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All Journal Indonesian Journal of Applied Linguistics (IJAL) CaLLs : Journal of Culture, Arts, Literature, and Linguistics Ilmu Budaya: Jurnal Bahasa, Sastra, Seni, dan Budaya Jambura Journal of English Teaching and Literature JEES: Journal of English Educational Study TLEMC (Teaching and Learning English in Multicultural Contexts) Borneo Educational Journal (Borju) Journal of Language and Literature Studies E3L : Journal of English Laguange Teaching, Linguistics and Literature Educational Studies: Conference Series

Dyah Sunggingwati

Universitas Mulawarman

Author-ID : 3793272

Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 26 Documents Claim Missing Document

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AN ANALYSIS OF ILLOCUTIONARY ACT AND PERLOCUTIONARY ACT OF JUDY HOPPS' UTTERANCES IN ZOOTOPIA MOVIE (2016) Nadeak, Magdalena Febriwati; Sunggingwati, Dyah; Valiantien, Nita Maya
Ilmu Budaya: Jurnal Bahasa, Sastra, Seni, dan Budaya Vol 1, No 4 (2017): Edisi Oktober 2017
Publisher : Fakultas Ilmu Budaya Universitas Mulawarman

ABSTRACT In this research, the researcher focused on finding the types of illocutionary act, the context of illocutionary act and whether Judy Hopps’ utterances affected the hearers performing the perlocutionary act in Zootopia movie. The researcher used two theories by George Yule and Dell Hymes in order to answer the three research questions; what types of illocutioay acts performed by Judy Hopps’ utterances, what the contexts of ilocutionay acts found in Judy Hopps’ utterances and how successful the illocutionary acts of Judy Hopps’ utterances affected the hearers performing the perlocutionary acts in Zootopia movie. Illocutionary act is performing an act by saying something. There were five types of illocutionary act, such as: representatives, directives, commissives, expressives and declarations. Zootopia movie is a story about a little rabbit; named Judy Hopps as the main character in Zootopia movie. She is an idealistic, cheery, and optimistic and then she wants to be a police officer in Zootopia city. Using descriptive qualitative method, the data of this research were gathered from the utterances containing the types and the context of illocutionary act also whether Judy Hopps’ utterances affected the hearers performing the perlocutionary act in the conversation of Zootopia movie. The results showed that there were thirteen utterances in the form of representative which can be categorized into statements of fact, assert, conclusion, inform, affirm, and report. Thirteen directive utterances in the form of commands, orders, insist, ask, entreat, request. Commissives appeared in the form of commit, promising, refuse, wishing and threatening. Expressives which appear in the form of complimenting, deploring, greeting, mocking, thanking, praising, apologizing, and leave-taking. The last type of illocutionary act was declaration which appeared in the form of approving. Keywords: Zootopia movie, types of illocutionary act, the context of illocutionary act, the perlocutionary act ABSTRAK Dalam penelitian ini, peneliti fokus mengetahui jenis-jenis tindak ilokusi, konteks tindak ilokusi dan apakah ungkapan-ungkapan Judy Hopps mempengaruhi pendengar menampilkan efek dari tindak ilokusi tersebut di film Zootopia. Peneliti menggunakan dua teori dari George Yule dan Dell Hynes untuk menjawab tiga rumusan-rumusan masalah, yaitu: apa saja jenis-jenis tindak ilokusi yang ditampilkan dari ungkapan-ungkapan Judy Hopps; apa saja konteks-konteks yang di temukan pada ungkapan-ungkapan Judy Hopps dan bagaimana sukses atau tidak suksesnya tindak ilokusi pada ungkapan-ungkapan Judy Hopps yang mempengaruhi pendengar dalam menampilkan efek dari tindak ilokusi tersebut dari ungkapan Judy Hopps. Tindak ilokusi adalah melakukan suatu tindakan dengan mengatakan sesuatu. Ada lima jenis-jenis tindak ilokusi, yaitu: representative, direktif, komisif, ekspresif, dan deklaratif. Film Zootopia adalah kisah tentang seekor kelinci, dia adalah Judy Hopps sebagai pemeran utama dalam film Zootopia. Dia adalah seekor kelinci yang idealistik, riang, optimis, dan kemudian dia ingin menjadi seorang polisi di kota Zootopia. Menggunakan metode deskriptif kualitatif, data penelitian ini dikumpulkan dari ungkapan-ungkapan yang berisi jenis tindak ilokusi, konteks tindak ilokusi dan ungkapan-ungkapan Judy Hopps yang mempengaruhi pendengar menampilkan efek dari tindak ilokusi tersebut dari ucapan Judy Hoops. Dari hasil analisis dapat disimpulkan bahwa terdapat tiga belas ungkapan dalam bentuk representative yang dapat dikategorikan kedalam menyatakan suatu fakta, menuntut, kesimpulan, memberitahukan, menegaskan, dan melaporkan. Tiga belas ungkapan direktif dalam bentuk memerintah, pemesanan, meminta dengan tegas, bertanya, memohon dengan sangat dan meminta. Komisif muncul dalam bentuk melakukan, member, harapan, menolak, berharap, dan mengancam. Ekpresif muncul dalam bentuk memuji, menyesalkan, salam, menghina, meminta maaf, dan berpisah. Jenis terakhir dari tindakan ilokusi adalah deklaratif yang muncul dalam bentuk mengakui. Kata kunci: film Zootopia, jenis-jenis tindak ilokusi, konteks, efek

AN ANALYSIS OF RACHEL BERRY’S CHARACTER IN GLEE SEASON 2 USING MASLOW’S THE HIERARCHY OF NEEDS THEORY Nurhajar, Ayu Sukma; Sunggingwati, Dyah; Valiantien, Nita Maya
Ilmu Budaya: Jurnal Bahasa, Sastra, Seni, dan Budaya Vol 2, No 3 (2018): Edisi Juli 2018
Publisher : Fakultas Ilmu Budaya Universitas Mulawarman

ABSTRACT Literary work today is not limited by written form such as novel and short story. Film can be considered as literary work as well due to its narrative device. Glee is an American series which takes social issues in each episode. This study is intended to analyse Rachel Berry’s character based on how she satisfies the hierarchy of needs and to show the characteristics of self-actualized person that she exhibits. The data of this study are taken from the dialogues and narrations from the series. This study uses Maslow’s the hierarchy of needs theory. The data are analysed using qualitative descriptive method. The results of this study show that Rachel Berry is a self-actualizer. Rachel Berry has satisfied the four lower level of needs (physiological needs, safety and security needs, love and belongingness needs, and esteem needs) before she reaches the pinnacle of the hierarchy of needs. Rachel Berry shows some characteristics of self-actualizer, which include an acceptance of her strengths and weaknesses, depends on herself for her satisfaction, has moments of peak experiences, has sympathy and empathy as well as is willing to help others, tends to select friends with similar quality as her own and has creativeness. Keywords: Glee, character, the Hierarchy of Needs Theory, self-actualization, self-actualized person ABSTRAK Karya sastra hari ini tidak terbatas pada karya tertulis seperti novel atau cerita pendek. Film termasuk dalam karya sastra mengacu pada narasi yang digunakan. Glee adalah serial Amerika yang mengangkat isu-isu sosial pada setiap episodenya. Penelitian ini bertujuan untuk menganalisa karakter Rachel Berry tentang bagaimana dia memenuhi segala kebutuhan dalam hierarki dan menunjukkan karakteristik dari seorang pengaktualisasi diri. Data-data diambil dari dialog dan narasi dalam serial Glee dan kemudian dianalisa menggunakan metode kualitatif deskriptif. Penelitian ini menggunakan teori hierarki kebutuhan Maslow. Hasil penelitian menunjukkan bahwa Rachel Berry adalah seorang pengaktualisasi diri. Rachel telah memenuhi empat kebutuhan tingkat bawah dalam hierarki ( kebutuhan fisiologi, kebutuhan akan rasa aman, kebutuhan akan rasa memiliki dan kasih sayang, kebutuhan akan penghargaan) sebelum dia mencapai kebutuhan puncak dalam hierarki. Rachel Berry menunjukkan beberapa karakteristik seorang pengaktualisasi diri, yaitu menerima kelebihan dan kekurangan dirinya, bergantung pada dirinya sendiri, memiliki saat-saat peak-experiences, memiliki simpati dan empati serta kemauan untuk menolong orang lain, cenderung memilih teman yang memiliki kualitas yang sama dengan dirinya, dan memiliki kreativitas. Kata kunci: Glee, karakter, teori hierarki kebutuhan Maslow, aktualisasi-diri

MOTIVATION OF THE MAIN CHARACTER IN SUE MONK KIDD’S SECRET LIFE OF BEES Saidah, Nur; Sunggingwati, Dyah; Asanti, Chris
Ilmu Budaya: Jurnal Bahasa, Sastra, Seni, dan Budaya Vol 3, No 1 (2019): Januari 2019
Publisher : Fakultas Ilmu Budaya Universitas Mulawarman

This research to used know form motivation and special figure character in novel Secret Life of Bees by Sue Monk Kidd’s. Research type is qualitative. This study was conducted to analyze the motivation of the main protagonist in the novel Secret Life of Bees work of Sue Monk Kidd and try to connect with the sociological approach. To obtain more data about the character in the novel, library research was also conducted by the writer. The writer collected some journals, articles, and some significant notes that could be used 5as references to investigate this research. And the characters were arranged systematically, in addition to the novel itself, additional data from literature supporters, the data of journals, articles, and data from the internet. Result of research indicates that in analyzing novel Secret Life of Bees by Sue Monk Kidd’s, that character of the special figure in novel that is Lily Owen covering character: they are love, fear of failure, hope for reward, and religious feeling. And motivation in the main character’s life. The four of them make her successful to achieve her goal. Lily is successful to get away from her cruel father and goes to Tiburon with Rosaleen to know about her mother’s death in order to learn about herself. Having analyzed some motivation of the main character in the novel Secret Life of Bees, it shows that the motivations make some results for the main character. Furthermore, the writer analyzes the result of her motivation that will be accepted by the main character. Penelitian ini digunakan untuk mengetahui bentuk motivasi dan karakter tokoh khusus dalam novel Secret Life of Bees karya Sue Monk Kidd. Jenis penelitian adalah kualitatif. Penelitian ini dilakukan untuk menganalisis motivasi protagonis utama dalam novel Secret Life of Bees karya Sue Monk Kidd dan mencoba untuk terhubung dengan pendekatan sosiologis. Untuk mendapatkan lebih banyak data tentang karakter dalam novel, penelitian perpustakaan juga dilakukan oleh penulis. Penulis mengumpulkan beberapa jurnal, artikel, dan beberapa catatan penting yang dapat digunakan sebagai referensi untuk menyelidiki penelitian ini. Dan karakter disusun secara sistematis, selain novel itu sendiri, data tambahan dari literatur pendukung, data jurnal, artikel, dan data dari internet. Hasil penelitian menunjukkan bahwa dalam menganalisis novel Secret Life of Bees karya Sue Monk Kidd, karakter tokoh utama dalam novel itu adalah karakter Lily Owencovering: mereka adalah cinta, ketakutan akan kegagalan, harapan akan hadiah, dan perasaan religius. Dan motivasi dalam kehidupan karakter utama. Keempatnya membuatnya sukses untuk mencapai tujuannya. Lily berhasil melarikan diri dari ayahnya yang kejam dan pergi ke Tiburon bersama Rosaleen untuk mengetahui tentang kematian ibunya untuk mengetahui tentang dirinya sendiri. Setelah menganalisis beberapa motivasi karakter utama dalam novel Secret Life of Bees, itu menunjukkan bahwa motivasi membuat beberapa hasil untuk karakter utama. Selanjutnya, penulis menganalisis hasil motivasinya yang akan diterima oleh tokoh utama.

Cooperative learning in peer teaching: A case study in an EFL context Sunggingwati, Dyah
Indonesian Journal of Applied Linguistics Vol 8, No 1 (2018): Vol. 8 No. 1, May 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i1.11475

It is significant to prepare pre-service teachers do to teaching practicum as they will teach English at secondary schools. One of the preparations is peer teaching during teacher education program. This study is intended to explore studentsâ€™ experiences during the peer teaching in a cooperative learning style. One class of 26 students of English Education Department of a state university in East Borneo, Indonesia, participated in this study. They were randomly assigned in the group of four and eight, and each group member should practice peer teaching in their own group. Using a case study design, the findings have shown the potency of cooperative learning. The students had positive experiences the cooperative style of four-group, eight-group, and the whole class. The four- and eight- group formats in the peer teaching provide students more opportunities to have better teaching preparation, mastery of the teaching materials, more interaction with peers, to develop confidence, and to learn from others. They encountered some difficulties such as attracting peersâ€™ attention, time for peer teaching, less serious peers, and more preparation. The findings suggest that it would be more valuable for students to be in more group formats with more time that would give students more confident when they teach for the whole class. Implication and suggestion are further discussed.

GENDER PERFORMATIVITY IN CHAINANI’S THE SCHOOL FOR GOOD AND EVIL NOVEL Fitriani, Alfisyahrin; Sunggingwati, Dyah; Nasrullah, Nasrullah
Ilmu Budaya: Jurnal Bahasa, Sastra, Seni, dan Budaya Vol 5, No 2 (2021): April 2021
Publisher : Fakultas Ilmu Budaya Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/jbssb.v5i2.3745

It is started since the canonical story of Adam and Eve, individuals are labeled right after their birth as, “it’s a girl” or “it’s a boy”. This binary system of women (girl) and men (boy) continues to have a default setting that women should align with her gender that is feminine, while men should be masculine. The presumption of the default alignments also intersects to the expectation of individual’s sexuality, that is, heterosexual. The situation then dichotomizes people’s normality. This process is called social construction of gender which was asserted by Judith Butler. This research analyzed gender construction in The School for Good and Evil novel by Chainani using Judit Butler’s Gender Performativity theory. There were two discussions taken in the research. First is the identification of social construction in the novel. Second is the identification of how the two main female characters perform their gender despite the social construction of gender inscribed to them. The research used qualitative method. The researcher used a close reading process to do the data collection technique. The result of this research reveals that the social construction of gender in the novel were surrounded all aspects of human life. The society constructed body features, appearance, roles, traits, sexuality, and punishment based on individuals’ gender category. It is also found that the two main female characters were gender fluid that at certain stages they were conforming to the construction but also negating the construction.

THE DIFFERENCES BETWEEN MEN AND WOMEN’S LANGUAGE IN THE DEVIL WEARS PRADA MOVIE Tri Puspa Juwita; Dyah Sunggingwati; Nita Maya Valiantien
Ilmu Budaya: Jurnal Bahasa, Sastra, Seni dan Budaya Vol 2, No 1 (2018): Edisi Januari 2018
Publisher : Fakultas Ilmu Budaya Universitas Mulawarman

ABSTRACT This research with the title investigated the differences between men and women’s language feature and the consistency of the using of that language features by each gender. This research used the theory from Coates (2004) about men’s language features and Lakoff, quoted by Holmes (2003) about women’s language. The researcher got the data from every dialogue by main and supporting characters. The research design in this research used qualitative method from Mack et al (2005). The data source of this research got from the dialogue of men and women’s characters and the researcher also used books and journals which are related to this research to analyze the data. The technique of data analysis is descriptive method. The researcher draws two conclusions: firstly, this research found that men and women’s character in The Devil Wears Prada movie did not use all of the language features from Coates and Lakoff. Secondly, the researcher found that in some situation, the men and women’s character did not consistent use their own language features. Keywords: features consistency, men’s language, women’s language, The Devil Wears Prada movie ABSTRAK Penelitian ini bertujuan untuk meneliti tentang perbedaan antara bahasa pria dan bahasa wanita dan konsistensi pengunaan tersebut pada masing-masing jenis kelamin. Penelitian ini menggunakan teori dari Coates (2004) tentang bahasa pria dan teori dari Lakoff yang dikutip oleh Holmes (2003) tentang bahasa wanita. Peneliti mendapatkan data dari seluruh percakapan yang dilakukan oleh pemeran utama dan pemeran pendukung. Penelitian ini menggunakan metode kualitatif dari Mack et al (2005). Sumber data diperoleh dari percakapan karakter pria dan wanita dan juga didukung oleh buku dan jurnal yang berkaitan dengan penelitian ini. Cara untuk menganalisis data adalah dengan menggunakan metode deskripsi. Peneliti mendapatkan dua kesimpulan: pertama, ditemukan bahwa karakter pria dan wanita di film The Devil Wears Prada tidak menggunkan seluruh kriteria dari Coates dan Lakoff. Kedua, peneliti menemukan bahwa di beberapa situasi, karakter pria dan wanita tidak konsisten menggunakan karaker bahasa masing-masing gender. Kata kunci: konsistensi karakter, bahasa pria, bahasa wanita, film The Devil Wears Prada

JESSE’S PSYCHOSOCIAL DEVELOPMENT IN THE NOVEL MY SISTER KEEPER BY JODI PICOULT (2004) Lilik Kosiaroh; Dyah Sunggingwati; Chris Asanti
Ilmu Budaya: Jurnal Bahasa, Sastra, Seni dan Budaya Vol 1, No 2 (2017): Edisi April 2017
Publisher : Fakultas Ilmu Budaya Universitas Mulawarman

ABSTRACT This research identified about the stages of Jesse’s psychosocial development and the kind of factors that changed Jesse as a dynamic character. The method used descriptive qualitative, where the researcher described the stages of psychosocial development views of Jesse character and then tried to find out about the familial conflict that occurred on him. First was early childhood, Jesse was two years old and his personality still good. Second was play age. In this stage, Jesse changed his personality, because of the different treatment by his parents that he was yelled by his parents. Third was school age, Jesse was five until eleven years old. He did some rebellion to get attention from his parents, for example; revoked his teeth by using a fork and tried to suicide. Fourth was adolescent, it was the climax of Jesse’s character, between the age of twelve to eighteen years old; Jesse performed some bad behaviors or risky behaviors. He did smoking, consuming drugs, stealing, and having obsession with fire. He did all of them, because he depressed with many conflict in his family. In the last stage was middle adulthood, Jesse was taken care again by his parents. Keywords: character, psychosocial, psychosocial development, familial conflict ABSTRAK Penelitian ini mengidentifikasi tahap dari perkembangan psikososial Jesse dan jenis dari faktor yang mengubah jesse menjadi karakter dinamik. Penelitian ini menggunakan metode deskripsi kualitatif, dimana peneliti mendeskripsikan tahap dari perkembangan psikologi Jesse dan mencoba mencari masalah yang mengganggunya. Pertama adalah tahap anak usia dini, Jesse berumur 2 tahun dan psikologinya tetap baik. Kedua adalah tahap bermain. Pada tahap ini Jesse mengubah personalitinya, karena perubahan perlakuan yang diberikan orangtuanya yang membentaknya. Ketiga adalah tahap sekolah, Jesse berumur 5 sampai 11 tahun. Jesse melakukan banyak pemberontakan untuk mendapat perhatian dari orangtuanya, contohnya; ia mencabut giginya menggunakan garpu. Keempat adalah tahap remaja, ini adalah puncak dari permasalahan Jesse diumur 12 -18 tahun. Jesse menunjukkan beberapa kesalahan dan kerusakan dirinya. Dia merokok, mengonsumsi narkoba, mencuri dan terobsesi dengan api. Ia melakukan itu semua, karena ia depresi dengan semua masalah dalam keluarganya. Pada tahap terakhir Jesse kembali diberi perhatian oleh orangtuanya. Kata Kunci : karakter, psikososial, perkembangan psikososial, masalah keluarga

TEACHER AGENCY IN THE IMPLEMENTATION OF DIFFERENTIATED LEARNING: AN INTERPRETIVE STUDY Sella Ayu Nindya; Intan Rebecca Siburian; Istanti Hermagustiana; Dyah Sunggingwati
Journal of English Educational Study (JEES) Vol 6, No 2 (2023): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v6i2.2736

This research objective was to investigate teacher agency in the context of implementing differentiated learning which is one of the instructions from the latest national curriculum. The study employed an interpretive approach by exploring teacher agency usingthe ecological model of teacher agency with three dimensions: iterational, projective, and practical-evaluative. To capturean in-depth understanding of teacher agency, there are three main domains related: teaching planning, differentiated learning, and technology in pedagogy.The differentiated learning domain was selected to be investigated in this study. Data was gathered by interviewing a nineteen experiencedteacher who implemented differentiated learning in her teaching by the latest curriculum instruction. The collected data is analyzed using thematic analysis to identify patterns and insights regarding the perception of the teacher. The study uncovered that teacher agency wasshaped by past experiences and knowledge. Teacher’sinnovation in teaching and support for the success of national education goals indicated the dedication of teacher agency.This research showed that teachers committed to improving student learning and willing to face challenges are through teacher agency. Further research opportunities include exploring teachers' planning strategies and technology integration in teaching.

Reading Research Journal Articles in an EFL context: A Pilot Study on Confidence and Difficulty Ahada, Ichi; Sunggingwati, Dyah; Susilo, Susilo; Rini Setyowati, Dea
Educational Studies: Conference Series Vol. 3 No. 1 (2023)
Publisher : Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/escs.v3i1.2700

This study is based on previous research that compared to textbooks, students find both the style and the level of writing of empirical articles such as research journal articles is difficult to understand. The stages of reading the journal articles are complex. Moreover, there are more studies found in sciences resulted various difficulties but limited research in a foreign language context as the journal articles are written in English. Therefore, there needs an investigation the complexity of reading journal articles to provide some way out to lessen the challenges. As a pilot study for further investigation, a questionnaire was delivered online using google form to 28 students enrolled in the courses of Advanced Reading and Advanced Writing, aged 19-22. They learn to read journal articles in the courses. The given questionnaire consisted of two sections; students self-rated confidence (adapted from Sego and Stuart, 2015) and difficulties in reading comprehension of journal articles (adopted from Chen, 2017). Using simple descriptive statistics, the results revealed that the students have three most major difficulties in reading journal articles, namely short attention span, having a problem understanding the main points, and Limited semantic knowledge (professional terms). They also have three main least challenges; do not know where to start reading, do not understand the tables, charts or statistics, memory failure. The students have the highest confidence in their ability to read and understand the content, however they have the least confidence in their abilities to write coherent summaries of journal articles. The findings imply that the students need to have more time to familiarize themselves with characteristics and construction of journal articles including what should be written in each section of the paper such as introduction, literature review, methodology, findings, discussion, and implication and limitation of the study.

EFL Pre-Service Teachers' Experiences in Speaking through a Digital Storytelling Project Risdayani, Nadila; Limbong, Effendi; Sunggingwati, Dyah
Jambura Journal of English Teaching and Literature Vol 5, No 1 (2024): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v5i1.24667

This study delves into the experiences of EFL pre-service teachers engaging in a digital storytelling project to practice their speaking, with a focus on exploring significant learning outcomes through Fink's 2003 theory. This qualitative case study utilized semi-structured interviews and project reports as instruments, collecting data from five EFL pre-service teachers at Mulawarman University Samarinda through purposeful sampling. Thematic analysis was employed to analyze the data. Four major themes emerged from the data's thematic analysis, which encompassed the experiences of the participants: participation in the process of creating digital stories, focused speaking exercises, integration of other language abilities, and self-evaluation techniques. These themes also brought attention to the participants' learnings about digital storytelling for public speaking, the difficulties they faced, and the spectrum of emotions they went through. Furthermore, the significant learning outcomes they experienced were marked by an improvement in speaking skills and the establishment of speaking habits. Participants also gained insight into the relationship between activities such as writing scripts, recording, and reading for text reviews, all of which contributed to practicing their speaking. This project fosters self-awareness, enhances understanding of others, and instils an interest in undertaking similar projects in the future. Demonstrated ongoing learning highlights the impact of digital storytelling beyond technical skills, serving as a valuable tool for speaking practice.

Co-Authors Ahada, Ichi Amelia Husni Aridah, Aridah Astuti, Tripuji Audi Risky Ramadhani Chris Asanti Chris Asanti, Chris Fitriani, Alfisyahrin Herlina Herlina Hermagustiana, Istanti Ida Wardani Indah Sari Lubis, Indah Sari Intan Rebecca Siburian Istanti Hermagustiana Iwan Setiawan Lilik Kosiaroh Limbong, Effendi Maharyadin, Andi Musringatin, Musringatin Nabilah, Jihan Nadeak, Magdalena Febriwati Nana Asrianti Nasrullah Nasrullah Nita Maya Valiantien Noor Rachmawaty Novitasari, Andhini Nurhajar, Ayu Sukma Priswalia Anggariana Putri Rahayuningsih, Herdiana Rahmania Rahmania Rini Setyowati, Dea Risdayani, Nadila Rusmawaty, Desy Saidah, Nur Satyawati Surya Sella Ayu Nindya Setya Ariani Setyowati, Dea Rini Sunardi Sunardi Sunardi Susilo Susilo Syamdianita Syamdianita, Syamdianita Teodora Ping, Maria Tri Puspa Juwita Ungau, Septiwin Utami Asih, Yuni Ventje Jany Kalukar Ventje Jany Kalukar Wahyuni Putri Weningtyas Parama Iswari, Weningtyas Parama

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