Article Per Year (5 Year)
p-Index From 2021 - 2026
9.638
P-Index
This Author published in this journals
All Journal Humaniora Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Penelitian Humaniora DIKSI Litera Nusa: Jurnal Ilmu Bahasa dan Sastra Jurnal Penelitian dan Pengembangan Pendidikan Sosiohumaniora Jurnal Pendidikan Humaniora Indonesian Journal of Applied Linguistics (IJAL) LITE: Jurnal Bahasa, Sastra, dan Budaya Journal of Education and Learning (EduLearn) LingTera Englisia Journal Kajian Linguistik dan Sastra ANDHARUPA Journal of English and Education JEES (Journal of English Educators Society) Jurnal Rekayasa Mesin ELT Echo The Journal of Educational Development Al Ishlah Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini PRASASTI: Journal of Linguistics Script Journal: Journal of Linguistic and English Teaching Jurnal Penelitian Pendidikan IPA (JPPIPA) LLT Journal: A Journal on Language and Language Teaching Proceeding of International Conference on Art, Language, and Culture IJoLE: International Journal of Language Education Adi Widya : Jurnal Pengabdian Masyarakat Lire journal (journal of linguistics and literature Aulad : Journal on Early Childhood JEES: Journal of English Educational Study Journal of English Language Teaching and Linguistics ELITE Journal: Journal of English Linguistics, Literature, and Education TLEMC (Teaching and Learning English in Multicultural Contexts) To Maega: Jurnal Pengabdian Masyarakat Jurnal Komunikasi Pendidikan Jurnal Suluh Pendidikan Intensive Journal Jurnal Wahana Pendidikan Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Didaktika: Jurnal Kependidikan JOLLT Journal of Languages and Language Teaching Mosharafa: Jurnal Pendidikan Matematika Journal of English Language and Education Britain International for Linguistics, Arts and Education Journal (BIoLAE Journal) The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA) Eksergi: Jurnal Teknik Energi Al-Khidmah Jurnal Pengabdian Masyarakat Jurnal Hilirisasi Technology kepada Masyarakat (SITECHMAS) Formosa Journal of Sustainable Research (FJSR) International Journal of Contemporary Studies in Education Journal of Mechanical Engineering and Applied Technology Jurnal Literasi Digital Jurnal Polimesin Lire Journal (Journal of Linguistics and Literature) REGISTER JOURNAL Journal of Linguistica
Margana Margana
(Scopus ID: 57204001752) Department Of English Language Education, Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Public Health Social Sciences Other

Published : 100 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 100 Documents
Search

 6   7   8   9   10 
Developing English Instructional Materials for Young Learners Oriented to Left and Right Brain Accommodation Berutu, Nursah Nola; Margana, Margana
Journal of Languages and Language Teaching Vol. 11 No. 4 (2023): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i4.8900

Abstract

The development and formulation of English language learning materials, meticulously tailored to encompass the cognitive processes of both the left and right brain hemispheres, emerge as a matter of profound import in the realm of promoting efficacious language acquisition among Junior High School students. In light of this imperative, the present research endeavors to construct and design English instructional materials with a distinct focus on seventh-grade learners within the Junior High School milieu, with an overarching objective of optimizing left- and right-brain accommodation. The research methodology employed is Research and Development (R&D). The procedural trajectory encompassed writing a syllabus, designing the materials, doing material evaluation, and revising the material draft. In the context of data collection, a twofold approach was undertaken, featuring targeted questionnaires designed to elicit data pertaining to both the students' instructional requisites and their perceived learning needs. This validation is derived from a tripartite evaluation, encompassing data analysis, expert assessment, and student feedback. Expert judgment, indicative of the materials' categorization as falling within the "good" bracket, substantiates the meticulous development process, with an average score of 3.8. Likewise, the evaluation, reflected in an average score of 3.13, corroborates the materials' efficacy in cultivating a conducive learning environment. In summation, this study epitomizes a deliberate and comprehensive endeavor to forge English instructional materials that transcend conventional paradigms by cognizantly accommodating the cognitive dimensions of learners' brains. The harmonious fusion of pedagogical design and cognitive insight, as evinced in the development and evaluation process, advocates for a dynamic shift in instructional material construction to better align with the multifaceted cognitive attributes of students in Junior High Schools.
Rhetorical Styles of the Theoretical Framework in Thesis Reports of English Language Education Students: Problems and Suggested Actions Purnawan, Ari; Margana, Margana; Putro, Nur Hidayanto Pancoro Setyo; Rasman, Rasman; Fitrianingsih, Ihtiara
Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.10376

Abstract

This paper began with concerns about the lacks of sharp rhetorical styles in writing, the methods of citing references, and the formulations of theories and arguments within the conceptual framework in thesis reports written by students of the English Language Education Department. The study was carried out to explain the rhetorical styles of students’ theoretical framework in their thesis report, to reveal weaknesses or the lack of strong arguments in conveying ideas in a straightforward and structured manner, and to suggest actions to prevent the problem form reoccurring in the future. The data were collected from the final project manuscripts written by students of the English Education Study Program, totaling 110 works. The analysis followed the stages of data collection, data display, data reduction and drawing conclusions. The general results of the research showed that the students did not include too many elements of critical thinking in their thesis literature review. In general, they used attribution quite excessively (78%), followed by elements of establishing links between sources (15%), and comparing their own findings or interpretations with other sources 4%. Meanwhile, the elements of application, evaluation, and statement of use had the smallest portion, each 1%. Problems found in the sample were listed based on the comparison between the data and the standard commonly used to regulate the procedure of writing a scientific paper. Recommendations were then formulated which can be used as guidelines for final project writers or any other parties related to writing scientific papers in general; they are training students of the importance of using all rhetorical styles in their citation when preparing a strong conceptual framework.
Communicative Language Teaching (CLT) Implementation In Kurikulum Merdeka: A Lesson From English Teachers’ Voices Lestari, Muji Budi; Margana, Margana
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11266

Abstract

This study examines the implementation of Communicative Language Teaching (CLT) within the Kurikulum Merdeka framework in Gowa District, Indonesia, focusing on English teachers' experiences and strategies. Using qualitative methods, including surveys (n=12), focus group discussions (n=7), and in-depth interviews (n=2), the study identifies challenges such as limited vocabulary, uneven proficiency levels, and insufficient resources. Strategies to overcome these challenges include promoting peer communication, leveraging multimedia resources, and fostering parental involvement. Comparisons with curriculum reforms in South Korea, Japan, and Bangladesh provide a global perspective on CLT implementation.The findings highlight the positive impact of CLT on students' communicative competence and suggest that Kurikulum Merdeka's focus on independent learning and project-based initiatives, along with collaborative activities such as English day, clubs, camps, and competitions, can further support CLT. However, effective execution, continuous evaluation, and addressing diverse educational backgrounds and regional disparities are essential for achieving the desired English proficiency outcomes. This study offers valuable insights for policymakers, educators, and researchers to enhance English language teaching in diverse educational settings.
Analyzing the Role of Rainbow Card in Improving EFL Students’ Reading Comprehension through Descriptive Text Mufliha, Wilda Nur; Margana, Margana; Abidin, M. Zaenal; Robbaniyah, Inayatur; Ridho, M. Zainul; Malisa, Malisa; Fitriani, Lina Ulfa; Andika, Jeffri Dian
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11514

Abstract

The development of reading comprehension is an important skill that helps students with a variety of academic assignments. It facilitates their ability to comprehend textual information and to analyze, clarify, and articulate their own opinions about them. Consequently, students are required to strengthen their comprehension of textual content through the academic assignments that their teachers provide. One of reading comprehension's main goals is to help students become better readers by helping them understand texts properly. This research aim was to analyze the role of rainbow card strategy in efl learning context by emphasizing reading ability. The method of this study was mixed method with a classroom action research design adopted from Kemmis & M. Taggard. The participant of this research was student’s eighth grade students consist of 30 students. The data collection was in form of observation, written test, and interview for both students and a teacher. The findings of this study indicated that appropriate reading strategies such as rainbow card technique play an important role in enhancing the reading comprehension abilities of EFL students.. A further result was also described in cycle two and three in which significantly improved students’ comprehension. Nonetheless, in the first of cycle, the statistical data indicated low improvement due to the limited time and new approach. At the same time, a new innovation and approach in pedagogy was needed in order to improve the learning and teaching outcomes. Finally, the research emphasized the significance of adopting innovative pedagogical practices to cultivate a more engaging and impactful learning due to the limitation of the students’ interest and comprehension in reading.
Implementing the Merdeka Curriculum in English Language Teaching at Rumah Belajar Aksi-Inspirasi: A Case Study of Strategies and Challenges Haan, Videlindah Ani Sophiandry; Margana, Margana; Apriliani, Maria Kanisia
Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.12867

Abstract

The primary aim of this study was to explore the implementation of the Merdeka Curriculum in English language teaching at Rumah Belajar-Aksi Inspirasi, focusing specifically on the development of lesson plans, the instructional process, and the assessment strategies employed by three English teachers in Sleman, Yogyakarta, Indonesia. This qualitative case study utilized descriptive analysis, employing structured interviews, classroom observations, and an analysis of instructional documents for data collection. The findings reveal that teachers implement the Merdeka Curriculum through three primary strategies: CERIA, Game-Based Learning (GBL), and Jigsaw. They adapt textbooks provided by the Indonesian Ministry of Education and Culture to fit their classroom context and incorporate a range of educational tools, including laptops, cell phones, and interactive websites such as Wordwall, Gemary, and Quiz. Both formative and summative assessments are conducted at the end of each session, resulting in 85% of students demonstrating increased engagement and comprehension. The study highlights the significance of these strategies in enhancing the teaching and learning process and offers insights into the effective implementation of the Merdeka Curriculum in English language education. 
Optimizing Whatsapp Features in Improving English Speaking Proficiency: A Classroom Action Research Sesa, Haris; Margana, Margana
Journal of Languages and Language Teaching Vol. 13 No. 1 (2025): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.13347

Abstract

The problem underlying this study is the low level of English proficiency among students, while the importance of technology in education is increasingly recognized. To overcome this, the study implements a Classroom Action Research (CAR) approach by using WhatsApp features such as voice messages and video calls as media to encourage students to practice speaking. The purpose of this action is to provide opportunities for students to develop their speaking proficiency. This research was conducted through three cycles of action involving the planning, implementation, observation, and reflection stages. Data were collected through pre-tests, observations during cycles one, two, and three, and interviews with students. Data analysis focused on measuring the increase in speaking fluency, reduction in pronunciation errors, decrease in the frequency of pauses, and increase in students' confidence levels, as part of the reflection process in each cycle. The results of the action cycles showed a significant increase in students' speaking fluency. In the first cycle, many students reached 81-90 words per minute, while in the second cycle, the speaking rate increased to 91-100 words per minute. Some students even reached 100-110 words per minute in the third cycle. The frequency of pronunciation errors decreased consistently, and no students showed an increase in the number of errors after the actions in each cycle. The decrease in the frequency of pauses during speaking also indicated an increase in students' fluency and confidence. Overall, the reflections from these CAR cycles indicate that the use of the WhatsApp features is contributes in increasing speaking fluency, reducing pronunciation errors, decreasing the frequency of pauses, and increasing students' confidence in speaking English. However, further action cycles are needed to continue to support students who are still at a low level of fluency and help more students achieve the expected standard.
Pre-service English Teachers’ Perceptions of Artificial Intelligence (AI) in Project Based Learning in Teaching English for Young Learners Soviyah, Soviyah; Margana, Margana; Canape, Lorralie F.; Febriyanti, Febriyanti
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.16688

Abstract

This study investigates how pre-service teachers specializing in Teaching English to Young Learners (TEYL) perceive and utilize Artificial Intelligence (AI) tools within Project-Based Learning (PBL), a context that remains underexplored in teacher education research. While AI adoption in education is growing, little is known about its role in supporting pre-service teachers’ creativity, pedagogical decision-making, and reflective practice in TEYL settings. To address this gap, a sequential explanatory mixed-methods design was employed, combining a survey of 50 Indonesian pre-service TEYL teachers with follow-up interviews with six purposively selected participants. This design was chosen to capture broad patterns of perception and then enrich them with contextualized insights. Data were collected using a questionnaire grounded in the Technology Acceptance Model (TAM) and semi-structured interviews, with quantitative analysis conducted through descriptive statistics and qualitative data analyzed thematically. Findings indicate high acceptance of AI, with participants valuing its ease of use and positive contribution to project work, particularly in brainstorming ideas and supporting design. At the same time, concerns emerged regarding overreliance, reduced critical thinking, and occasional unreliability of AI-generated content. These results highlight both the opportunities and risks of AI integration in TEYL teacher education. The study concludes that teacher education programs should embed AI literacy, promote reflective pedagogy, and design scaffolded PBL activities that balance technological support with the development of creativity, ethical awareness, and learner autonomy.
A LOOK AT ELIZABETH GILBERT’S REPERTOIRE IN EAT, PRAY, LOVE: AN ANALYSIS OF WOLFGANG ISER’S AESTHETIC RESPONSE Kusumayanthi, Susie; Sayuti, Suminto A; Suryaman, Maman; Margana; Widyantoro, Agus
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol. 5 No. 2 (2023): The Journal of English Language Teaching, Literature, and Applied Linguistics (
Publisher : English Education Department of STKIP Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/jela.v5i2.116

Abstract

This study aims to explore Elizabeth Gilbert's repertoire on the island of Bali in the novel Eat, Pray, Love and to reveal what Elizabeth Gilbert wants to convey through the novel. Eat, Pray, Love tells the story of Gilbert's journey in seeking inner peace in three countries, namely Italy, India, and Indonesia where each country gives her a different aspect of life. This research focuses on Elizabeth Gilbert's repertoire on her trip to the island of Bali in terms of Wolfgang Iser's Aesthetic Response theory. The data source of this research is a novel by Elizabeth Gilbert which was published in 2006 by Viking Penguin, USA. This research was conducted by tracing the reality of terrorism that had occurred in America in 2001 and in Bali in 2002 as the background. The data collection technique was carried out by reading notes accompanied by a careful and thorough recording of the entire novel related to Elizabeth Gilbert's repertoire. This research technique is carried out through the following steps: reading, identification, classification, interpretation, and inference. The results of this study are not directed at static and absolute meanings, but meanings that continue to move according to the expectations of each reader. Thus, science will continue to roll as the process of reading each at different times and socio-cultural realities.
English Materials Development Oriented to Left and Right Brains Accommodation for Senior High School Maulia, Bunga Putri; Margana, Margana
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 16 No. 2 (2024): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v16i2.5061

Abstract

This research aims to analyze the development of left and right brain accommodation-oriented English language material for high school. This study applied Research and Development research design to general the English material whole accommodated the right brain and left brain. This study voluntarily involved the tent grade students at SMA Negeri 7 Yogyakarta who consisted of 89 students to fill in the questionnaire which dealt with target needs and learning needs. The materials development approach used in this research was based on The Dick and Carey model which included conducting a needs analysis, designing syllabus, developing the draft of the materials, validating the English materials from experts, and doing try-out. The result of the study shows that the developed English materials are appropriate for the students referring to the experts’ responses to the questionnaire with the average score from expert judgement 1 is 3.68, and from expert judgement 2 is 3.67. This is supported by students’ responses to the questionnaire with average score 3.05. This suggests that the English materials facilitate students to accommodate both sides of their brain.
The Needs of Teaching English Using Brain-Based Learning in 21st Century Era Winantaka, Binar; Katrina Herda, Rozanah; Sulistyowati, Nina; Margana, Margana; Mukminatun, Siti; Aguilar Principe, Regine; Yingfan, Miao
Script Journal: Journal of Linguistics and English Teaching Vol. 9 No. 2 (2024): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v9i2.1845

Abstract

Background: In the context of 21st-century learning, effective engagement of students and accommodation of many learning styles depend on brain-based learning (BBL). This approach improves understanding, memory, and adaptability by matching instruction with cognitive science and educational needs. Therefore, BBL emphasizes matching teaching approaches to how the brain processes and remembers information, which improves language acquisition, as teaching English entails employing tactics that address cognitive skills such as memory, attention, and motivation. Methodology: This quantitative study involved 50 English teachers in Yogyakarta, Indonesia, aim to reveal the teachers’ needs to teach English using BBL in this 21st-century era. The instrument of data collection was a questionnaire designed using the 5-Likert Scale that was interpreted using mean scores for each statement.Findings: The finding of this study revealed teachers need BBL in applying teaching scenarios, as well as the BBL represents Project-Based learning supported by audiovisual and critical thinking integration during the learning process. All those components are fitted with the characteristics of the balance of the right and left-brain sides.Conclusion: It is deemed essential since it directly affects the instructors' ability to effectively nurture student engagement and achievement, and the teachers should be consulted regarding the need for BBL. Incorporating educators into this conversation also guarantees that the tactics used are realistic and adapted to actual classroom situations. The knowledge and expertise of educators are crucial for improving brain-based learning strategies.Originality: This study can be a pioneer in exploring more opportunities for the needs of BBL and its relationship with learning success. Moreover, knowing brain balance contributes to a more inclusive and effective learning environment by accommodating different learning styles and boosting overall student well-being and academic achievement.
Co-Authors 'Ain, Qurrata - Mulyono, - Abd. Syakur Abda Abda Adriani Yulia Purwaningrum Afrezah, Novela Nur Aguilar Principe, Regine Agus Widyantoro Ahmad Hamim Su’udy ali fauzi Ammar, Faris Faishal Amrih Bekti Utami, Amrih Bekti Anang Tri Wahyudi Andi Masniati Andika, Jeffri Dian Anis Roihatin Anita Triastuti Anita Wijayanti Anwar Effendi Apriliani, Maria Kanisia Ari Nurhayati Ari Purnawan Arifiyanti, Nurul Aristarchus Pranayama Ashadi Ashadi, Ashadi Asrimawati, Inayati Fitriyah Atakuziev, Murodjon Atmojo, Slamet Priyo Aulia, Nur Fatowil Ayudya Whardani Azalia, Syafina Berutu, Nursah Nola Binar Winantaka Binar Winantaka, Binar Bono Bono Brilliyan, Yoga Rizky Budhi Prasetiyo Budhi Prasetyo Bunga Putri Maulia Canape, Lorralie F. Dara, Sari Wulan Dewayanti, Desakh Putu Setyalika Putri DH, Yusuf Dyah Setyowati Ciptaningrum Eisenring, Moh. Abraham Akbar Endang Nurhayati ENDANG NURHAYATI Endang Widiyastuti Esterica Yunianti, Esterica Esti Junining F Gatot Sumarno, F Gatot F. Gatot Sumarno, F. Gatot Fakhri Dzulfikar, Hafidh Fani Nabila Titania Fanny Nathalia Budiyanto febriyanti febriyanti Fitriani, Lina Ulfa Frindy Aprilianto, Frindy Fuad Ardiansyah G.A.P. Suprianti Gabrielle Jesslyn Tjahjono Gatot Suwoto Gita Atibrata, Tyas Gregorius Jhonathan Gultom, Aryadi Manuel H, Yusuf Dewantoro Haan, Videlindah Ani Sophiandry Hafid Hafid Hamim Su'udy, Ahmad Hapni Nurliana H.D Hasibuan Hasti Robiasih, Hasti Henisah, Ratih Hermawan, Baktiyar Mei Hermawan, David Hillario Satria Humaera Silvia Maristy Huseinjon Salimov Ibrahim, Nandhi Lathief Ihtiara Fitrianingsih Iswidayati, Iswidayati Jinabe, Megan Kadavi, Fadhil Muhammad Katrina Herda, Rozanah Khan , Humaira Sharmin Khoiroh, Ikhwatinah Khusnul Laely Konradus Silvester Jenahut Kozuka, Yoshitaka Kurnia Lestari Kusuma, Vinsensius Galuh Kusumayanthi, Susie Lamri Lelono, Sabar Lestari, Muji Budi Lilis Madyawati Luthfiana, Nadia Tasya Ayu Lystiana Nurhayat Hakim M. Sukarno M. Zaenal Abidin Malisa, Malisa Maman Suryaman Marliyati Marliyati, Marliyati Mat Shawal, Bazilah Raihan Mikhael Parlindungan Hutasoit Mochammad Denny Surindra Mufliha, Wilda Nur Muhammad Danial Mujahidin muliyah, pipit Mulyono Mulyono Mungad Mungad Murni Sekar Pinilih Muryanto Musa Hefer Smas Mutalibovich, Sharipov Zabehullo N., Ajie Pribadi Nanang Apriandi Naufal Hanif, Daffa”™ Nita Maghfiratul Jannah Nita, Lutfia Rizka Noman Nunik Sugesti Nur Hidayanto Pancoro Setyo Putro Nursah Nola Berutu Pasmanasari, Elta Diah Pradana, Satria Adi Pratomo Widodo Prawibowo, Hartanto Principe, Regine Aguilar Purwati W, Wiwik Purwati, Wiwik Putri, Farika Tono Putri, Reliska Yulita Qurrata 'Ain Rasman Rasman Ravi Zamzam Listiyapinto Ria Cahyanti Ridho, M. Zainul Rifky Ismail Rihatmi Rihatmi Riris Handayani Robbaniyah, Inayatur Rohendi Rohidi, Tjetjep Rozanah Katrina Herda, Rozanah Katrina Sabat, Yulianto Safa, Bilqis Salsabila S. Sain, Zohaib Hassan Salsabil, Annisa Jihan Santhy Hawanti Santiana Santiana Saputra, Wiwin Saputro, Eko Prasetyo Nugroho Savitskaya, Elina S. Sesa, Haris Sharizan Sharizan Sibakhul Milad Malik Hidayatulloh Siti Mukminatun, Siti Slamet Priyoatmojo, Slamet Slamet Supriyadi Solikhin, Akhmad Riadzus Solly Aryza Sony Kartika, Dharsono Soviyah, Soviyah Subekti, Mutiara Angelina Octavia Sugirin Sugirin Sukarno Sukarno Sulis Triyono Sulistyowati, Nina Suminto A. Sayuti Suni, Fauziyyah Mufida Supriyo Supriyo Supriyo Surianti, Andi Suwarti Suwarti Syafruddin Syafruddin Tyas Gita Atibrata W, wiwik Purwati Wahyono Wahyono Wahyuningtyas, Saskia Wening Sahayu Widya Larassanti, Sri Wiwik Purwati Widyaningsih Wiwin Saputra Yingfan, Miao Yudha, Galang Tirta Yuli Nurmala Sari Yuli Nurmala Sari Yulia Agustina Yulia Indah Sari Nasution Yulianto, Nanang Yusuf Dewantoro Herlambang Yuyun Yulia