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All Journal Edutech: Jurnal Teknologi Pendidikan Jurnal Celtic IJEE (Indonesian Journal of English Education) Englisia Journal Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal Of English Language and Education Langkawi: Journal of The Association for Arabic and English Jurnal Administrasi dan Manajemen Pendidikan JMM (Jurnal Masyarakat Mandiri) ELLITE: Journal of English Language, Literature, and Teaching Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Voices of English Language Education Society EDUTEC : Journal of Education And Technology Jurnal Praksis dan Dedikasi Sosial JAMP : Jurnal Administrasi dan Manajemen Pendidikan RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) Bubungan Tinggi: Jurnal Pengabdian Masyarakat Ethical Lingua: Journal of Language Teaching and Literature Journal of English Teaching and Learning Issues ENGLISH FRANCA : Academic Journal of English Language and Education IJORER : International Journal of Recent Educational Research Language-Edu JEELS (Journal of English Education and Linguistics Studies) Journal of Language and Literature Studies Journal of Community Empowerment Educazione: Journal of Education and Learning

Sonny Elfiyanto

Universitas Islam Malang, Indonesia

Author-ID : 3410679

Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Mastering a New Language as a Process of Social Adaptation: A Case Study of Transfer Students in Language Learning David Bastiansyah; Sonny Elfiyanto
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 1 (2026): Volume 13 No 1 April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.917

This study investigates the challenges faced by transfer students in acquiring a new language and explores the impact of social adaptation on their linguistic proficiency. Utilizing a qualitative case study approach, data were collected through semi-structured interviews and participatory observations. The findings reveal that transfer students struggle with understanding vocabulary, sentence structures, and cultural differences that affect their communication skills. Strategies such as seeking support from peers and teachers and utilizing digital learning tools were found to help students overcome these challenges. Moreover, students who received social support from their peers and educators were more successful in acquiring proficiency in the new language. In contrast, students who experienced social isolation faced more difficulties in language learning. This study highlights the importance of social support in facilitating language acquisition and adaptation for transfer students.

AI-Supported English Language Learning: Indonesian Teacher Perspectives and Implementation Rohman, Kholilur; Subarjo, Subarjo; Elfiyanto, Sonny; Karimullah, Imam Wahyudi
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 1 (2026): Volume 13 No 1 April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.921

This research explores English teachers’ perceptions and experiences in integrating Artificial Intelligence (AI) tools into primary and secondary English language instruction. Using a qualitative narrative approach, data were collected through semi-structured interviews with six teachers across educational levels. The findings reveal that teachers generally perceive AI positively, recognizing its potential to enhance student engagement, provide personalized feedback, and support the development of vocabulary, grammar, speaking, reading, and writing skills. Tools such as Quizizz, Grammarly, ChatGPT, and Google Assistant were found to foster learner autonomy and confidence. However, challenges persist, including limited infrastructure, time constraints, and varying levels of digital literacy. Teachers also expressed concerns about overreliance on AI, reduced critical thinking, and diminished student originality. The research concludes that while AI offers valuable pedagogical support, its effective integration requires thoughtful planning, ethical awareness, and institutional backing.

Teacher Identity Disclosure: Exploring Professionalism, Pedagogy, And Impact on Students in The Merdeka Mengajar Platform Afina Fika Rahma; Junaidi Mistar; Sonny Elfiyanto; Subarjo
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 1 (2026): Volume 13 No 1 April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.899

This study investigates the role of the Merdeka Mengajar Platform (PMM) in shaping teacher identity and its impact on professionalism, pedagogical practices, and student learning outcomes among English teachers at secondary schools. Employing a qualitative phenomenological design, data were collected through semi-structured interviews and classroom observations with three teachers actively engaged in PMM. The findings reveal that PMM strengthens teachers’ professional identity by providing structured guidance, mentoring, and collaborative opportunities, which enhance confidence and resilience. In terms of pedagogy, the platform encourages a shift from teacher-centered to student-centered approaches, including project-based learning, peer feedback, digital storytelling, and role-play, thereby fostering innovation and active student engagement. Furthermore, PMM contributes to professional growth by motivating continuous learning and experimentation, while simultaneously improving student outcomes through increased motivation, confidence, and participation. Overall, PMM functions not only as a technological resource but also as a professional ecosystem that bridges teacher development with student success, offering significant implications for the advancement of English language education in Indonesia.

PELATIHAN PENULISAN ARTIKEL JURNAL INTERNASIONAL BEREPUTASI BAGI DOSEN-DOSEN PERGURUAN TINGGI ISLAM SWASTA (PTAIS) Prasetyoningsih, Luluk Sri Agus; Ubaidillah, M. Faruq; Shobah, Nuris; Nisak, Khoirotun; Elfianto, Sonny
Jurnal Praksis dan Dedikasi Sosial Vol. 6 No. 2 (2023)
Publisher : Universitas Negeri Malang

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

REPUTABLE INTERNATIONAL JOURNAL ARTICLE WRITING TRAININGFOR PRIVATE ISLAMIC HIGHER EDUCATION LECTURERS Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memberikan pelatihan kepadadosen dalam menghasilkan artikel jurnal yang dapat diajukan untuk publikasi di jurnal nasionaldan internasional. Kegiatan ini dilaksanakan melalui seminar online dan offline. Pelaksanakegiatan ini adalah Universitas Islam Malang di bawah naungan Lembaga Penelitian danPengabdian Kepada Masyarakat (LPPM) UNISMA. Kegiatan ini dilaksanakan di STAI Darul UlumBanyuanyar Pamekasan Madura. Metode pelaksanaan kegiatan terdiri dari beberapa tahapan.Tahap pertama adalah perencanaan melalui diskusi dengan pihak penyelenggara untukmemenuhi harapan peserta mengenai manfaat dari kegiatan pelatihan. Tahap kedua adalahpenyampaian materi dan diskusi melalui seminar online (zoom meeting) dan offline atau tatapmuka. Tahap ketiga adalah diskusi online lebih lanjut dengan peserta yang membutuhkanpenjelasan tambahan. Berdasarkan survei kepuasan yang didapat dari peserta setelah kegiatanberlangsung, kegiatan ini sesuai dengan kebutuhan peserta dan sangat bermanfaat bagi pesertaserta memotivasi peserta untuk meningkatkan kualitas artikel penelitian agar dapat diajukanuntuk dipublikasikan di jurnal nasional dan internasional. This community service activity aims to provide training to lecturers in producing journal articlesthat can be submitted for publication in national and international journals. This activity is carriedout through online and offline seminars. The executor of this activity is the Universityof Islam Malang under the auspices of the Institute for Research and Community ServiceUNISMA. This activity was carried out at STAI Darul Ulum Banyuanyar Pamekasan Madura. Themethod of implementing the activity consists of several stages. The first stage is planning throughdiscussions with the organizers to meet participants' expectations regarding the benefits oftraining activities. The second stage is the delivery of material and discussions through onlineseminars (zoom meetings) and offline or face-to-face. The third stage is further online discussionwith participants who need additional explanation. Based on the satisfaction survey obtained fromthe participants after the activity took place, this activity was in accordance with the needs of theparticipants and was very useful for the participants as well as motivating the participants toimprove the quality of research articles so that they could be submitted for publication in nationaland international journals.

How EFL Pre-Service Teachers Negotiate Their Professional Identities During Teaching Practicum: A Narrative Inquiry Ubaidillah, M. Faruq; Sonny Elfiyanto; Andri Jamaul Rifiyani; Nena Akmaliah Arroudloh
Langkawi: Journal of The Association for Arabic and English Vol. 12 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v12i1.12300

This study investigates how EFL pre-service teachers in Indonesia construct and negotiate their professional identities during the teaching practicum. Employing a narrative inquiry approach, it captures participants’ lived experiences during their transition from language learners to novice teachers. Data were collected through in-depth interviews and were analyzed using thematic narrative analysis. The findings show that identity construction is a dynamic and recursive process shaped by personal motivations, classroom interactions, institutional contexts, mentorship, and reflective practice. Initial motivations, such as familial influence, job security, and interest in English, shaped early teaching identities but were often challenged during practicum experiences. Participants encountered classroom realities such as disengaged students, limited resources, curriculum misalignment, and varied mentorship support, which triggered critical reflection and adaptive teaching strategies. Through continuous reflection and classroom engagement, participants negotiated tensions between theoretical knowledge and practical demands, gradually reshaping their pedagogical beliefs and professional self-concepts. Classroom interactions and mentorship experiences emerged as key sites of identity negotiation, enabling participants to develop more flexible and responsive teaching approaches. The study suggests that the teaching practicum functioned as a transformative space for professional identity development.

Vocabulary Retention as a Meaning-Making Process: Evidence from EFL Cadets in a Structured Learning Environment Althaf Fina Cahyani; Sonny Elfiyanto; Ira Maria Fran Lumbanbatu
Educazione: Journal of Education and Learning Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v4i1.2221

Vocabulary retention remains a central concern in EFL learning, particularly in contexts where exposure to English is limited and often confined to structured classroom environments. This study examines how reading comprehension functions as a basis for vocabulary retention among cadets at Poltekad Batu. Adopting a qualitative case study design, the research explores learners’ experiences in engaging with English texts, focusing on how they interpret unfamiliar vocabulary through contextual cues, apply reading strategies, and gradually retain lexical items over time. Data were collected through in-depth interviews with cadets and instructors, supported by field-based documentation, and analyzed using a thematic approach. The findings reveal that vocabulary retention is not driven by memorization alone but emerges from a dynamic process involving comprehension, repeated exposure, and contextual interpretation. Learners tend to prioritize understanding the overall meaning of texts before focusing on individual words, using strategies such as inferencing, re-reading, and note-taking to reinforce retention. In addition, the study highlights how prior knowledge and situational context shape meaning construction, particularly within a military-based learning environment. These findings suggest that vocabulary learning is more effective when embedded in meaningful reading activities, carrying implications for transformative education in which comprehension-driven instruction fosters learner autonomy and reflective meaning construction in structured EFL contexts

PENINGKATAN KOMPETENSI PROFESIONAL GURU SMK DALAM PENGAJARAN BAHASA INGGRIS UNTUK KORESPONDENSI BISNIS DAN KOLABORASI GLOBAL Imam Wahyudi Karimullah; Mutmainnah Mustofa; Sonny Elfiyanto; M Galuh Elga Romadhon; Zalsa Febrina Syabilla
Journal of Community Empowerment Vol 4, No 3 (2025): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jce.v4i3.36410

ABSTRAK Kegiatan pengabdian kepada masyarakat ini dilaksanakan untuk menjawab kebutuhan peningkatan kompetensi guru Bahasa Inggris di Sekolah Menengah Kejuruan (SMK) dalam mengajarkan materi korespondensi bisnis internasional dan komunikasi internasional untuk kemitraan global, mengingat masih dominannya pembelajaran keterampilan dasar yang belum terarah pada tuntutan dunia kerja internasional. Tujuan utama kegiatan ini adalah meningkatkan pemahaman dan keterampilan profesional guru dalam merencanakan serta mengimplementasikan pembelajaran berbasis korespondensi dan komunikasi bisnis lintas negara. Metode pelaksanaan mencakup asesmen awal melalui wawancara terbuka untuk mengidentifikasi permasalahan dan tingkat kemampuan guru, pelaksanaan workshop intensif yang berfokus pada penguatan materi dan praktik penyusunan korespondensi profesional, serta asesmen akhir melalui kuesioner terbuka untuk menilai peningkatan kompetensi setelah kegiatan Kegiatan ini melibatkan para guru Bahasa Inggris dari SMK di wilayah setempat dengan jumlah peserta sebanyak 10 peserta, di mana sekitar 80% di antaranya belum memahami secara memadai konsep dan praktik materi yang menjadi fokus pelatihan. Hasil kegiatan menunjukkan peningkatan signifikan dalam pengetahuan dan keterampilan peserta, meliputi pemahaman format, penggunaan bahasa profesional, serta urgensi pengembangan kompetensi komunikasi bisnis internasional bagi siswa SMK, sehingga kegiatan ini terbukti berperan penting dalam memperkuat kapasitas profesional guru dan direkomendasikan untuk dilakukan secara berkelanjutan guna menjaga relevansi pembelajaran dengan dinamika kebutuhan industri global.Kata kunci: Keterampilan Bahasa Inggris; Bisnis Korespondensi Internasional; Pengembangan Guru; SMK; EFL. ABSTRACTThis community service program was implemented to address the need for enhancing the competencies of English teachers at vocational high schools (SMK) in delivering instruction on international business correspondence and international communication for global partnerships, considering that current classroom practices remain largely focused on basic skills that are not yet aligned with the demands of the global workforce. The primary objective of this program is to improve teachers’ professional knowledge and skills in planning and implementing learning activities that integrate international business correspondence and cross-border communication. The implementation method involved an initial assessment through open-ended interviews to identify existing challenges and the teachers’ level of understanding, followed by an intensive workshop emphasizing content reinforcement and practical exercises in professional correspondence, and concluded with a final assessment using open-ended questionnaires to evaluate competency development after the program. This activity engaged 10 English teachers from local vocational high schools, of whom approximately 80% were found to have limited understanding of the concepts and practical applications of the targeted material. The results indicate a significant improvement in participants’ knowledge and skills, particularly in terms of understanding standard formats, using professional language, and recognizing the importance of developing international business communication competencies for SMK students. Therefore, this program has proven valuable in strengthening the professional capacity of English teachers and is recommended to be conducted continuously to ensure the relevance of English instruction in vocational schools with the evolving dynamics of global industry needs.Keywords: English Skill; International Business Correspondence; Teacher Development; SMK; EFL.

Indonesian EFL Teachers' Identity Construction in a Global Englishes Era M. Faruq Ubaidillah; Sonny Elfiyanto; Andri Jamaul Rifiyani; Huan Yik Lee
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.1082

Studies on English as a foreign language (EFL) teachers’ identity construction have been extensively investigated in recent years. However, the previous studies exclusively focused on teachers in higher education and neglected Global Englishes (GE) concept as a mediator in identity construction. Therefore, to fill this lacuna, the current narrative research study explored the identity construction of 10 Indonesian EFL secondary school teachers in the Global Englishes era. The data were gathered through in-depth interviews and observations and were analyzed using Braun and Clarke’s (2006) thematic analysis. Findings were elaborated into six emerging themes; they were 1) teachers’ perspectives of Global Englishes, 2) the goal of teaching English, 3) native speaker fallacy, 4) the use of mother tongue, 5) the use of Western cultures, and 6) the use of international English textbooks. Based on the investigation, the teachers echoed multiple identities as English teachers vis-à-vis the Global Englishes era. Although they are aware of such an issue, their tenets to adhere to the practice of native speaker fallacy are still strongly held. In other words, our study revealed a perceptual mismatch among the teachers with regard to their identities in a Global Englishes era.

PENDAMPINGAN PENYUSUNAN BUKU TEKS ESP KULINER UNTUK KELAS X Nonin Niadisti; Sonny Elfiyanto
JMM (Jurnal Masyarakat Mandiri) Vol 10, No 4 (2026): Agustus
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v10i4.40871

Abstrak: Pembelajaran Bahasa Inggris vokasional pada jurusan Kuliner masih memerlukan bahan ajar yang lebih kontekstual karena buku teks umum belum sepenuhnya mengakomodasi kosakata, dialog, dan aktivitas komunikasi sesuai kebutuhan bidang keahlian. Kegiatan pengabdian ini bertujuan meningkatkan kompetensi dua guru Bahasa Inggris sebagai mitra sasaran dalam menyusun buku teks English for Specific Purposes (ESP) untuk kelas X Kuliner; guru produktif yang sekaligus menjabat sebagai Kepala Program Keahlian Kuliner dilibatkan sebagai kolaborator substansi, bukan sebagai sasaran pendampingan. Program menggunakan metode pemberdayaan partisipatif melalui sosialisasi, focus group discussion (FGD), pelatihan, dan pendampingan praktik terbimbing. Evaluasi peningkatan kompetensi dilakukan menggunakan angket retrospective pretest–posttest yang memuat delapan indikator dengan skala 1–5 dan diisi oleh dua guru Bahasa Inggris setelah rangkaian pendampingan selesai. Hasil angket menunjukkan bahwa kompetensi ML meningkat dari 19/40 (47,5%) menjadi 35/40 (87,5%), atau sebesar 40,0 poin persentase, sedangkan WY meningkat dari 21/40 (52,5%) menjadi 35/40 (87,5%), atau sebesar 35,0 poin persentase; secara rata-rata kompetensi mitra meningkat dari 50,0% menjadi 87,5% (+37,5 poin persentase). Pendampingan juga menghasilkan lima bab buku teks ESP dengan capaian kelengkapan produk 100%, sedangkan evaluasi awal implementasi terbatas pada siswa menunjukkan peningkatan rata-rata 26,3 poin persentase dari 59,5% menjadi 85,8%.Abstract: Vocational English learning in Culinary Arts still requires more contextual teaching materials because general textbooks do not fully accommodate vocabulary, dialogues, and communication activities relevant to the field. This community service program aimed to strengthen the competence of two English teachers as the target partners in developing an English for Specific Purposes (ESP) textbook for Grade X Culinary Arts; a Culinary Arts vocational teacher who also serves as Head of the Culinary Arts Program was involved as a vocational-content collaborator rather than as a mentoring target. The program employed participatory empowerment through socialization, focus group discussion (FGD), training, and guided mentoring. Competence gains were evaluated using an eight-indicator retrospective pretest–posttest questionnaire on a 1–5 scale completed by the two English teachers after the mentoring program. The questionnaire results showed that ML increased from 19/40 (47.5%) to 35/40 (87.5%), a gain of 40.0 percentage points, while WY increased from 21/40 (52.5%) to 35/40 (87.5%), a gain of 35.0 percentage points; on average, partner competence increased from 50.0% to 87.5% (+37.5 percentage points). The program also produced five ESP textbook chapters with 100% product-completeness achievement, while the preliminary limited-implementation evaluation among students showed an average increase of 26.3 percentage points from 59.5% to 85.8%.

PELATIHAN BERBICARA DALAM BAHASA INGGRIS UNTUK PARA SANTRI PONDOK PESANTREN DI MALAYSIA Sonny Elfiyanto; Mutmainah Mustofa; Junaidi Mistar; Imam Wahyudi Karimullah; Muhammad Khairul Umam
JMM (Jurnal Masyarakat Mandiri) Vol 8, No 5 (2024): Oktober
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v8i5.26336

Abstrak: Kemampuan berbicara dalam Bahasa Inggris menjadi perhatian pengurus pondok An Nahdlah Malaysia, untuk bisa dikuasai oleh para santri. Sehingga tujuan penelitian ini adalah untuk meningkatkan kemampuan para santri dalam berkomunikasi dalam Bahasa Inggris. Pelatihan ini diikuti sebanyak duapuluh lima santri dan dilakukan dalam tiga tahap: persiapan, pelaksanaan, dan evaluasi. Sehingga penggunaan metode ceramah, Focus Group Discussion dan praktik digunakan dalam pelatihan ini. Di samping itu, terciptanya modul pembelajaran pidato dalam Bahasa Inggris untuk santri, juga setelah diadakan posttest dengan cara mereka melakukan pidato dalam Bahasa Inggris, sehingga menghasilkan delapanbelas santri atau 72% yang mampu berbicara dalam Bahasa Inggris secara lancar. Selain itu, tujuh santri (28%) yang lainnya sudah bisa berkomunikasi dalam Bahasa Inggris yang nantinya bisa ditingkatkan kemampuannya menjadi mahir jika pelatihan ini bisa berkelanjutan. Tujuh santri tersebut belum lancar, karena tiga faktor penghambat yakni materi belajar, waktu dan kedisiplinan. Sehingga disarankan untuk kegiatan pelatihan berikutnya bisa memberikan materi yang sesuai dengan kemampuan dan yang dibutuhkan oleh para santri, serta pelatihan ini bisa dilaksanakan secara rutin dan peserta memiliki komitmen untuk belajar. Serta, pentingnya melibatkan pengurus pondok pesantren dalam program ini.Abstract: The ability to speak in English is a concern of the board of An Nahdlah Malaysia, to be mastered by the students. Consequently, the purpose of this study is to improve the ability of santri to communicate in English. This training was attended by twenty-five santri and was conducted in three stages: preparation, implementation, and evaluation. Thus, the use of lectures, Focus Group Discussion and practice methods were used in this training. In addition, the creation of a speech learning module in English for santri, also after a posttest was held by conducting a speech in English, eighteen santri, or 72%, were able to speak in English fluently. In addition, seven other santri (28%) can communicate in English which can later be improved to become proficient if this training can be sustainable. The seven santri are not yet fluent due to three inhibiting factors, namely learning materials, time and discipline. Therefore, it is suggested that the next training activities can provide material that is in accordance with the abilities and needs of the santri, as well as this training can be carried out regularly and participants have a commitment to learning. Also, it is important to involve the boarding school administrators in this program.

Co-Authors Abdun Nashir Albadri Afina Fika Rahma Ahmad Wefi Althaf Fina Cahyani Andri Jamaul Rifiyani Andri Jamaul Rifiyani Andri Jamaul Rifiyani Aushoth, Ahmad Nawwal Samhan Abu Barlaman, Moh. Aang Fajar Damayanti, Elok David Bastiansyah Durotun Nasihah Dwi Fita Heriyawati Dzul Fikri Dzulfikri Dzulfikri Dzulfikri Dzulfikri, Dzulfikri Faiq Shabry Faridatul Istighfaroh Fatimatuz Zahro Fitria Dewi Navisa Fukazawa, Seiji Haris Islam Huan Yik Lee Humairoh, Septiana Anggun Ifit Novita Sari Ika Hidayanti Imam Wahyudi Karimullah Imam Wahyudi Karimullah Inzah, M. Ira Maria Fran Lumbanbatu Islam, Haris Islam, Syaiful Jazil, Moh. Junaidi Mistar Kamilah, Nahdhiyatun Khadijah, Asnah Nurul Khoirotun Nisak Khusniyah, Zalfa Amirah Lee, Huan Yik Lisa’adah Al Husnah Luluk Sri Agus Prasetyoningsih M Galuh Elga Romadhon M. Faruq Ubaidillah M. Inzah MARIA BINTANG Mira Yusiana, Sifreni Mochammad Syaifullah Muh. Arbianto Muhammad Galuh Elga Romadhon Muhammad Khairul Umam Muhammad Muchlisin, Muhammad Muhammad Nabil Izzah Muhammad Shofiyuddin Muhammad Yunus Muhammad Yunus Mukhamad Najib Mustofa, Mutmainnah Mutmainah Mustofa Nena Akmaliah Arroudloh Nisak, Khoirotun Noni Mia Rahmawati Nonin Niadisti Nuris Shobah Nuris Shobah Pertiwi, Canda Ayu Arum Rahayuni, Dwi Nurhayati Rifiyani, Andri Jamaul Rifyani, Andri Jamaul Rijnenberg, Jeroen Rohman, Kholilur Romadhon, M. Galuh Elga Romadhon, M.Galuh Elga Rosyidah, Linda Imamatul Sartika, Kiki Dwi Seiji Fukazawa Shahrom, Syahreena Mohd Suatmo Pantja Putra Subarjo subarjo, Subarjo Sunarti Syaiful Islam Syaifullah, Ahmad Fadli Torikin Torikin Ubaidillah, M. Faruq Umeki, Riko Wahid Permana Putra, Rizal Wayne Zalsa Febrina Syabilla

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