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All Journal DIKSI International Journal of Education Jurnal Moral Kemasyarakatan Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya JP-BSI (Jurnal Pendidikan Bahasa dan Sastra Indonesia) Jurnal Bahasa Indonesia bagi Penutur Asing (JBIPA) Dinasti International Journal of Education Management and Social Science Didaktika: Jurnal Kependidikan JOLLT Journal of Languages and Language Teaching Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Journal Evaluation in Education (JEE) Sibatik Journal : Jurnal Ilmiah Bidang Sosial, Ekonomi, Budaya, Teknologi, Dan Pendidikan DIMASATRA Mitra Teras: Jurnal Terapan Pengabdian Masyarakat Diversity Logic Journal Multidisciplinary @Artikulasi AUFKLARUNG: Jurnal Kajian Bahasa, Sastra Indonesia, dan Pembelajarannya Inovasi Kurikulum
Widia, Ida
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Pengembangan Asesmen Membaca Bagi Pembelajar BIPA Aras Dasar di Sekolah Essa Baucau Timor Leste Gil Tomé Ribeiro; Nuny Sulistiany Idris; Ida Widia
Didaktika: Jurnal Kependidikan Vol. 14 No. 4 Nopember (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2967

Abstract

Pembelajaran Bahasa Indonesia bagi Penutur Asing (BIPA) di Timor Leste masih menghadapi kendala, khususnya dalam asesmen membaca yang belum dirancang secara sistematis dan belum sepenuhnya disesuaikan dengan karakteristik pembelajar. Di Escola Secundária Sant’António (ESSA) Baucau, instrumen asesmen yang digunakan masih memiliki validitas rendah, reliabilitas kurang memadai, dan belum kontekstual dengan latar belakang bahasa siswa yang menggunakan Tetun dan Portugis sebagai bahasa ibu. Penelitian ini bertujuan mengembangkan instrumen asesmen membaca BIPA aras dasar yang memenuhi kriteria valid, reliabel, dan praktis untuk digunakan di ESSA Baucau, Timor Leste. Pendekatan yang digunakan adalah Research and Development (R&D) dengan model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Data penelitian bersumber dari dokumen asesmen formatif dan sumatif sekolah ESSA. Subjek penelitian terdiri dari 45 siswa BIPA aras dasar yang dipilih secara purposive sampling. Instrumen penelitian meliputi lembar validasi ahli, angket respons siswa, dan tes kemampuan membaca. Validasi dilakukan oleh tiga ahli BIPA dan asesmen. Uji coba instrumen dilakukan dalam dua tahap, yakni uji coba terbatas pada 15 siswa dan uji coba luas pada 45 siswa. Analisis data menggunakan Content Validity Ratio (CVR) dan Content Validity Index (CVI) untuk menilai validitas, Alpha Cronbach untuk mengukur reliabilitas, persentase respons positif untuk mengukur kepraktisan, serta uji t-test untuk mengukur efektivitas. Hasilnya, instrumen yang dikembangkan memiliki skor rata-rata validitas 4,17 (skala 5) dari penilaian ahli, dengan 28 dari 30 butir soal (93,3%) memiliki validitas tinggi. Reliabilitas instrumen mencapai 0,87 (Alpha Cronbach), menunjukkan konsistensi internal yang baik. Kepraktisan instrumen memperoleh persentase 83,5% dari respons siswa dan 90,5% dari respons guru. Implementasi instrumen juga terbukti efektif, ditunjukkan oleh peningkatan rata-rata skor membaca siswa dari 65,2 menjadi 78,4, serta peningkatan motivasi belajar sebesar 23%. Secara keseluruhan, instrumen asesmen membaca BIPA aras dasar yang dikembangkan ini valid, reliabel, praktis, dan efektif untuk mengukur kemampuan membaca siswa, mencakup indikator pemahaman literal, inferensial, dan kritis yang sesuai dengan karakteristik pembelajar di Timor Leste.
A Collaborative Approach in Teaching Descriptive Text Writing: A Study on Grade 10 Students of ESTV-IT 28 Novembro Dili Timor Leste Francisco Saramento Morais; Ida Widia; Suci Sundusiah
Dinasti International Journal of Education Management and Social Science Vol. 7 No. 1 (2025): Dinasti International Journal of Education Management and Social Science (Octob
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v7i1.5579

Abstract

This study aims to explore the implementation of a collaborative approach in teaching descriptive text writing to grade 10 students in one of the public schools ESTV-IT 28 Dili Timor Leste. The problem behind this study is the students' low ability to write descriptive text effectively, which is characterized by a lack of ideas, poor paragraph structure, and weak use of vocabulary. The collaborative approach is believed to address these problems. by providing space for students to discuss, give feedback, and build mutual understanding in the writing process. This research used a qualitative approach with a case study method. Data were collected through classroom observations, in-depth interviews with teachers and students, and document analysis in the form of student writing results and learning tools. The results show that the implementation of collaborative approach can increase students' involvement in the learning process, strengthen critical thinking and cooperation skills, and produce more structured and expressive writing. Despite challenges such as unequal participation in groups and time constraints, teacher mentoring strategies and the use of peer feedback proved effective in supporting the collaborative process. This study makes an important contribution to the development of collaboration-based writing teaching strategies, especially in descriptive text learning. The results of this study are expected to be a reference for teachers in designing learning that is contextual, participatory, and in accordance with the needs of 21st century students.
The Effectiveness of the Audiolingual Model Assisted by Podcast Media on the Listening Ability of Grade X Students at ESTV President Nicolau Lobato, Timor Leste Abril da Conceicao; Suci Sundusiah; Ida Widia
Dinasti International Journal of Education Management and Social Science Vol. 7 No. 2 (2025): Dinasti International Journal of Education Management And Social Science (Decem
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v7i2.5667

Abstract

This study aims to test the effectiveness of the audiolingual model assisted by podcast media in improving the listening skills of grade X students at Estv President Nicolau Lobato, Timor Leste. This study's background is the EFL students' low listening ability caused by limited vocabulary, difficulty understanding native speaker speech, and the lack of authentic media in learning. The research method uses a quasi-experimental design with a pre-test–post-test control group model. The sample consists of two classes: the experimental group taught with the audiolingual model assisted by podcasts and the control group with conventional methods. The instrument, in the form of a listening test, was validated by experts and tested for reliability using the Cronbach's Alpha coefficient. Data analysis was carried out with descriptive statistics (mean, standard deviation) and inferential (paired sample t-test and independent sample t-test) at a significance level of 0.05. The results showed a significant improvement in the experimental group. The mean pre-test score of Instrument A (Greetings and Greetings) of 5.88 increased to 7.60 in the post-test (t = -19.34; p < 0.05), while Instrument B (Introductions) increased from 2.84 to 3.73 (t = -8.82; p < 0.05). The independent sample t-test results also showed a significant difference between the two instruments in the post-test (t = 22.13; p < 0.05). These findings support the behaviourist theory that emphasises the importance of drill and stimulus–response and the linguistic input theory that highlights the benefits of repeated exposure to authentic language. Thus, the combination of audiolingual and podcast models has been proven effective in improving listening skills while being relevant to the EFL context of developing countries.
Profil kebutuhan media modifikasi wayang beber dalam pembelajaran berbicara dan pemahaman lintas budaya pemelajar BIPA Tiongkok Salwa Yumna Soyu; Mochamad Whilky Rizkyanfi; Ida Widia
Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Vol 9 No 1 (2026)
Publisher : Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/diglosia.v9i1.1837

Abstract

This study aims to describe the need for modified wayang beber teaching media in speaking and cross-cultural comprehension learning for beginner-level BIPA learners from China based on the perspectives of learners and teachers. The study uses a qualitative descriptive approach involving eight beginner-level learners from Xi'an International Studies University, China, and three teachers from Indonesia University of Education. Data collection was carried out through literature study, interviews, observation, and questionnaires. Data were analyzed using qualitative descriptive techniques by condensing, presenting data, and drawing conclusions. The study found four dimensions of needs: learners' needs regarding the characteristics of wayang beber media, the needs of wayang beber media in facilitating speaking skills, the needs of wayang beber media in cross-cultural understanding, and teachers' needs regarding the use of wayang beber and folk tales. Data triangulation from both perspectives produced a comprehensive profile of needs, including: presenting the story of Malin Kundang with clear and complex visual designs; integrating speaking and cross-cultural understanding learning through structured discussions on cultural values, comparisons between Indonesian and Chinese cultures, and reflective questions to develop learners' empathy; and comprehensive implementation covering print and digital media, guidelines for teachers and learners, assessment tools aligned with competency standards, and multimedia support materials.
Belajar Etika Budaya: Menakar Kesantunan dan Kepercayaan Diri Mahasiswa Bahasa Indonesia bagi Penutur Asing Suci Sundusiah; Nuny Sulistiany Idris; Ida Widia; Amirush Shafa Fauzia; Dinar Asri
Jurnal Moral Kemasyarakatan Vol 10 No 2 (2025): Volume 10, Nomor 2 - Desember 2025
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jmk.v10i2.12358

Abstract

Penelitian ini bertujuan untuk menganalisis hubungan antara kepercayaan diri mahasiswa dalam menyimak Bahasa Indonesia bagi Penutur Asing (BIPA) dan kesadaran mereka terhadap kesantunan berbahasa. Data diperoleh melalui dua instrumen berupa skala kepercayaan diri menyimak dan skala kesadaran kesantunan yang diberikan kepada mahasiswa BIPA dari tiga level: dasar, menengah, dan mahir. Uji normalitas dan analisis non-parametrik Kruskal-Wallis digunakan untuk menguji perbedaan antar level, sedangkan analisis korelasi dan regresi diterapkan untuk mengeksplorasi hubungan antarvariabel. Hasil menunjukkan tidak terdapat korelasi signifikan antara kepercayaan diri menyimak dan kesadaran kesantunan, dengan indikasi adanya fenomena overconfidence pada pemelajar dengan skor kepercayaan diri tinggi tetapi kesadaran kesantunan rendah. Temuan ini menggarisbawahi pentingnya pengajaran secara eksplisit tentang norma kesopanan dan nilai budaya Indonesia dalam pembelajaran BIPA. Implikasi pedagogis disoroti, khususnya integrasi pelatihan pragmatik ke dalam kurikulum BIPA guna menghasilkan komunikator yang fasih sekaligus beretika.
ANALYSIS OF THE BIPA READING-SPEECH LEARNING MODEL BASED ON THE THEMATIC APPROACH OF INDONESIAN LOCAL WISDOM FOR GRADE 7 STUDENTS Agus Setiyaningsih; Ida Widia; Mochamad Whilky Rizkyanfi
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 6 No. 1 (2026): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18502769

Abstract

Teaching Indonesian as a Foreign Language (BIPA) should be designed to be contextual and communicative to effectively address learners' needs in language skills, particularly reading and speaking. This study aims to develop a thematic-based learning model that integrates local Indonesian wisdom to enhance reading and speaking skills among Grade 7 students. The research employed a development research method following the Dick and Carey instructional design model. Data were collected through observation, interviews, questionnaires, and language skill tests. The results indicated that the model was effective in improving students' reading comprehension, speaking confidence, and interest in Indonesian cultural content. There was a significant increase in students' average scores after the implementation of the model. Thus, integrating thematic content and local cultural values into BIPA learning proved to be an effective strategy to enhance students' language skills while fostering meaningful appreciation of Indonesian culture.
Inovasi Pembelajaran Bahasa Indonesia: Metode Langsung dengan Dukungan Media Audiovisual di Kelas XII ESGP De Suai, Timor-Leste Armindo da Cruz; Ida Widia; Mochamad Whilky
JP-BSI (Jurnal Pendidikan Bahasa dan Sastra Indonesia) Vol 10, No 2 (2025): VOLUME 10 NUMBER 2 SEPTEMBER 2025
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jp-bsi.v10i2.7871

Abstract

Penelitian ini bertujuan untuk menguji penerapan metode langsung yang dipadukan dengan media audiovisual dalam pembelajaran berbicara Bahasa Indonesia di kelas XII ESGP De Suai, Timor-Leste. Penelitian ini menggunakan pendekatan kuasi-eksperimen dengan teknik pengumpulan data berupa tes kemampuan berbicara (pretest–posttest) dan angket respons siswa. Hasil penelitian menunjukkan bahwa penerapan metode langsung berbantuan media audiovisual terbukti lebih efektif daripada metode diskusi dalam meningkatkan kemampuan berbicara Bahasa Indonesia bagi penutur asing di ESGP de Suai, Timor Leste. Penerapan metode langsung mampu menciptakan suasana pembelajaran yang komunikatif, sedangkan penggunaan media audiovisual memberikan rangsangan visual dan auditori yang membantu pemahaman serta meningkatkan motivasi belajar siswa. Temuan ini menegaskan bahwa metode langsung berbantuan media audiovisual dapat menjadi alternatif pembelajaran yang relevan dan aplikatif dalam pengajaran BIPA pada konteks pendidikan yang memiliki keterbatasan sumber belajar.
Spelling mistakes in writing by Indonesian speakers in Timor Leste and their implications Alowisia Since; Ida Widia; Mochamad Whilky Rizkyanfi
Inovasi Kurikulum Vol. 22 No. 4 (2025): Inovasi Kurikulum, November 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v22i4.174

Abstract

This study aims to analyze spelling errors in descriptive essays written by BIPA (Indonesian for Foreign Speakers) students in Timor Leste and their implications for the development of teaching materials. Writing is a crucial productive skill, yet BIPA students often face difficulties with writing conventions, primarily due to first-language interference and limited morphological understanding. Using a descriptive qualitative approach, this research analyzed descriptive essays from eleventh-grade students at SMA Nino Koni Santana Gleno. Data was collected through document studies, observation, and interviews to identify, classify, and interpret errors. The analysis revealed that errors in writing prepositions were the most dominant, followed by errors in affixed words, basic words, and reduplicated words. This finding indicates that students face fundamental difficulties in distinguishing between prepositions and prefixes. This finding highlights the importance of developing teaching materials that focus on students' specific errors, provide structured exercises, and integrate learners' cultural contexts to enhance accuracy and linguistic awareness. Therefore, a focused pedagogical intervention is needed to bridge the gap between vocabulary mastery and the correct application of spelling rules.   Abstrak Penelitian ini bertujuan untuk menganalisis kesalahan ejaan pada karangan deskriptif peserta didik BIPA (Bahasa Indonesia bagi Penutur Asing) di Timor Leste dan implikasinya terhadap pengembangan bahan ajar. Menulis merupakan keterampilan produktif yang krusial, namun peserta didik BIPA sering menghadapi kesulitan terkait kaidah penulisan, terutama karena interferensi bahasa pertama dan pemahaman morfologi yang terbatas. Menggunakan pendekatan kualitatif deskriptif, penelitian ini menganalisis karangan deskriptif dari peserta didik kelas XI di SMA Nino Koni Santana Gleno. Pengumpulan data dilakukan melalui studi dokumen, observasi, dan wawancara untuk mengidentifikasi, mengklasifikasi, serta menginterpretasi kesalahan. Hasil analisis menunjukkan bahwa kesalahan penulisan kata depan merupakan yang paling dominan, diikuti oleh kesalahan pada kata berimbuhan, kata dasar, dan kata ulang. Temuan ini mengindikasikan bahwa peserta didik mengalami kesulitan mendasar dalam membedakan preposisi dan prefiks. Temuan ini berimplikasi pada pentingnya pengembangan bahan ajar yang berfokus pada kesalahan spesifik peserta didik, menyediakan latihan terstruktur, dan mengintegrasikan konteks budaya pembelajar untuk meningkatkan akurasi dan kesadaran berbahasa. Oleh karena itu, diperlukan intervensi pedagogis yang terfokus untuk menjembatani kesenjangan antara penguasaan kosakata dan penerapan kaidah ejaan yang benar. Kata Kunci: bahan ajar; BIPA; karangan deskriptif; kesalahan mengeja; keterampilan menulis
Technology in listening and writing learning for BIPA learners Hazhiyah Fildzah Nurramdhani; Nuny Sulistiany Idris; Ida Widia
Inovasi Kurikulum Vol. 21 No. 1 (2024): Inovasi Kurikulum, February 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i1.65481

Abstract

This research discusses the use of technology in BIPA learning, with a particular focus on listening and writing skills. This research will explore how technology can improve BIPA students' listening and writing skills. By understanding the potential and challenges of using technology in BIPA learning, it is hoped that this research will contribute to developing more effective learning methods in the BIPA context. This research method uses a descriptive qualitative design. This is based on research data in the form of the results of filling out a questionnaire, and the researcher acts as the main instrument. It was found that, on average, BIPA teachers have used technology in BIPA learning, especially for listening and writing. In the context of BIPA learning, technology has proven to be an effective tool for improving BIPA students' listening and writing skills. Technology also positively influences BIPA learning, especially when it can make learning more exciting and varied. Learners have rich exposure and experience of languages used today. However, the research results also show that the use of technology in BIPA learning also has challenges, barriers, and obstacles.   Abstrak Penelitian ini membahas tentang penggunaan teknologi dalam pembelajaran BIPA, dengan fokus khusus pada keterampilan menyimak dan menulis. Penelitian ini akan mengeksplorasi bagaimana teknologi dapat digunakan secara efektif untuk meningkatkan keterampilan menyimak dan menulis siswa BIPA. Dengan memahami potensi dan tantangan penggunaan teknologi dalam pembelajaran BIPA, diharapkan penelitian ini dapat memberikan kontribusi penting dalam pengembangan metode pembelajaran yang lebih efektif dalam konteks BIPA. Metode penelitian ini menggunakan desain kualitatif deskriptif. Hal ini didasarkan pada data penelitian berupa hasil pengisian angket dan peneliti bertindak sebagai instrumen utama. Hasil penelitian menunjukkan bahwa rata-rata pengajar BIPA telah menggunakan teknologi dalam pembelajaran BIPA, terutama untuk menyimak dan menulis. Dalam konteks pembelajaran BIPA, teknologi terbukti menjadi alat yang efektif untuk meningkatkan kemampuan menyimak dan menulis siswa BIPA. Teknologi juga memberikan pengaruh positif dalam pembelajaran BIPA, terutama ketika teknologi dapat membuat pembelajaran menjadi lebih menarik dan bervariasi. Para pembelajar memiliki eksposur dan pengalaman yang kaya akan bahasa yang digunakan saat ini. Namun, hasil penelitian juga menunjukkan bahwa penggunaan teknologi dalam pembelajaran BIPA juga memiliki tantangan, hambatan, dan rintangan tersendiri. Kata Kunci: BIPA; menulis; menyimak; pembelajaran; teknologi
The urgency of incorporating real-life conversation into IFL learning materials Nina Amalia Nurichsania; Suci Sundusiah; Ida Widia
Inovasi Kurikulum Vol. 21 No. 3 (2024): Inovasi Kurikulum, August 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i3.72253

Abstract

While authenticity plays a vital role in foreign language learning, a significant disparity exists between classroom-based learning and the practical use of language in real-world contexts. IFL resources often lack authenticity, failing to mirror the genuine language encounters that learners face beyond the classroom. Therefore, this research explores the motivations, needs, and prior learning experiences of IFL learners to emphasize the importance of integrating real-life conversations into IFL learning materials. This descriptive qualitative research gathered data via surveys and semi-structured interviews with ten foreigners. The findings underscored the varied motivations of participants in learning Indonesian, including personal and familial connections, communication requirements during travel, interests in language, and cultural identity. Participants engaged in instructor-led and self-directed learning as endeavors to boost their proficiency. Intriguingly, there was a discrepancy between their learning experiences and needs. Although the provided IFL materials had successfully fulfilled the learners’ needs in formal settings, they fell short of adequately equipping them for real-world interactions in the intended social settings. Hence, it is suggested that authentic, real-life conversation be incorporated into the IFL materials to meet the diverse practical communication needs of IFL learners.   Abstrak Keautentikan memainkan peranan penting dalam pembelajaran bahasa asing, namun pada kenyataannya terdapat kesenjangan yang signifikan antara pembelajaran di kelas dan penggunaan bahasa dalam konteks kehidupan nyata. Sumber belajar Bahasa Indonesia bagi Penutur Asing (BIPA) kerap kali kurang mencerminkan penggunaan bahasa Indonesia sesungguhnya yang dihadapi pemelajar di luar kelas. Oleh karena itu, penelitian ini bertujuan untuk mengeksplorasi motivasi, kebutuhan, dan pengalaman belajar pemelajar untuk menekankan pentingnya pengintegrasian percakapan real-life dalam materi pembelajaran BIPA. Peneliti mengumpulkan data melalui survei dan wawancara semi-terstruktur. Hasil penelitian deskriptif kualitatif ini menyoroti beragam motivasi pemelajar dalam mempelajari bahasa Indonesia, yakni hubungan pribadi dan keluarga, kebutuhan komunikasi saat bepergian, minat terhadap bahasa, serta identitas budaya. Para pemelajar belajar bahasa Indonesia secara formal dengan instruktur dan secara mandiri sebagai usaha untuk meningkatkan kecakapan berbahasa Indonesia mereka. Meskipun begitu, masih ditemukan kesenjangan antara pengalaman belajar dan kebutuhan belajar para pemelajar BIPA. Walaupun materi BIPA yang tersedia sudah mengakomodasi kebutuhan berbahasa pemelajar di konteks formal, materi tersebut belum memadai dalam mempersiapkan pemelajar untuk interaksi autentik dalam konteks sosial yang dibutuhkan. Berdasarkan temuan dalam penelitian ini, disarankan untuk mengintegrasikan percakapan real-life ke dalam materi pembelajaran BIPA guna memenuhi kebutuhan komunikasi praktis pemelajar BIPA yang beragam. Kata Kunci: Materi autentik; materi BIPA; percakapan kehidupan nyata
Co-Authors Abril da Conceicao Aderita Mariana Takeleb Adjie Rangga Yasa Agus Setiyaningsih Alowisia Since Amirush Shafa Fauzia Armindo da Cruz Asisda Wahyu Aswan Aswan AULIA RAHMAWATI Aulia Rahmawati, Aulia Dinar Asri Eka Rahmat Fauzy Febiana, Wulan Francisco Saramento Morais Gil Tomé Ribeiro Hazhiyah Fildzah Nurramdhani Hazhiyah Flldzah Nurramdhani Herdi Idris, Nuny S. Isabel Eduarda Khaerudin Kurniawan Krisanjaya, Krisanjaya Lutfiah, Hana Ma'mur Saadie Madeira, Clementino Mochamad Whilky Mochamad Whilky Rizkyanfi Nina Amalia Nurichsania Nunung Sitaresmi Nuny Sulistiany Idris RIBEIRO, GIL TOME Robita Ika Annisa Rosita Rahma Saadie, Ma’mur Salwa Yumna Soyu Saramento Morais, Francisco Sebastião Sarmento, Teofilo Suci Sundusiah Suci Sundusiah Suci Sundusiah Sulaeman, Tiara Adinda Sulistyaningsih, Lilis Siti Syihabuddin, S. Thayyiba, Rindy Tsania Vinsensius Bawa Toron Vismania S. Damaianti, Vismania S. Wahyu, Asisda Yohana Monika Masing Wato Yulian, Yulia Zufar, Alzena Nabiilah