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All Journal JURNAL EMBA : JURNAL RISET EKONOMI, MANAJEMEN, BISNIS DAN AKUNTANSI EXPOSURE JOURNAL Abjadia, International Journal of Education Pendas : Jurnah Ilmiah Pendidikan Dasar Edu-Ling: Journal of English Education and Linguistics Linguistics and Elt Journal Perspektif Ilmu Pendidikan Esteem Journal of English Study Programme ABDIMAS SILIWANGI JURNAL PENDIDIKAN TAMBUSAI Journal on Education JISIP: Jurnal Ilmu Sosial dan Pendidikan Academy of Education Journal Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Ilmiah Pendidikan Citra Bakti Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Klasikal: Journal of Education, Language Teaching and Science International Journal of English Education and Linguistics (IJoEEL) Journal of English Teaching, Literature, and Applied Linguistics JURNAL ILMIAH SIMANTEK Sintuwu Maroso Journal of English Teaching Journal of English Teaching and Applied Linguistics (JETAL) Jurnal Suluh Pendidikan Journal of Classroom Action Research Edunesia : jurnal Ilmiah Pendidikan English Teaching and Linguistics Journal (ETLiJ) Jurnal Scientia Jurnal Pengabdian kepada Masyarakat Nusantara JURNAL PENDIDIKAN SAINS SOSIAL DAN AGAMA INTELEKTIUM Visi Sosial Humaniora SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) CENDEKIA : Jurnal Ilmu Pengetahuan Jurnal Simki Pedagogia Pahlawan : Jurnal Ilmu Pendidikan, Sosial dan Budaya TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Bima Abdi: Jurnal Pengabdian Masyarakat Journal of English Language and Education EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Dharmas Education Journal (DE_Journal) Al Hikmah: Journal of Education Journal of English Development DIKSI: Jurnal Kajian Pendidikan dan Sosial Jurnal Penelitian Inovatif Journal of Education Research JURNAL PENDIDIKAN INDONESIA: Teori, Penelitian, dan Inovasi Journal of Artificial Intelligence and Engineering Applications (JAIEA) NUSANTARA: Jurnal Pengabdian Kepada Masyarakat Edukasia: Jurnal Pendidikan dan Pembelajaran English Language Teaching Methodology (ELTM) JURNAL TUNAS PENDIDIKAN International Journal of Educational Research Excellence (IJERE) Innovative: Journal Of Social Science Research Pelita: Jurnal Pengabdian kepada Masyarakat Abdimas Mandalika Riwayat: Educational Journal of History and Humanities Journal of Language Education and Development (JLed) Jurnal Pengabdian Masyarakat dan Riset Pendidikan Metathesis: Journal of English Language, Literature, and Teaching Jurnal Pembelajaran Bahasa dan Sastra Tuhenori: Jurnal Ilmiah Multidisiplin J-Shelves of Indragiri (JSI) Journal of English Language Teaching and Literature (JELITA) Jurnal Ragam Pengabdian ABDI NUSANTARA: Jurnal Pengabdian Kepada Masyarakat Journey: Journal of English Language and Pedagogy Jurnal Ilmiah Pendidikan Citra Bakti Edumaspul: Jurnal Pendidikan
Yasminar Amaerita Telaumbanua
Universitas Nias
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Other

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English Teachers’ Readiness in Integrating CTL and Learning and Deep Learning into Language Teaching Telaumbanua, Yasminar Amaerita; Gulo, Neni Suryani; Gulo, Jernita; Laila, Putrawan Saleh; Harefa, Sevtryani
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 1 (2026): Januari 2026
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v5i1.1176

Abstract

This study aimed to describe English teachers’ readiness in integrating Contextual Teaching and Learning (CTL) and deep learning into English language teaching at the junior high school level. The research participants were ten junior high school English teachers from different schools, selected purposively as research informants. This study employed a qualitative approach with a descriptive design. The primary research instrument was a semi-structured interview, supported by documentation of teaching and learning materials. Data were analyzed qualitatively through data reduction, data display, and conclusion drawing. The findings revealed that English teachers demonstrated a sufficient level of readiness in integrating CTL by connecting learning materials with students’ real-life contexts. In addition, teachers showed readiness in applying deep learning principles through discussion activities, project-based learning, and collaborative tasks that encouraged students’ critical thinking and communication skills. Supporting factors included the availability of school facilities and teacher collaboration, while challenges involved limited instructional time, differences in students’ language proficiency, and students’ low confidence in using English. The study concludes that the integration of CTL and deep learning has strong potential to enhance the quality of English language teaching when supported by continuous professional development for teachers.
Classroom Interaction Patterns of English Teacher Candidates in Micro Teaching Telaumbanua, Yasminar Amaerita; Berlin Sibarani; Masitowarni Siregar
International Journal of Educational Research Excellence (IJERE) Vol. 1 No. 2: July-December 2022
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v1i2.242

Abstract

The research objective was to describe what and how classroom interaction patterns and what factors influenced English teacher candidates in micro-teaching. The research problem was what and how classroom interaction patterns and what factors they make in the performance of the basic skill. The research method used was qualitative research. The researchers used videotape and in-depth interviews as the research instruments to collect the data needed. The total respondents were 66 students as English teacher candidates. The results and important findings from the videos were obtained that the English teacher candidates had good, good enough, enough, and bad classroom interaction patterns. In group work, the interaction between student and student was bad. A similar thing happened in closed-ended teacher questioning, the interaction between student-teacher-student was bad too meanwhile in open-ended teacher questioning was good enough. In the choral response, the interaction pattern between student-content was good. The last was teacher talks, the interaction pattern of student-teacher was enough. Some factors influenced classroom interaction patterns such as the result from the in-depth interview that were the linguistic ability level of English teacher candidates, ability to select interesting topics, ability to master the content, ability to manage the classroom, and lack of confidence. In a conclusion, classroom interaction patterns were at different levels influenced by some factors, monotonous and mostly similar patterns for all the English teacher candidates as happened in a conventional classroom.
English Language Learning: Visual Arts to Improve The seventh Graders’ Vocabulary of UPTD SMP Negeri 2 Gunungsitoli Alo’oa Daeli, Robin Motani; Yasminar Amaerita Telaumbanua; Elwin Piarawan Zebua; Trisman Harefa
Journal of Classroom Action Research Vol. 7 No. 4 (2025): November
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v7i4.12457

Abstract

This study investigates the use of visual arts to enhance vocabulary mastery among seventh-grade students at UPTD SMP Negeri 2 Gunungsitoli Alo’oa. The problem identified is students’ limited vocabulary caused by monotonous, text-based teaching methods that reduce motivation and engagement in English learning. This Classroom Action Research (CAR) employed a qualitative approach over two cycles, each involving planning, action, observation, and reflection. Visual art media used included an animated video and a thematic image titled “Home Sweet Home,” both designed to present vocabulary contextually and engagingly. Data collection tools included observation sheets, field notes, and evaluation tests using multiple-choice questions with visual cues. The minimum passing criterion was set at 70%. Results showed improvement in students’ vocabulary mastery, with average scores increasing from 84.83 in Cycle I to 92.00 in Cycle II. Students displayed greater understanding, enthusiasm, and participation when learning with visual media. The integration of both video and image media proved more effective than using a single medium, helping students connect vocabulary to visual contexts. In conclusion, visual arts are effective tools for vocabulary instruction, enhancing comprehension, memory retention, and student motivation in English learning.
THE STUDENTS’ ENGLISH SPEAKING SKILL WITH BLENDED LEARNING OF THE EIGHTH GRADE STUDENTS OF SMP NEGERI 4 LAHEWA Waruwu, Dodi Kardo Wijaya; Telaumbanua, Kristof Martin Efori; Telaumbanua, Yasminar Amaerita; Harefa, Trisman
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v5i4.8575

Abstract

This study aims to describe the English speaking skills of eighth-grade students at SMP Negeri 4 Lahewa through the implementation of a blended learning model. Employing a qualitative descriptive method, this research involved 22 students, with data collected through observation, interviews, and oral tests. The findings indicate that students' speaking skills generally range from a fair to a good level. Quantitative analysis of the oral test results reveals average scores of 2.8 for pronunciation, 2.5 for grammar, 2.4 for vocabulary, 2.3 for fluency, and 3.0 for comprehension. While most students demonstrated a decent understanding of spoken English, significant challenges persist in vocabulary retention, grammatical accuracy, and fluency. Students perceive blended learning as engaging and flexible; however, they express a preference for face-to-face interaction due to the opportunity for direct speaking practice. The study concludes that although the blended learning model shows promise, it requires further optimization, particularly in designing interactive online components, to effectively enhance students' productive language skills.   ABSTRAK Studi ini bertujuan untuk mendeskripsikan kemampuan berbicara bahasa Inggris siswa kelas delapan di SMP Negeri 4 Lahewa melalui implementasi model pembelajaran campuran (blended learning). Dengan menggunakan metode deskriptif kualitatif, penelitian ini melibatkan 22 siswa, dengan data yang dikumpulkan melalui observasi, wawancara, dan tes lisan. Hasil penelitian menunjukkan bahwa kemampuan berbicara siswa secara umum berkisar dari tingkat cukup baik hingga baik. Analisis kuantitatif hasil tes lisan menunjukkan skor rata-rata 2,8 untuk pengucapan, 2,5 untuk tata bahasa, 2,4 untuk kosakata, 2,3 untuk kelancaran, dan 3,0 untuk pemahaman. Meskipun sebagian besar siswa menunjukkan pemahaman yang baik tentang bahasa Inggris lisan, tantangan signifikan masih ada dalam retensi kosakata, ketepatan tata bahasa, dan kelancaran. Siswa menganggap pembelajaran campuran menarik dan fleksibel; namun, mereka lebih menyukai interaksi tatap muka karena adanya kesempatan untuk praktik berbicara langsung. Studi ini menyimpulkan bahwa meskipun model pembelajaran campuran menjanjikan, model ini membutuhkan optimasi lebih lanjut, khususnya dalam merancang komponen daring interaktif, untuk secara efektif meningkatkan kemampuan berbahasa produktif siswa.
Beyond Fun: Teacher’s Challenges in Integrating Joyful, Mindful, Meaningful Learning In English Language Teaching Telaumbanua, Yasminar Amaerita; Gea, April Niwati; Waruwu, Bitta Maria; Zamasi, Alvin Ebenezer; Gulo, Celsia Angelin
English Language Teaching Methodology Vol. 5 No. 3 (2025): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v5i3.1932

Abstract

The Merdeka Curriculum promotes a deep learning paradigm through the integration of joyful, mindful, and meaningful learning. However, classroom practices in Teaching English to Young Learners (TEYL) frequently prioritize enjoyment while neglecting cognitive depth and reflective awareness, creating a critical gap between policy expectations and pedagogical implementation. This study aims to examine the challenges faced by English teachers in integrating joyful, mindful, and meaningful learning within English language instruction. Employing a qualitative descriptive approach, this study was conducted at SDN 078010 Banuasibohou Onozikho. The participants comprised one English teacher and sixteen fifth-grade elementary school students. Data were collected through classroom observations and semi-structured interviews and analyzed thematically. The findings reveal that joyful learning was the most consistently implemented dimension, as reflected in high student enthusiasm, active participation, and a positive classroom atmosphere. In contrast, mindful and meaningful learning were insufficiently developed. Students tended to rely on rote repetition with limited conceptual understanding or transfer of knowledge, while teachers encountered persistent difficulties in maintaining students’ focus and self-regulation. These challenges were further intensified by limited instructional resources, restricted instructional time, and uneven student readiness. This study contributes novel empirical evidence from a rural primary school context, highlighting the imbalance in the implementation of deep learning dimensions under the Merdeka Curriculum. The findings underscore the urgency of providing systematic pedagogical support, adequate learning materials, and continuous professional development to enable teachers to integrate joyful, mindful, and meaningful learning more effectively in English language teaching
STUDENTS’ LOW INTEREST IN LEARNING ENGLISH DESPITE THE USE OF ACTIVE LEARNING STRATEGIES IN JUNIOR HIGH SCHOOL Mendrofa, Destri Filinia; Gea, Joel Kristiawan; Lase, Arosama; Buulolo, Merihati; Telaumbanua, Icha Mulyanti; Telaumbanua, Yasminar Amaerita
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2542

Abstract

Low student interest in English as a Foreign Language (EFL) remains a persistent problem in junior high schools in Indonesia despite the implementation of active learning strategies such as discovery-based learning, collaborative learning, and Project-Based Learning (PjBL). This study aims to analyze the factors that contribute to low student interest in learning English despite the use of active learning strategies. Using a descriptive qualitative design, this study involved 24 seventh-grade students and two English teachers at SMP Negeri 1 Hiliduho. Data were collected through questionnaires, semi-structured interviews, and classroom observations, and analyzed using thematic analysis with data triangulation. The results showed that 41.7% of students showed low interest in learning, influenced by internal factors such as lack of confidence, fear of making mistakes, and limited vocabulary, as well as external factors including inadequate instructional guidance and ineffective group work management. These findings highlight the importance of integrating affective support and instructional scaffolding into active learning strategies to increase students' interest in learning English as a Foreign Language (EFL).ABSTRAKMinat siswa yang rendah terhadap Bahasa Inggris sebagai Bahasa Asing (EFL) tetap menjadi masalah yang persisten di sekolah menengah pertama di Indonesia meskipun telah diterapkan strategi pembelajaran aktif seperti pembelajaran berbasis penemuan, pembelajaran kolaboratif, dan Pembelajaran Berbasis Proyek (PjBL). Penelitian ini bertujuan untuk menganalisis faktor-faktor yang berkontribusi terhadap rendahnya minat siswa dalam belajar Bahasa Inggris meskipun telah menggunakan strategi pembelajaran aktif. Menggunakan desain kualitatif deskriptif, penelitian ini melibatkan 24 siswa kelas VII dan dua guru Bahasa Inggris di SMP Negeri 1 Hiliduho. Data dikumpulkan melalui kuesioner, wawancara semi-terstruktur, dan observasi kelas, serta dianalisis menggunakan analisis tematik dengan triangulasi data. Hasil penelitian menunjukkan bahwa 41,7% siswa menunjukkan minat belajar yang rendah, dipengaruhi oleh faktor internal seperti kurangnya kepercayaan diri, rasa takut membuat kesalahan, dan kosakata yang terbatas, serta faktor eksternal termasuk bimbingan instruksional yang tidak memadai dan manajemen kerja kelompok yang tidak efektif. Temuan ini menyoroti pentingnya mengintegrasikan dukungan afektif dan scaffolding instruksional ke dalam strategi pembelajaran aktif untuk meningkatkan minat siswa dalam belajar Bahasa Inggris sebagai Bahasa Asing (EFL).
Developing Interactive Educational Game on The Students’ Speaking Ability at SMP Negeri 4 Gunungsitoli Selatan Telaumbanua, Enjel Tris Jelita; Daeli, Hidayati; Harefa, Afore Tahir; Telaumbanua, Yasminar Amaerita
Journal of Classroom Action Research Vol. 8 No. 1 (2026): Februari
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v8i1.13510

Abstract

This research aimed to develop an interactive educational game to improve students’ English speaking skills, focusing on the topics of Past Events and No Littering. The study employed the ADDIE development model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. Data were collected through classroom observation, semi-structured interviews with teachers and students, questionnaires, expert validation sheets, and speaking performance tests. The speaking tests were administered in the form of pre-test and post-test, using oral tasks such as short monologues and guided dialogues that assessed fluency, pronunciation, vocabulary, and grammatical accuracy. The interactive educational game was developed using the Wordwall platform and integrated game-based learning features to promote active participation, motivation, and meaningful speaking practice. The results of media and material expert validation indicated that the product achieved a “Very Good” category with an average feasibility score of 90%. Statistical analysis of students’ speaking performance showed an improvement in the mean score from the pre-test to the post-test, indicating a positive effect of the game on students’ speaking ability. In addition, students’ responses during the implementation phase revealed high levels of engagement and motivation. Based on these findings, the developed interactive educational game is feasible and effective as a supplementary learning medium for enhancing students’ English speaking skills. Future research is recommended to apply the game on a larger sample and over a longer period, as well as to integrate similar game-based media into other English language skills such as listening or writing.
Deep Learning Manifestation for TEYL at PPA IO-0133 Krammer Hilina’a Kota Gunungsitoli Telaumbanua, Yasminar Amaerita; Zebua, Meniati; Gulo, Dari Hati; Waruwu, Pujawati; Waruwu, Yaredi; Zebua, Hasna; Halawa, Zun Kelvin Eferistus Albers
Abdi Nusantara: Jurnal Pengabdian Kepada Masyarakat Vol. 2 No. 1 (2026): ABDI NUSANTARA: Jurnal Pengabdian Kepada Masyarakat
Publisher : PT Media Edukasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64198/abdinusantara.v2i1.87

Abstract

This community service program aims to describe the manifestation of deep learning principles—joyful, meaningful, and mindful learning—in teaching English for young learners in a non-formal education setting. The program was conducted at a Pusat Pengembangan Anak (PPA) involving learners aged 9–11 years and implemented over seven instructional meetings. A descriptive qualitative approach was employed, with data collected through field notes and observation sheets. The findings show that joyful learning was manifested through students’ enthusiasm, active participation, and positive emotional engagement during learning activities. Meaningful learning appeared as students connected English materials with their daily experiences and used language in relevant contexts. Mindful learning was reflected in students’ attention, cooperation, and gradual awareness of the learning process. These findings indicate that deep learning principles can be effectively implemented in non-formal English learning contexts and highlight the potential of community-based programs in supporting meaningful and sustainable English education for young learners.
The Correlation between English Speaking Skill and Self-Confidence among Eleventh Grade Students at SMA Negeri 1 Alasa Lase, Pintauli; Laoli, Adieli; Harefa, Afore Tahir; Telaumbanua, Yasminar Amaerita
Linguistics and ELT Journal Vol 13, No 2 (2025): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i2.33064

Abstract

This research aims to find out if there is a significant correlation between English speaking skill and self-confidence among grade XI students in a senior high school. The research started because in class, some students speak English well but feel shy in public, while others look confident but has low speaking skills. This research used a quantitative method with a correlational design. The sample was 35 students from class XI Ki Hadjar Dewantara. Data were collected through a speaking test to measure English speaking skill and a Likert scale questionnaire for self-confidence. Data were analyzed using parametric tests, including normality test, Pearson Product Moment correlation, and simple linear regression in SPSS version 25. All instruments were tested for validity and reliability before use. The result showed the correlation value (r) was 0.022 with a significance of 0.901 (>0.05). This means there is no significant correlation between English speaking skill and self-confidence. Field observations also showed that students who speak well are not always confident, and confident students do not always have good speaking skills. It can be concluded that speaking skill and self-confidence are separate aspects and need to be developed on their own. This research may help teachers and researchers plan better English learning strategies.
English Teacher's Modeling and Deep Learning in Overcoming Students' Vocabulary and Speaking Confidence Issues Yasminar Amaerita Telaumbanua; Anjelita Gulo; Fersi Gea; Ricar Ilfans Ndruru; Cristian Akbar Maulana
Al Hikmah: Journal of Education Vol 6, No 2 (2025): Al Hikmah: Journal of Education
Publisher : Lembaga Pendidikan Hikmatun Najah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54168/ahje.v6i2.493

Abstract

This study looks at how modeling and deep learning methods are used in teaching English and how they affect vocabulary knowledge and speaking confidence among fifth graders at Tandrawana Public Elementary School 074039. The research used a qualitative approach, involving one English teacher and 20 students. Data were collected through classroom observations, semi-structured interviews with the teacher, and document analysis of the ATP (Flow of Learning Objectives) and observation sheets. The data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. To ensure credibility and trustworthiness, triangulation was applied by cross-checking findings from observations, interviews, and documents. This study contributes to existing literature by integrating modeling and deep learning in a real elementary EFL classroom and demonstrating that deep learning activities need to be pedagogically adapted to match primary students’ cognitive and linguistic development. The results showed that the teacher often used modeling by practicing pronunciation, using simple sentences, and having students repeat dialogues. Deep learning was used through visual aids, group work, and exercises that helped students understand and think about vocabulary more deeply. The study found that these methods helped improve students' vocabulary and speaking confidence. However, some activities, like role-playing, were not used as effectively because the students had limited analytical abilities. Overall, using both modeling and deep learning helps students develop their vocabulary and speaking skills, but the way these methods are applied should match the thinking level of elementary school students.
Co-Authors Adieli Laoli Adielya Harazaki Harefa Afore Tahir Harefa Afore Tahir Harefa Afridayanti Harefa Akhmad Fauzan AMIRSAN PUTRA CANIAGO Anjelita Gulo Arlina Laoli Arni Yanti Lawolo Arniwati Gulo Arosama Lase Ayler Beniah Ndraha Ayu Kartika Zai Benedicta Trisanta Nazara Benifaeri Telaumbanua Berkris opitama Lase Berlin Sibarani Berlin Sibarani Buulolo, Merihati Citra Kasih Zendrato Cristian Akbar Maulana Cui, Siti Khafifah Shaleh N Daeli, Robin Motani Deki Alfianus Buulolo Delan Septiani Hulu Derita Gulo Diana Zebua, Sovi Septia Ednis Sartika Ndruru Efen R. Lase Eldin Curtiel Harefa Elvi ELWIN PIARAWAN ZEBUA Enjel Tris Jelita Telaumbanua Enjelina Bate’e, Juni For Enjelis Zega Ester Surya Ningsih Zebua Faef Mei Adaria Waruwu Fandi Zulfian Zebua Fersi Gea Fetry Shelvian Zebua Gea, April Niwati Gea, Faeriani Gea, Joel Kristiawan Gea, Nelman Tonius Gea, Putri Dewi Darmayanti Gea, Tri Yanti Nibenia Giawa, Masirida Gulo , Ferna Ceriah Gulo Prima Belvin Gulo, Arniwati Gulo, Benedikta Gulo, Celsia Angelin Gulo, Ceria Putri Damai Gulo, Dari Hati Gulo, Dwi Kurnia Gulo, Hubertus Kristofan Gulo, Jernita Gulo, Lefis Niwati GULO, LESTA APRILDA Gulo, Neni Suryani Gulo, Restu Jaya Gulo, Septika Novianti Gulo, Teti Mawati Gulo, Thri Asti Gusmanto Gea Halawa, Anugrah Abadi Jaya Halawa, Arif Wahyu Halawa, Dian Margaretha Enjelina Halawa, Mercy Dwiyul Halawa, Zun Kelvin Eferistus Albers Harefa , Afore Tahir Harefa, Afore Tahir Harefa, Afridayanti Harefa, Armin Sondrara Harefa, Eldin Curtiel Harefa, Erlin Harta Yanti Harefa, Hasrat S. Harefa, Nurmawati Harefa, Princes Tamwest Harefa, Selvin Try Hartati Harefa, Sevtryani Harefa, Trisman Harefa, Wina Anjelina Hasan Toyib Hasrat S. Harefa Hasrat Sozanolo Harefa Hendi Putra Baeha Hermin Gea Herni Trisna Lase Hidayati Daeli Hidayati Daeli Hidayati Daeli Hulu, Delan Septiani Hulu, Jernih Permata Sari Hulu, Lince Kristi Hulu, Nesti Arni Hulu, Rasni Hura, Mince Resti Natalia Idelia Dara Zebua Imel Trisna Zebua Imelda Telaumbanua Intan Hartini Ndruru Ismah Yusuf Tanjung jayazega, selamat putra Jernita Gulo Kristof Marthin Efori Telaumbanua Laila, Putrawan Saleh Laoli , Adieli Laoli, Jacqueline Laoli, Markus Cames Laoli, Okta Cristopher LAOLI, RATAKAN Larosa, Yulidartini Lase, Arosama Lase, Krisna Yanti Lase, Libertina Lase, Nidar Putri Dayanti Lase, Pintauli Lature, Hendrikus Agusman Lombu, Trisman Maria Indah Kasih Ndraha Marpaung, Angelin Maru'ao, Nursayani Marua’o, Nursayani Masirida Giawa Masitowarni Siregar Mawati Zai, Irene Netalis Mendrofa, Denista Riska Cahyani Mendrofa, Destri Filinia Mendrofa, Ester Jelita Mendrofa, Finci Trisnawati Mendrofa, Kelvin Rahmana Jaya Mendrofa, Nur Shiyam Mendrofa, Rejeki Mendrofa, Sharley Grace Merlin Waruwu Minta Indah Laoli Multi Krisna Zega Mutiara Putri Zebua Nazara, Benedicta Trisanta Nazara, Windi Lara Sari Ndraha, Chrisda Artina Ndruru, Ednis Sartika Nelman Tonius Gea Nesti Arni Hulu Nicky Elvin Crsitin Zendrato Noniat Zega Nursayani Maruao Otomosi Gea P. Zebua, Elwin Pintariani Lase Pintauli Lase Prety Kirana Septania Telaumbanua Puspa Triyani Waruwu Putrawan Saleh Laia Reyza Cut Nanda Zalukhu Ricar Ilfans Ndruru Risky Islamuddin Riswan Zega Rita Kristiani Telaumbanua Rutdesrin Waruwu Sefeniati Gea Seiman Jaya Halawa selamat putra jayazega Selfi Krisna Yanti Zebua Selfin Indah Sari Zendrato Sendi Cahaya Cerah Zebua, Six Sevtryani Harefa Silvyn Jernih Lase Swit Dwi Fia Zega Swit Dwi Fia Zega Dwi Tafona'o, Priskila Destalenta Tafonao, Ica Murni Tafonao, Yunita Telaumbanua, Citra Wati Telaumbanua, Elfin Kurnia Telaumbanua, Enjel Tris Jelita Telaumbanua, Icha Mulyanti Telaumbanua, Kristof Martin Efori TELAUMBANUA, MEI HARTATI Telaumbanua, Nita Trima Niat Telaumbanua, Silvan Teti Mawati Gulo Trisman Lombu Viat Murni Mendrofa Waruwu, Asirida Waruwu, Bitta Maria Waruwu, Dodi Kardo Wijaya Waruwu, Elvi Krisnawati Waruwu, Fitdarlin Waruwu, Friska Putri Waruwu, Julvin Oryentika Waruwu, Mewi Dinda Arcila Waruwu, Pujawati Waruwu, Yaredi Yaredi Waruwu Yaredi Waruwu Yunita Harita, Epifania Anggun Yurman Ziliwu Zai, Asnini Junita Zai, Ayu Kartika Zai, Fister Handayanti Zai, Novita Purnawirati Zai, Peristiwa Diken Ksatria Zai, Theresia Trines Anjelin Zalukhu, Erika Zalukhu, Jepriaman Zalukhu, Saswita Zamago, Dirman Yanto Zamasi, Alvin Ebenezer Zebua, Agustin Ceria Zebua, Hasna Zebua, Idelia Dara ZEBUA, INDAH RATNA Zebua, Malili Zebua, Mega Rohani Zebua, Meniati Zebua, Michael Sendroro Zebua, Muharni Sartika Zebua, Percis Zega, Multi Krisna Zega, Riswan Zega, Sailas Mardianti Zega, Yudika Zendrato, Nicky Elvin Crsitin Zendrato, Oktoberlianus Ziliwu, Erdin Zun Kelvin Halawa