journal BASIS (BAHASA DAN SASTRA INGGRIS) Triadik Edu-Ling: Journal of English Education and Linguistics JMM (Jurnal Masyarakat Mandiri) Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, dan Asing ABDIMAS SILIWANGI JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Proceedings of ISELT FBS Universitas Negeri Padang Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat JET (Journal of English Teaching) Journal of English Education and Teaching (JEET) Linguists: Journal of Linguistics and Language Teaching Disastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia Jurnal Pengabdian Masyarakat Bumi Raflesia Dharma Raflesia : Jurnal Ilmiah Pengembangan dan Penerapan IPTEKS Al-Lughah: Jurnal Bahasa ELTR Journal Pedagogy : Journal of English Language Teaching Ethical Lingua: Journal of Language Teaching and Literature Wacana : Jurnal Penelitian Bahasa, Sastra dan Pengajaran Jurnal Pendidikan Guru (JPG) Language and Education Journal Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Jadila: Journal of Development and Innovation in Language and Literature Education Journal of Education Research Linguistic, English Education and Art (LEEA) Journal Cakrawala: Jurnal Pendidikan Indonesian Journal of Educational Development (IJED) EDULIA: English Education, Linguistic and Art Journal Jurnal Inovasi Pengabdian Masyarakat Pendidikan JASL - Journal of Applied Studies in Language JEELS (Journal of English Education and Linguistics Studies) PKM Linggau: Jurnal Pengabdian dan Pemberdayaan Masyarakat Studies in English Language and Education TELL - US JOURNAL International Journal of Innovation and Education Research Ta'dib Journal of English for Specific Purposes in Indonesia Metathesis: Journal of English Language, Literature, and Teaching EduInovasi: Journal of Basic Educational Studies Jurnal Bilingual Jurnal Ilmiah Kesehatan Mandira Cendikia ETERNAL: English Teaching Journal English Education: English Journal for Teaching and Learning LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING Disastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Wisma Yunita
English Education Study Program, University Of Bengkulu, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Dentistry Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Medicine & Pharmacology Neuroscience Physics Public Health Social Sciences Other

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Improving Students’ Learning Outcomes in Learning English by Using Interactive Multimedia Putri , Anisa Hersa; Frimasary, Amelia Eka; Yunita, Wisma
TRIADIK Vol. 22 No. 1: April 2023
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/triadik.v22i1.33565

Abstract

Abstract Technology can change the paradigm of teacher-centered to be student-centered. One of the advantages of the technology is in utilizing multimedia. Multimedia is one type of media that can be used as the solution to improve the student motivation and participation in learning process. This classroom action research aims to improve English learning outcomes of students in SMA Negeri 2 Kota Bengkulu by using interactive multimedia. The research sample is students of class X IPS A consisting of 36 students. Samples were taken by purposive. The stages of the research consisted of Planning, Implementation, Observation and Reflection. The result showed that before being treated, there was 41.6 % students who had grades above the minimum criteria. Then, students’ learning outcomes increased to 58.3 % in the first cycle, and 83.3 % in the second cycle. It can be concluded that interactive multimedia can improve learning outcome of the students.
Language Learning Strategies: A Case of Indonesian Students Studying in the United Kingdom Indah, Nopita Nurpa; Yunita, Wisma; Maisarah, Ira
Journal of English Education and Teaching Vol. 7 No. 4 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.4.1135-1155

Abstract

This study aimed to find out the language learning strategies used by Indonesian students during their studies at the University of Leeds in the United Kingdom, the obstacles faced in implementing the learning strategy, and how to overcome the obstacles in implementing the learning strategy. Data obtained by providing a questionnaire and interview. The questionnaire was adopted from the Oxford theory, which consists of 50 statements with five answer choices in the form of Google form to 30 Indonesian students who studied at the University of Leeds. Then, the writer conducted the interview via zoom meeting that focused on the participants’ reasons and experiences with the language learning strategies they used. The result showed that: (1) the Indonesian students studying at the University of Leeds dominantly used cognitive, metacognitive, and social strategies. (2) The Indonesian students faced some obstacles in implementing the learning strategy, and they came from two factors: internal (study habits and study concentration) and external (teacher teaching style and the social environment). (3) The Indonesian students overcome those obstacles by applying different kinds of learning strategies. These findings relate to the importance and the use of language learning strategies for students who want to continue their studies overseas. Keywords: Language Learning Strategies; Indonesian Student; United Kingdom.
The Effect of Digital Media on Grammar Mastery for TOEFL Preparation Jasrial, Dedi; Zaim, M; Yunita, Wisma
Journal of English Education and Teaching Vol. 8 No. 2 (2024): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.8.2.386-399

Abstract

In this digital era, many scholars have reported the effectiveness of digital educational platforms in teaching English grammar. However, little research has utilized digital media, such as YouTube videos and the Quizizz platform, to teach TOEFL grammar. To fill this gap, this research aims to investigate the effect of and students’ perceptions of these two platform interventions on students’ grammar mastery for TOEFL. This experimental one-group pre-test-post-test design was applied to students of the Registration Certificate for Nutrition program at the Bengkulu Health Polytechnic of the Ministry of Health, consisting of 42 persons. The data of this research were the grammar tests given in the pre-test and post-test and the students’ perception questionnaire. A non-parametric Wilcoxon test using SPSS package version 16 and descriptive statistics were used to analyze the data. The result indicates that students’ grammar mastery for TOEFL preparation improved after giving interventions using YouTube and Quizizz platforms. Moreover, the results show students overwhelmingly perceive YouTube videos and Quizizz quizzes as highly effective for improving their grammar mastery for TOEFL preparation. They strongly believe their understanding of grammar improves and express high motivation, confidence, engagement, and effectiveness in applying and remembering grammar concepts. In brief, this result emphasizes the efficacy of utilizing multimedia resources and interactive platforms within educational settings, particularly in teaching English grammar. It is suggested instructors are encouraged to incorporate YouTube videos and Quizizz quizzes into TOEFL preparation courses to boost grammar mastery, leveraging multimedia resources for enhanced learning outcomes in the digital era.
Pelatihan Penggunaan Multimodal Text dan Genre-Based Approach Dalam Proses Pembelajaran Bahasa Inggris Yunita, Wisma; Harahap, Alamsyah
Jurnal Inovasi Pengabdian Masyarakat Pendidikan Vol. 4 No. 2 (2024)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jurnalinovasi.v4i2.31087

Abstract

Multimodal Text dan Genre Based Approach adalah suatu bentuk teks dan pendekatan pembelajaran yang dapat digunakan oleh guru dalam proses pembelajaran kepada para peserta didik didalam kelas khususnya dalam implementasi kurikulum 2013. Namun demikian belum semua guru memahami tentang multimodal text dan genre-based approach. Kegiatan pengabdian ini bertujuan untuk meningkatkan pengetahuan guru Bahasa Inggris di Kabupaten Kaur tentang penggunaan Genre based approach dan multimodal text dalam pembelajaran bahasa Inggris, membantu meningkatkan kualitas pembelajaran serta menumbuhkan semangat dan motivasi guru untuk mengajar menggunakan pendekatan baru. Pengabdian ini dilakukan dengan cara melakukan pelatihan penggunaan Multimodal Text dan Genre-Based Approach dalam proses pembelajaran bahasa Inggris bagi guru SMP dan SMA di Kabupaten Kaur. Metode yang digunakan adalah pelatihan dengan presentasi materi kepada para peserta pelatihan yang pada awal kegiatan diberikan pre-test dan diakhiri dengan post-test untuk mengetahui pengetahuan awal dan akhir peserta pelatihan. Kegiatan ini melibatkan 45 orang guru yang terdiri dari 23 orang guru SMA dan 22 orang guru SMP di Kabupaten Kaur. Instrumen yang digunakan dalam kegiatan ini berbentuk Google Forms yang berisi 15 pertanyaan dan kemudian dianalisis menggunakan persentase. Berdasarkan hasil pre-test dan post-test yang diberikan maka diketahui bahwa para guru SMA dan SMP di Kabupaten Kaur dapat memahami jenis, langkah-langkah Genre Based Approach dan Multimodal Text beserta contohnya, serta sumber belajar yang bisa digunakan dalam proses pembelajaran bahasa Inggris. Berdasarkan hal tersebut maka dapat disimpulkan bahwa pelatihan ini telah disajikan secara terstruktur oleh narasumber dan dapat menjadi wadah bagi guru dalam menambah wawasan dan pengetahuan mereka tentang multimodal text dan genre-based approach. Setelah pelatihan ini diharapkan peserta mampu menerapkan pengetahuan yang diperoleh melalui pelatihan ini dalam proses pembelajaran di SMP dan SMA khususnya di Kabupaten Kaur. Kata Kunci: Multimodal Text, Genre-based Approach, Bahasa Inggris
Grammatical Features in the Introduction Section of English Undergraduate Thesis Sari, Fenti Pratama; Yunita, Wisma; Maisarah, Ira
Linguistic, English Education and Art (LEEA) Journal Vol 7 No 1 (2023): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v7i1.6538

Abstract

This research aimed to find the grammatical features; (1) the total of tenses (present tense, past tense, and present perfect tense), (2) voice forms identification in the thesis introduction section of English Undergraduate. This research used quantitative method. The checklist and documentation are used as the instruments. The corpus of this research used were 20 introduction section of English Undergraduate thesis. The result reveals; first, the students most often used simple present tense with the total of 945, the total of simple past tense was 306, the present perfect tense showed the least appearance with the total 34. Second, the active form is the most often appears in the introduction section of the students’ theses which happened 1044 times meanwhile the total use of passive voice was 243. In conclusion, this research highlights grammatical features that are commonly used in the introduction section of undergraduate thesis; three tenses include simple present tense, simple past tense, and present perfect tense; voice forms that cover active form and passive form. Furthermore, the use of tenses types and voice forms are influenced by the context of idea expressed and functions of tenses and voice forms. As suggestion, undergraduate students are suggested to follow standards and trends in grammatical features used in writing the introduction section. Keywords: Grammatical Features, Introduction Section, Undergraduate Thesis
Grammatical Problem in the Result Section of Master Theses Kristanti, Vanda; Yunita, Wisma; Maisarah, Ira
Linguistic, English Education and Art (LEEA) Journal Vol 7 No 1 (2023): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v7i1.6540

Abstract

The aim of this research was to investigate the grammatical problems in the result section of master theses and to know the possible causes of grammatical problems in the theses written by the English education postgraduate program students of the Faculty of Teacher Training and Education of the University of Bengkulu. This study used a mixed method. Documentation, a checklist and an interview were the instruments utilized in this mixed-method research. Most of the grammatical problems were investigated quantitatively, and the causes of grammatical problems were studied qualitatively. The corpus of this study was 20 master theses written by English education postgraduate program students who have graduated in 2021. The findings showed that the most frequent grammatical problems found in the result section of the master thesis were incorrect verbs with 39,8% or 51 times, which were dominated by subject-verb agreement and tense confusion which confuse the reader. The cause of the grammatical problems found in the result section of the thesis was carelessness with 39,16% or 94 times. The conclusion of this study provides information about the most frequent grammatical problems and possible causes in the master thesis result section to increase the writer's awareness about the importance of grammatical writing in the result section. Keywords: Grammatical Problems, Result Section, Theses
Illocutionary Speech Acts of Verbal Bullying in Dahl’s the Big Friendly Giant and Its Impacts on Self-Esteem of the Main Characters Maisarah, Ira; Yayan, Yayan; Yunita, Wisma
Linguistic, English Education and Art (LEEA) Journal Vol 7 No 1 (2023): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v7i1.7270

Abstract

The thesis aims to describe illocutionary speech acts of verbal bullying from a children’s literature entitled the Big Friendly Giant written by Roald Dahl. The research was designed as a qualitative study and applied content analysis. The used instruments were the tables contained illocutionary speech acts indicating verbal bullying and self-esteem. The data formed in the narrative quotations, which those were analyzed with applying Searle’s illocutionary speech acts. Verbal bullying were classified into six types, such as insulting, reviling, calling by bad name, public shaming, spreading gossip, and accusing. Furthermore, the data were connected with the issue of self-esteem having five senses proposed by Reasoners, such as sense of security, identity, belonging, purpose, and competence. The results indicated that two main figures experienced four of six verbal bullying types, such as insulting consisting of 19 utterances, or 73% of whole data, 1 datum of reviling (5.3%), 5 data of calling by bad names (19%), and 1 of accusing (5.3%). Meanwhile, the data of self-esteem informed 1 utterance of sense of identity (7%), belonging (2 utterances or 15%), purpose (5 utterances, 36%), and competence (6 utterances or 43%). In conclusion, the Big Friendly Giant can be recommended as English subject material because of providing a unique illustration for school students in dealing with verbal bullying which motivates them to erecttheir better future. KeyWords: Illocutionary Speech Acts, Self-Esteem, the Big Friendly Giant, Verbal Bullying.
Efektivitas Model Pembelajaran Problem Solving Terhadap Keterampilan Menulis Esai Argumentatif Heny, Heny Friantary; Arono, Arono; Yunita, Wisma
Cakrawala: Jurnal Pendidikan Vol. 18 No. 1 (2024)
Publisher : Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/cakrawala.v18i1.436

Abstract

Tujuan penelitian ini adalah untuk mengetahui sejauh mana efektivitas model pembelajaran problem solving terhadap keterampilan menulis esai argumentatif mahasiswa. Penelitian ini merupakan jenis penelitian kuantitatif menggunakan model quasi eksperimental design. Populasi penelitian ini adalah mahasiswa semester 1 Program Studi Tadris Bahasa Indonesia UINFAS Bengkulu Angkatan 2023-2024. Pengambilan sampel menggunakan teknik purposive sampling. Sampel terdiri atas kelas IA sebagai kelas kontrol dan kelas IB sebagai kelas eksperimen. Instrumen yang digunakan berupa uraian tes, yaitu pretest dan posttest. Analisis data menggunakan uji prasyarat berupa uji normalitas model Kolmogrof-Sminov. Kemudian dilakukan uji homogenitas menggunakan data pre-tes pada masing masing kelompok kontrol dan eksperimen menggunakan ANOVA pada program SPSS. Setelah uji prasyarat, dilakukan uji hipotesis, yang terdiri dari uji paired sample t-tes kelompok kontrol, uji paired sample t-tes kelompok eksperimen, uji independen sample t-tes dan perhitungan N-gain. Hasil uji normalitas menunjukkan bahwa pada kelas ekperimen dan kelas kontrol memiliki distribusi normal, dengan nilai statistik Kolmogorov-Smirnova kelas eksperimen sebesar 0.159 dengan df 20 dan nilai signifikansi sebesar 0.198, sedangkan kelas kontrol sebesar 0.155 dengan df 20 dan nilai signifikansi sebesar 0.200*, maka Ho dapat diterima karena nilai signifikansi lebih besar dari tingkat signifikansi yaitu 0,05. Hasil uji homogenitas dengan nilai Sum of Squares Esai Argumentatsi sebesar 1.225 dengan df 1 dan nilai signifikansi sebesar 0.006 dengan F sebesar 1.225 dan nilai signifikansi sebesar 0.940. Hasil uji paired sampel T-test pada kelas eksperimen menunjukkan nilai t sebesar -12.714 dengan derajat kebebasan (df) sebesar 19 dan nilai signifikansi sebesar 0.000 (p < 0.05). Hasil uji paired sample T-test pada kelompok control menunjukkan nilai t sebesar -3.204 dengan derajat kebebasan (df) sebanyak 19. Uji independent T-test menunjukkan perbedaan rata-rata yang signifikan antara kedua kelompok (p < 0.05) dalam kedua skenario, dengan p-values masing-masing adalah 0.000. Hasil uji N-Gain menunjukkan bahwa intervensi dengan model Problem Solving pada kelas eksperimen memberikan dampak positif terhadap peningkatan prestasi. Secara keseluruhan hasil penelitian ini memberikan gambaran bahwa model Problem Solving memiliki dampak positif terhadap keterampilan menulis esai argumentatif mahasiswa. Kata Kunci: efektivitas, model problem solving, esai argumentatif
Grammatical Problems in the Methodology Section of Master Theses Mawarni, Mawarni; Yunita, Wisma; Sujarwati, Iis
EDULIA: English Education, Linguistic and Art Journal Vol 5 No 1 (2024): EDULIA: English Education, Linguistic and Art Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/edulia.v5i1.11739

Abstract

The methodology section is one of the most important aspects of a master thesis because it describes how the research was done and what method and procedure was taken in that research. This research aimed to discover the most common grammatical problems and possible causes of grammatical issues in master theses written by English education postgraduate program students at Bengkulu University, especially in the methodology section. This study used a mixed method, namely qualitative and quantitative. Most of the grammatical problems were investigated quantitatively, and the causes of grammatical problems were studied qualitatively. The corpus of this study was 20 master theses written by English education postgraduate program students who graduated in 2021. The findings showed that the most frequent grammatical problems found in the methodology section of the master theses were incorrect verbs, 38,60% or 44 times, which were dominated by tense confusion and subject-verb agreement, which confused the reader. Further, they also often lack the necessary syntactic connections between the verb and the nearest subject. The cause of the grammatical problems found in the methodology section of the theses was carelessness, first language interference, and translation. Carelessness becomes the highest possible cause of the grammatical problems committed by students. The conclusion of this research provides information about the most frequent grammatical problems and possible causes in the master theses of methodology section. Keywords: Grammatical Problems, Methodology Section, Writing Theses.
ENHANCEMENT OF STUDENTS’ CRITICAL THINKING SKILL AND WRITING ACHIEVEMENT THROUGH GUIDED-INQUIRY LEARNING Juansyah, Mardi; Arono, Arono; Yunita, Wisma
Premise: Journal of English Education and Applied Linguistics Vol 13, No 3 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v13i3.9888

Abstract

While many studies have explored the enhancement of critical thinking skills through inquiry and guided inquiry learning models, there is no research specifically examining the impact of the guided inquiry learning model on both critical thinking and writing achievement in the EFL context. This study aimed to examine the potential of the Guided Inquiry Learning model to enhance critical thinking skills and English writing achievement. This study was quasi-experimental research with a pretest-posttest control group design. A cluster random sampling technique was used to get two groups of samples. One experimental group was taught by guided inquiry learning, and one control group was taught without guided inquiry learning. The data were collected through six-item essay tests to measure students' critical thinking skills and writing tests to measure students' writing achievement. Those data were analyzed descriptively and inferentially. The prerequisite test of normality and homogeneity preceded the analysis of the t-test. The results of data analysis showed: 1) there is an increased score for students' critical thinking skills and writing achievement in each group, and 2) there is a significant difference in students' critical thinking skills (with sig. value of 0.000) and students' writing achievement (with sig. value of 0.005) after the implementation of guided inquiry learning model. The findings of this research highlight the significance of incorporating the GIL model into EFL instruction to equip students' writing achievement and critical thinking skills.
Co-Authors Ade Sissca Villia Afifah Izwandi, Alya Alamsyah Harahap Alamsyah Harahap Alamsyah Harahap, Alamsyah Ami Pradana Andi Sukmawijaya Andriadi Andriadi Anggun Citra Sari Dewi Ani Purnama Sari Annur, Yusri Fajri Aria Septi Anggaira Arisman Arisman Arisman Arisman Arono Arono Arono Arono Arono Arono Arono Arono Sulsain Al Qowi arsyad, safnil Audi Yundayani Aulia, Ruri Azwandi . Azwandi Azwandi Azwar, Taufik Akbar Baker, John R. Bertha Pasaribu Betaria Sukma Cindi Fitri Dahlia Dedi Jasrial Dedi Jasrial Dedi Jasrial Dedi Sofyan Dedi Sofyan Desi Suryani Dian Eka Chandra W Dian Eka Chandra Wardhana, Dian Eka Chandra Diani, Irma Elvina Gusman Emzir Emzir, Emzir Erna Iftanti Evi Sastra Sibran Fajar Kristina Fajri Annur, Yusri Faradila, Nandatul Fenti Pratama Sari Fitri, Gesna Frimasary, Amelia Eka Gio Fresky Hawara Gita Mutiara Hati Gita Mutiara Hati Gita Mutiara Hati Gita Mutiara Hati, Gita Mutiara Guntur, Rahmat Gustiana, Putri Dwi Hamzah, Syukri Hanna Sundari HARAHAP, ALAMSY AH Hardiah, Mei Heny, Heny Friantary Iis Sujarwati Iis Sujarwati Ildi Kurniawan Ilza Mayuni Imelda Imelda Indah Damayanti Indah Damayanti, Indah Indah, Nopita Nurpa Ira Maisarah Irma Diani Irma Diani Irwan Irwan Jasrial, Dedi Juansyah, Mardi Juhana Juhana Junitri Dian Syahdanis Kasmaini Kasmaini Khodijah Kristanti, Vanda Kristiana, Nelly Lidya Rona Mentari Lindawaty Bunga Djaya Kusuma Lingce, Septyara Liza Anggraini Mawarni Mawarni Mei Hardiah Mei Hardiah Mei Hardiah Mentari, Lidya Rona Meri Diana Miladesia, Aulia Arifani Nabilah Ningrum Nadrah, Nadrah Nelly Kristiana Nova Diana Nova Diana, Nova Nova Pandan Sari Nur Annisa, Meti Nur Ihram, Siraj Nurbaiti Nurbaiti Nurwinda Sulistyawati Palentja Etta Tilana Permatasari, Chindy Yulia Putri , Anisa Hersa Resty Maya Sari Rezita Ayu Febriyani Roy Yan Kurniawan Rutela Renette Safnil Arsyad Safnil Safnil Santika, Pelsi Sari, Fenti Pratama Satinem Septi Marlini Septyara Lingce Serasi, Reko Sinaga, Irene Riskiana Vionauli Sinarman Jaya Sofyan, Dedi Sri Arfani, Sri Suci Dwina Darma Supriyadi, Rendi Syafryadin Syafryadin syahrial . Syahrial Syahrial SYAHRIAL SYAHRIAL Syahrial Syahrial Syahrial Syahrial Syahriman, Syahriman Syaprizal, Syaprizal Tiara Savitri Triyanna, Wahyuni Utami, Elva Vanda Kristanti Vavia Darmayanti Wulandari, Mega Fitri Yayan Yayan Yayan Yayan Yenny Asmarni Yulistio, Didi Zahrida Zaim, M Zasrianita, Fera