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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya PROSIDING SEMINAR NASIONAL LITE: Jurnal Bahasa, Sastra, dan Budaya Jurnal Penelitian Pendidikan Language Circle : Journal of Language and Literature Jurnal English Education: Jurnal Tadris Bahasa Inggris PREMISE: Journal of English Education and Applied Linguistics JEES (Journal of English Educators Society) Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan JP3 (Jurnal Pendidikan dan Profesi Pendidik) ETERNAL: English Teaching Journal Jurnal Ilmiah Lingua Idea E-Structural English Language and Literature International Conference (ELLiC) Proceedings Jurnal Surya Masyarakat JALL (Journal of Applied Linguistics and Literacy) English Focus: Journal of English Language Education Madaniya Jurnal Surya Masyarakat Proceedings Series on Social Sciences & Humanities JURNAL INOVASI DAN PENGABDIAN MASYARAKAT INDONESIA Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Studies in English Language and Education Surakarta English and Literature Journal Prosiding Seminar Nasional Pascasarjana Community Empowerment Journal Journal of Lesson Study in Teacher Education Journal of Lesson Study and Teacher Education (JLSTE) SEAQIL Journal of Language Education Language Circle : Journal of Language and Literature
Testiana Deni Wijayatiningsih
English Education, Universitas Muhammadiyah Semarang, Indonesia
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Public Health Social Sciences Other

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Students’ Engagement in Personal Writing Eldytacia, Valecia Najwa; Wijayatiningsih, Testiana Deni; Budiastuti, Riana Eka
Proceedings Series on Social Sciences & Humanities Vol. 24 (2025): Proceedings of International Student Conference on Education (ISCE) 2025
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v24i.1633

Abstract

There has been a rise in the number of mental health problems that college students are suffering as a direct result of the increased levels of stress that are present in the university environment. Students can effectively communicate their emotions through writing activities such as maintaining a diary, writing poetry, or engaging in introspective writing. On the other hand, educational institutions in Indonesia continue to overlook research questions about how students can improve their mental health through the use of personal writing. The purpose of this study is to investigate how children utilize writing as a means of effectively expressing their feelings and preserving their mental health. Researchers from Universitas Muhammadiyah Semarang recruited thirty students from the second, sixth, and eighth semesters to participate in the study. A quantitative and descriptive method was utilized in the investigation. To collect the information, we conducted a survey consisting of a single question. After engaging in activities that involved personal writing, the majority of participants in the survey reported feeling more emotionally balanced and experiencing lower levels of stress. The study's findings revealed this. The act of writing helped them become more self-aware, which in turn enhanced their emotional intelligence and problem-solving abilities. The results of the study suggest that students may be able to improve their mental health via the use of personal writing rather than through the use of pharmaceutical therapies. Instruction in reflective writing should be provided to students at educational institutions to promote the mental health of children.
Text-Based Instruction: Leveraging Mobile Media to Enhance EFL Learners’ Paragraph Writing Performance Suharno, Yusak; Wijayatiningsih, Testiana Deni; Purnomo, Eko Andy; Lestariningsih, Enny Dwi
Language Circle: Journal of Language and Literature Vol. 19 No. 1 (2024): October 2024 Regular Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i1.16690

Abstract

This study investigates the efficacy of mobile media in enhancing students' paragraph writing skills, motivation, and behavioural involvement. This research seeks to reconcile traditional pedagogical approaches with students' digital practices amid the swift incorporation of technological devices in education. A quasi-experimental approach comprised two groups: an experimental group employing mobile-based media and a control group using conventional methods. Data were gathered via writing evaluations, motivating surveys, and classroom observations. The findings indicate that students in the experimental group exhibited considerably enhanced writing performance compared to the control group. Furthermore, their motivation and behavioural involvement are heightened owing to mobile media's interactive and accessible characteristics. The results indicate that mobile media effectively enhances student-centred learning and encourages active engagement in writing activities. This study emphasizes mobile media's capacity to revolutionize writing instruction and stimulate future pedagogical advancements.
Bridging language and nursing proficiency: Technology-enhanced TBLT integrated into CLIL in ESP instruction Mulyadi, Dodi; Wijayatiningsih, Testiana Deni; Hartiti, Tri; Singh, Charanjit Kaur Swaran
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.43482

Abstract

The research examined the perspectives of ESP learners and lecturers regarding the implementation of technology-enhanced task-based language teaching (TBLT) integrated into content language integrated learning (CLIL) in ESP instruction, and it identified key factors affecting its effective integration. A qualitative research design was employed, involving 95 nursing students and 10 ESP lecturers, who completed an open-ended questionnaire. Moreover, participants took part in focus group discussions (FGDs), including ESP students, heads of the nursing program, ESP lecturers, nursing lecturers, stakeholders, and professional nurses. Thematic data analysis of the open-ended questionnaire and FGDs results revealed that students and lecturers viewed the implementation of technology-enhanced TBLT integrated into CLIL as beneficial for integrating nursing theory with English language proficiency, thereby significantly improving content knowledge and language competence. Nonetheless, substantial obstacles arose, encompassing technology limitations, insufficient instructor preparation, and limited interdisciplinary collaboration. The results indicate that successful implementation necessitates a robust technology infrastructure, continuous professional development for educators, and enhanced collaboration between language teachers and nursing departments. The results of this study also show that technology-enhanced TBLT integrated into CLIL can relate theoretical lessons to real-world applications. These results create a complete learning environment that gives nursing students the skills they need to meet the high standards of the medical field.
Move analysis and critical thinking perception on third semester students’ review text Izdihar, Fairuz Nadhifah; Wijayatiningsih, Testiana Deni; Budiastuti, Riana Eka
JEES (Journal of English Educators Society) Vol 7 No 2 (2022): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v7i2.1680

Abstract

This study also examined third semester students’ critical thinking perception. The aims of this research are to found what are the move-step structure that lies in students' review texts and students’ critical thinking perception. Qualitative method is used as the approach. Totally 33 review texts are analyzed. The result revealed that there are 3 moves found. There are Move 1 in the introduction paragraph. Then Move to via Step 1, Step 2, and Step 3 that found in the interpretative recount. The last move is Move 3 via Step 1 which is found in the evaluation and Move 3 via Step 2 found in the evaluative summation. The result showed 434 moves found from 33 texts. The Move that mostly found were Move 2 via Step 1 which resumed what was the artwork/thing that being reviewed. This research also figured out the perception of critical thinking dealing with their review text writing products. Interview and questionnaire are used to unveil the critical thinking perception of the students. Most of the students still need guidance from their lecturer to develop their writing skills to be more precise. HIGHLIGHTS: The kinds of genre analysis found in review text writing products from third-semester students of English Education in Universitas Muhammadiyah Semarang were Move. There were three moves found in the review text. The move consisted of obligatory and optional. The analysis also showed that some students still reversed in writing the content of the interpretative recount and the evaluation. The students understood the definition of the review text and the communicative purposes. They needed more facts to support their opinion or judgment in the review text. More specifically, the students still require coaching from their lecturer to strengthen their writing skills. The students’ perception of critical thinking in writing review text was still on an average scale, which meant they needed to force again their critical thinking to create better review text.
Integrating hybrid learning and team-based project in EFL writing class Wijayatiningsih, Testiana Deni; Muhammad Muhibbi; Dodi Mulyadi; J-Roel B.Semilla
JEES (Journal of English Educators Society) Vol 8 No 2 (2023): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i2.1738

Abstract

This study aimed to describe the integration of hybrid learning and team-based projects in learning to write and to explain the effectiveness of implementing hybrid and team-based projects in improving students' writing performances. This research method was mixed with quantitative analysis using quasi-experiments and questionnaires, while qualitative analysis used observations in writing classes. The instruments applied were writing tests, questionnaires, and observations. The results of this study were feasible to be used and tested in a small-scale class in the third semester of English Education at the Universitas Muhammadiyah Semarang. The average result of the validation is more than four scores, so it is in the excellent category. Meanwhile, the results of the analysis of student perspectives on learning through Team-Based Projects are divided into four, namely; student perspectives and motivation regarding the implementation of hybrid learning, student perspectives on the effectiveness of Team-Based Projects, student perceptions of independent learning through team-based projects and hybrid learning, and student perceptions about working in groups. All of the indicators were categorized as excellent. In addition, the integration of hybrid learning and team-based project in the English Language Education Study Program with the participation of seventy-two students with the final grades of all students being in the complete category above seventy so that the integration of hybrid learning and team-based projects is effectively implemented in genre text writing classes. Therefore, the results of this study can make a good contribution because they can motivate students to write texts and improve independent student learning. HIGHLIGHTS: Integrating hybrid learning and team-based projects is suitable for use and testing in small class scales in the third semester of English Education at the Muhammadiyah University of Semarang. The average result of the validation results is more than 4.00, so it is in the excellent category. The student perspectives on learning through Team-Based Projects are divided into four: student perspectives on motivation and their writing results, student perspectives on the effectiveness of Team-Based Projects, student perceptions of independent learning through Team-Based Projects and Hybrid understanding, and student perceptions about working in groups. The lecturers should apply hybrid learning and team-based projects to motivate and train students to learn independence and provide experiences of a harmonious learning process. Next, for future researchers, it is advisable to expand the research subject so that the results obtained are more in-depth and can be implemented in other English skills, namely speaking, listening, and reading.
ANDROID-BASED MOBILE LEARNING MEDIA: DEVELOPING SHORT FUNCTIONAL TEXT MEDIA FOR SEVENTH GRADE STUDENTS Yulista, Ageng Wulan; Ifadah, Muhimatul; wijayatiningsih, testiana deni; Darwis, Djamaluddin
SEAQIL Journal of Language Education Vol. 3 No. 1 (2024): SEAQIL Journal of Language Education (SJLE)
Publisher : SEAMEO QITEP in Language

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70046/sjle.3.1.137-152

Abstract

EFL learners had a less enthuastic and  difficult experiences when they studied short fuctional text. So, this current study discussed how to create a mobile phone application for online learning compatible with Android and Windows platforms named short functional text: greeting card. This study also attempted to evaluate the effectiveness of acquiring English language skills using Android-based mobile learning media. This study employed a research and development methodology, which involved nine consecutive stages: identification of potential and challenges, data collection, product design, validation of the design by experts, product testing, initial product revision, trial usage of the product, second product revision, and finalization of the product. The research instruments employed were questionnaires and tests. The data analysis was performed utilizing descriptive statistics and an independent sample T-test. The participants included eighth-grade students who were enrolled at SMP N 4 Purwodadi. Three separate findings were obtained from this inquiry. The validation of media and material specialists was a relevant evaluation of an authentic product, and the viability of using an Android-based mobile learning media product was established. Moreover, the average pre-test and post-test results exhibited a significant significance level, suggesting that the android-based mobile learning media was very effective as a learning medium throughout the learning process. Moreover, the student's perception findings were categorized as positive, with 75.5% indicating their agreement with using Android-based mobile learning media for learning. Using android-based mobile learning media can help students comprehend condensed functional content included in greeting cards, and it can alleviate monotony throughout the learning process.
TRANSITIVITY AND MOOD ANALYSIS ON ENGLISH EDUCATION UNDERGRADUATE STUDENTS' RECOUNT TEXTS AT UNIVERSITAS MUHAMMADIYAH SEMARANG Fakhrurozi, Muhammad; Budiastuti, Riana Eka; Wijayatiningsih, Testiana Deni
JP3 (Jurnal Pendidikan dan Profesi Pendidik) Vol 11, No 2 (2025): JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp3.v11i2.24277

Abstract

Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan penggunaan fitur kebahasaan dalam menulis teks cerita ulang yang ditulis oleh mahasiswa pendidikan bahasa inggris di universitas muhammadiyah semarang. Hal tersebut dapat direalisasikan dengan melakukan analisis transitivitas dan mood terhadap teks. Peneliti menggunakan metode deskriptif kualitatif dalam mengeksplorasi hasil analisis berupa tipe-tipe proses dan mood. Hasil penelitian menunjukan bahwa penggunaan transitivitas dan mood ditemukan didalam teks cerita ulang mahasiswa. Pertama, terdapat enam tipe proses yang ditemukan dari total 322 kalimat. Proses material (49.7%), Proses Behavioral (5.5%), Proses Mental (14.5%), Proses Verbal (3.2%), Proses Relational (24.2%), dan Proses Existential (2.8%). Sementara itu, pada struktur mood, didapatkan sebanyak 564 klausa, sebesar 99.8% dituliskan dalam mood deklaratif, sedangkan hanya ditemukan satu interogatif klausa (0.2%). Selain itu, material process dan declarative mood type menjadi jenis transitivity process dan mood type yang dominan ditemukan dalam teks cerita ulang mahasiswa. Oleh karena itu, peneliti menyatakan bahwa mahasiswa dikategorikan sebagai penulis yang berpengetahuan luas dan kritis dalam mengeksplorasi pengalaman masa lalu mereka dalam bentuk tulisan, yaitu teks cerita ulang. Hal ini dapat dilihat dari penggunaan proses material atau kata kerja aksi dan klausa deklaratif sebagai fitur bahasa yang dominan digunakan mahasiswa untuk membuat teks recount yang terstruktur dengan baik.
Belajar tanpa batas: Transformasi pembelajaran bahasa Inggris anak imigran melalui Mobile-Assisted Language Learning Wijayatiningsih, Testiana Deni; Mulyadi, Dodi; Budiastuti, Riana Eka; Setiawan, Anjar; Sucipto, Annisa Widya; Izatunnajah, Hana
Community Empowerment Journal Vol. 3 No. 4 (2025)
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/cej.v3i4.294

Abstract

Pembelajaran bahasa Inggris bagi anak-anak imigran di Malaysia menghadapi tantangan yang kompleks, mulai dari rendahnya motivasi belajar, keterbatasan akses terhadap pendidikan formal, hingga minimnya pemahaman dan pemanfaatan media pembelajaran digital. Berdasarkan kondisi tersebut, program Pengabdian kepada Masyarakat (PkM) internasional ini bertujuan untuk meningkatkan keterampilan bahasa Inggris anak-anak imigran melalui penerapan Mobile-Assisted Language Learning (MALL), memperluas akses mereka terhadap pembelajaran yang bermutu, serta membangun kemandirian belajar melalui pemanfaatan teknologi mobile yang mudah dijangkau. Kegiatan ini dilaksanakan di Sanggar Bimbingan Sentul, Kuala Lumpur, dengan fokus pada penerapan MALL sebagai pendekatan pembelajaran yang fleksibel, mudah diakses, dan sesuai dengan kebutuhan siswa.Kegiatan ini dilaksanakan melalui beberapa tahapan: sosialisasi, pelatihan penggunaan media digital, pendampingan intensif, implementasi video pembelajaran berbasis YouTube, serta evaluasi yang dilakukan secara berkala. Hasil kegiatan menunjukkan peningkatan signifikan dalam kemampuan bahasa Inggris peserta, khususnya pada aspek penguasaan kosakata, keterampilan menyimak, keterampilan berbicara, serta kepercayaan diri dalam menggunakan bahasa Inggris. Rata-rata skor pre-test peserta sebesar 45 meningkat menjadi 75 pada post-test. Selain itu, sebanyak 83% siswa memberikan respon positif terhadap penggunaan MALL dan menilai pembelajaran menjadi lebih menyenangkan, interaktif, dan fleksibel. Temuan ini menegaskan bahwa MALL merupakan pendekatan pembelajaran yang humanis, inklusif, dan efektif bagi komunitas rentan seperti anak-anak imigran, sekaligus membuka peluang baru bagi pengembangan model pembelajaran berkelanjutan di masa depan. English language learning for immigrant children in Malaysia faces complex challenges, ranging from low motivation to learn, limited access to formal education, to minimal understanding and utilization of digital learning media. Based on these conditions, this international Community Service (PkM) program aims to improve the English skills of immigrant children through the implementation of Mobile-Assisted Language Learning (MALL), expand their access to quality learning, and build learning independence through the use of accessible mobile technology. This activity was carried out at the Sentul Guidance Center, Kuala Lumpur, with a focus on the application of MALL as a learning approach that is flexible, easily accessible, and tailored to student needs. This activity was carried out through several stages: socialization, training in the use of digital media, intensive mentoring, implementation of YouTube-based learning videos, and regular evaluations. The results of the activity showed a significant increase in the participants' English skills, particularly in aspects of vocabulary mastery, listening skills, speaking skills, and confidence in using English. The average pre-test score of 45 participants increased to 75 in the post-test. Furthermore, 83% of students responded positively to the use of MALL, finding learning more enjoyable, interactive, and flexible. These findings confirm that MALL is a humanistic, inclusive, and effective learning approach for vulnerable communities such as immigrant children, while also opening up new opportunities for developing sustainable learning models in the future.
PENERAPAN PROJECT-BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN MENULIS NARRATIVE TEXT DI KELAS XI-3 SMAN 11 SEMARANG Ratna, Regina; Wijayatiningsih, Testiana Deni; Setyawati, Erna
Journal of Lesson Study in Teacher Education Vol. 4 No. 2 (2025): Volume 4 No 2 2025
Publisher : Litbang PWM Jawa Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51402/jlste.v4i2.171

Abstract

Penelitian ini bertujuan untuk mengeksplorasi penerapan Project-Based Learning (PjBL) dalam meningkatkan kemampuan menulis narrative text pada peserta didik kelas XI-3 SMA N 11 Semarang. Berdasarkan hasil observasi awal, ditemukan bahwa peserta didik mengalami kesulitan dalam mengembangkan ide cerita, penggunaan tata bahasa (grammar) yang tepat, dan penyusunan teks yang koheren. Oleh karena itu, pendekatan PjBL diharapkan dapat membantu meningkatkan kemampuan berpikir kritis dan kreativitas peserta didik dalam menulis narrative text. Penelitian ini menggunakan desain Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam tiga siklus. Setiap siklus melibatkan perencanaan, pelaksanaan, observasi, dan refleksi. Hasil penelitian menunjukkan adanya peningkatan kemampuan menulis peserta didik, terutama dalam hal pemahaman generic structure, penggunaan past tense, serta penggunaan direct/indirect speech. Penerapan PjBL juga mendorong peserta didik untuk lebih kreatif dan kolaboratif dalam menyelesaikan proyek mereka. Dengan demikian, penerapan Project-Based Learning dapat dijadikan alternatif pembelajaran yang efektif dalam meningkatkan keterampilan menulis narrative text.
PENERAPAN MODEL PEMBELAJARAN THINK PAIR SHARE (TPS) UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS 12 SMAN 11 SEMARANG Fitriyani, Divya; Wijayatiningsih, Testiana Deni; Setyawati, Erna
Journal of Lesson Study in Teacher Education Vol. 4 No. 2 (2025): Volume 4 No 2 2025
Publisher : Litbang PWM Jawa Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51402/jlste.v4i2.172

Abstract

This study aims to improve the learning outcomes of 12th-grade students of SMAN 11 Semarang through the application of the Think-Pair-Share (TPS) cooperative learning model. TPS was chosen for its ability to encourage critical thinking, effective communication, collaboration, and confidence building. This classroom action research (CAR) was conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. Data collection included pretest and posttest scores, student activity observations, and documentation. The results showed significant improvements in students' learning outcomes, both cognitively and in 21st-century skills. In Cycle 1, the average pretest score was 48.19, increasing to 66.53 in the posttest, with a completion rate of 52.78%. In Cycle 2, the pretest average rose to 57.92, and the posttest average reached 78.75, with a completion rate of 66.67%. Additionally, the TPS model enhanced critical thinking, communication skills, student collaboration, and confidence. Observations indicated increased student engagement in questioning, sharing ideas, and participating in group discussions. The study concludes that the TPS model significantly improves academic learning outcomes and supports the development of essential 21st-century skills. Teachers are encouraged to adopt TPS as an alternative learning strategy in various subjects. Schools can support this model's success by providing training and resources, while universities are expected to prepare future educators to understand and implement innovative teaching strategies like TPS.
Co-Authors Afni Izzatul Jannah Alief Noor Farida Alvianti Aidarahma Anjar Setiawan Anjar Setiawan Annisa Noerkhalifah Annur Aska Pratama Bambang Dalyono Betta Rizq Maulidya Chairunnisa, Nadya Zulfa Chattaphorn Sriprasert Damayanti, Wulan Aprilia Dian Candra Prasetyanti Dian Candra Prasetyanti Dian Candra Prasetyanti Dini Anggraheni Djamaluddin Darwis Dodi Mulyadi Dodi Mulyadi Dodi Mulyadi Dodi Mulyadi Dodi Mulyadi Dwi Ampuni Agustina Dwi Ampuni Agustina Edi Prayitno, Edi Eko Andy Purnomo Eko Andy Purnomo Eldytacia, Valecia Najwa Enny Dwi Lestaringsih Enny Dwi Lestariningsih Enny Dwi Lestariningsih Enny Dwi Lestariningsih Enny Dwi Lestariningsih Enny Dwi Lestariningsih, Enny Dwi Erna Setyawati, Erna Eva Dina Mareta Fakhrurozi, Muhammad Febriana, Nurani Ayu Fitriani, Syuroya Ayu Fitriyani, Divya Gina Sonia Hairulla, Monera A. Salic Hapsari, Christianti Tri Hascaryo Pramudibyo Iza Azizatul Baldah Izatunnajah, Hana Izdihar, Fairuz Nadhifah J-Roel B.Semilla Jayawarsa, A.A. Ketut Khasanah, Dian Ratu Ayu Uswatun Lastari, Siti Lestari Nurjanah, Sri Eka M. Riyanton Maulidina, Yunita Putri Muflikhah, Binti Muhammad Muhibbi Muhammad Muhibbi Muhimatul Ifadah Muhimatul Ifadah Muhimatul Ifadah Muhimatul Ifadah Mustasyfa Thabib Kariadi Nanda Eka Yuniarti Nasywa Kamila Rahmah Noerkhalifah, Annisa Novia Wulan Ari Oktaviani, Estika Berlian Putra, Angga Pratama Armaddi Ratna, Regina Rendy Adityansah Riana Eka Budiastuti Riana Eka Budiastuti Riana Eka Budiastuti Riana Eka Budiastuti Riana Eka Budiastuti, Riana Eka Rossanti Dewi Safira, Nisrina Zatin Setyo Jati, Kukuh Shofiatul Mardliyah Singh, Charanjit Kaur Swaran Siti Aimah Siti Aimah Siti Aimah Sri Eka Lestari Nurjanah Sri Wuli Fitriati Sucipto, Annisa Widya Sufiyah Dueraseh Suharno, Yusak Sulthan, Faqih Susilowati Susilowati Susilowati Susilowati Syamsiar, Syamsiar Syuroya Ayu Fitriani TRI HARTITI Wiwik Handayani Yulista, Ageng Wulan