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All Journal Jurnal Nalar Pendidikan ELT Worldwide: Journal of English Language Teaching Jurnal Arbitrer EXPOSURE JOURNAL IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal Of English Language and Education IJoLE: International Journal of Language Education EDUVELOP (Journal of English Education and Development) ELS Journal on Interdisciplinary Studies in Humanities Journal of Advanced English Studies Jambura Journal of English Teaching and Literature IJoASER (International Journal on Advanced Science, Education, and Religion) ELITE Journal: Journal of English Linguistics, Literature, and Education Jurnal Studi Guru dan Pembelajaran Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Indonesian TESOL Journal Elsya : Journal of English Language Studies Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Journal of Applied Science, Engineering, Technology, and Education JEKPEND Jurnal Ekonomi dan Pendidikan Ethical Lingua: Journal of Language Teaching and Literature AL MA'ARIEF : JURNAL PENDIDIKAN SOSIAL DAN BUDAYA Sustainable: Jurnal Kajian Mutu Pendidikan International Journal of Humanities and Innovation (IJHI) Interference: Journal of Language, Literature, and Linguistics JOLLT Journal of Languages and Language Teaching IJORER : International Journal of Recent Educational Research Journal of English Language and Education EduLine: Journal of Education and Learning Innovation ARRUS Journal of Social Sciences and Humanities Indo-MathEdu Intellectuals Journal LETS: Journal of Linguistics and English Teaching Studies Jurnal Al-Qiyam Jurnal Tana Mana Seminar Nasional Pengabdian Kepada Masyarakat JTechLP JoEELE Tamaddun INCOME: Indonesian Journal of Community Service and Engagement Sublim: Jurnal Pendidikan Seminar Nasional Hasil Penelitian LP2M UNM PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE Jurnal Ilmiah Multidisiplin Amsir Jurnal Abdimas Lamin International Journal of Business English and Communication (IJoBEC) Pubmedia Jurnal Pendidikan Bahasa Inggris Celebes Journal of Language Studies INDOPEDIA (Inovasi Pembelajaran dan Pendidikan) GEMBIRA (Pengabdian Kepada Masyarakat) PEDAMAS (Pengabdian Kepada Masyarakat) Journal of Humanities and Social Studies E-CLUE Journal of English Culture, Language, Literature and Education TENANG : Teknologi, Edukasi, dan Pengabdian Multidisiplin Nusantara Gemilang International Journal of Language, Education, and Literature (IJLEL) Journal of English Language Teaching and Literature (JELITA) INTERACTION: Jurnal Pendidikan Bahasa Axiology Variable Research Journal Sawerigading
Syarifuddin Dollah
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Field-Driven Language Learning: Exploring Emotional Intelligence and Autonomy in Indonesian EOP Programs Ratni, Ni Putu; Dollah, Syarifuddin; Basri, Muhammad
Elsya : Journal of English Language Studies Vol. 7 No. 2 (2025): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/jq32ny46

Abstract

Autonomous learning has emerged as a crucial pedagogical approach for equipping students with the skills necessary to thrive in dynamic, communication-driven industries such as tourism. However, limited research exists on the implementation of autonomous English language learning through field-based practices within Indonesian religious-affiliated universities. This study examines the practice of Autonomous Learning (AL) among students in the Travel Industry Study Program at Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar through a collaborative field study conducted with international students from the SIT Program. Grounded in Humanistic Learning Theory and Emotional Intelligence frameworks, this mixed-methods research investigates three core objectives: the implementation of AL in English learning, indicators of autonomy within the learning process, and the emotional impact on learners. Data were gathered through literature documentation, a student survey, and data triangulation involving program reports, academic references, and participant responses. The findings reveal that AL was effectively fostered through student-centered, collaborative field experiences that encouraged self-direction, intrinsic motivation, and emotional engagement. Despite moderate self-awareness and vocabulary limitations, students exhibited positive emotions such as joy and increased self-esteem, validating the affective benefits of the program. This study contributes to the discourse on learner autonomy by demonstrating how humanistic and experiential learning environments can bridge linguistic, cultural, and psychological gaps. It advocates for institutional support in re-establishing collaborative programs and integrating AL practices into EOP (English for Occupational Purposes) pedagogy, thereby offering a model adaptable to similar educational contexts across Indonesia and beyond.
CoALM, a Model of Autonomous Learning Approach for the ETL in the Travel Industry Study Program of UHN IGBS Denpasar-Bali-Indonesia Ratni, Ni Putu; Dollah, Syarifuddin; Basri, Muhammad; Sakkir, Geminastiti
Celebes Journal of Language Studies Vol. 5, No. 1 June 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i1.236

Abstract

This research was motivated by the lack of references regarding the implementation of the Autonomous Learning Approach in English teaching and learning (ETL) for the Travel Industry Study Program at UHN IGBS Denpasar. The purpose of this study was to explore the implementation of the Collaborative Autonomous Learning Model (CoALM), which emerged from the execution of the Autonomous Learning Approach in ETL for students in the Travel Industry Study Program of UHN IGBS Denpasar; the research utilized a qualitative approach, employing grounded theory methods and data triangulation analysis; the findings indicated that the students' efforts to implement Autonomous Learning in their English practice and studies led to the development of a collaborative learning environment. This collaboration arose from the students' engagement in practical language application within the field. It represented a natural form of autonomous language learning that yielded mutual benefits for both students and foreign tourists, ultimately resulting in the creation of the Collaborative Autonomous Learning Model (CoALM), which is student-directed; the research findings were analyzed and concluded based on data collected from various sources and locations, which presented certain constraints. Therefore, it is suggested that future researchers explore this area of study using a broader range of data sources and locations.
The Students’ Anxiety Factors in Speaking English at SMAN 8 Pinrang Asdar, Nur Aulia; Dollah, Syarifuddin; Farahdiba, Syarifah
Journal of Excellence in English Language Education Vol 4, No 2, April (2025): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/joeele.v4i2, April.72624

Abstract

This research aims (1) to find out the internal factors that cause the students’ anxiety in English speaking classroom, and (2) to find out the external factors that cause the students’ anxiety in English speaking classroom. In this study, the researcher used a qualitative method with a case study approach. Three perceived-anxious students were selected as the subject of this research interview. The data were gathered through interviews and an observation checklist. The result of the study showed two factors, they are internal factors (fear of mistakes, shyness, lack of confidence, lack of motivation) and external factors (embarrassment, limited vocabulary, grammatical errors, friends or classmates, lack of preparation). These findings suggest that the teacher should be more aware of students’ anxiety to raise students’ motivation to speak up confidently and fluently in an English-speaking class. As such, teachers are urged to be fairly creative in devising better techniques that could encourage the students to speak more. Finally, teachers should also provide materials that contribute to students’ vocabularies and confidence, so that the students have a better performance in speaking English in the future.
Teachers’ Pedagogical Competencies in Implementing Contextual Teaching and Learning in Vocational High Schools in South Sulawesi Mustaqimah, Mustaqimah; Dollah, Syarifuddin; Basri, Muhammad; Asiza, Nur; Akib, Muhaiminah
International Journal of Language Education Vol. 9, No. 1, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i1.74766

Abstract

This study examines English teachers' abilities to implement pedagogical competence in teaching English for Specific Purposes (ESP) in vocational high schools. Using an interpretive qualitative case study approach, the study examined five teachers from two different vocational high schools, using semi-structured interviews, observations, and document analysis to collect data. The findings revealed three main themes: the ability to design contextual learning, using interactive learning methods, and implementing authentic assessments. Teachers demonstrated competence in integrating English with vocational competence, tailoring their teaching to meet the specific needs of students' future careers. They utilized task-based learning, collaborative group discussions, and technology-based media to engage students and enhance their learning experiences. In addition, teachers used practice-based assessments, such as simulations and project-based assignments, to ensure that students could apply their English skills in real-world scenarios. This study emphasizes the importance of pedagogical competence in fostering an effective ESP learning environment where students are prepared for the demands of their respective industries. The implications of this study suggest that improving teachers' pedagogical competence can significantly improve ESP teaching, providing students with relevant skills for success in their future professions. This research contributes to developing teacher training programs aimed at improving vocational education.
Unveiling Students’ Perceptions on Metacognitive Dimensions in Reading Comprehension at an Islamic University Adisaturrahimi, Andi; Dollah, Syarifuddin; Halim, Abdul; Hasanah, Uswatun; Setiadi, Muhammad Astrianto
International Journal of Language Education Vol. 8, No., 4, 2024
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v8i4.74758

Abstract

This study explored the perceptions of 18 students from IAIN Bone through a series of structured interviews. Using the qualitative method, the results indicated that most students had a positive perception of metacognitive dimensions, particularly appreciating how these strategies enhance comprehension, promote active participation, and foster classroom interaction. Three main themes were found: emotional engagement with the learning process, affective engagement and emotional support, and experiential learning process. However, some students expressed challenges, including feelings of nervousness and anxiety related to the frequent questioning and active engagement required. Despite these challenges, most students strongly desired to continue using metacognitive dimensions in future classes. These findings suggested that while metacognitive dimensions are generally well-received, their implementation required sensitivity to students' varying levels of comfort with active participation. This study enhanced the comprehension of student perceptions and provided insights for lecturers aiming to incorporate metacognitive approaches into reading comprehension classes
THE USE OF THE BLINDFOLD GAMES TECHNIQUE TO IMPROVE THE VOCABULARY MASTERY OF STUDENTS AT SMPN 4 SUNGGUMINASA A. Nurul Muntasya; Syarifuddin Dollah; Sultan Baa
International Journal of Business English and Communication Vol 1 No 4 (2023): October
Publisher : Bahasa Inggris Program Sarjana Terapan, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijobec.v1i4.604

Abstract

The purpose of this research was to find out the use of “the Blindfold game technique” in improving the vocabulary mastery of students at SMPN 4 Sungguminasa. The method used in this research was pre-experiment with one group pretest-posttest. The population in this study were students of Class VIII at SMPN 4 Sungguminasa in the 2022/2023 academic year. This research used a cluster random sampling technique. The sample of this research was Class VIII C, which consisted of 30 students. The results of this study that there were a significant increase in students vocabulary mastery after the students were given treatment. This can be seen by the mean score between the pre-test (52.53) and the post-test (79.33). It means that the use of the Blindfold as games was able to improve students vocabulary mastery. This game helps the students to enhance their learning on vocabulary mastery.
An Investigation of EFL Students’ Attitudes Toward Culturally Responsive Pedagogy in Speaking Classes Reskyani; Syarifuddin Dollah; Muhammad Basri
Eduvelop: Journal of English Education and Development Vol 8 No 2 (2025): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v8i2.4844

Abstract

Particularly in multicultural classrooms like those in Indonesia, culturally responsive teaching (CRT) provides inclusive practices that serve a variety of learners. With an emphasis on positive and negative answers across four aspects: experience, attitude, feeling, and belief, this research investigates students' perceptions of culturally responsive teaching implementation in an English-speaking class at Universitas Muslim Indonesia’s English Education Department. A qualitative case study design was used to gather information from 12 students using field notes, observations, interviews, and documentation. Miles and Huberman's interactive model was used in the analysis. According to the findings, most students thought culturally responsive teaching improved their motivation, cultural sensitivity, and involvement in class. Due to emotional discomfort or a lack of knowledge of artistic content, some students did, however, express fear and limited engagement. The research emphasizes how culturally responsive teaching may be both powerful and challenging for some people and contributes to improving it for consistent, emotionally inclusive teaching methods. In theory, this research advances culturally responsive teaching in higher education; in practice, it gives lecturers guidance on how to create speaking exercises that are inclusive of all cultures while addressing their students' anxiety and engagement issues. The findings suggest that higher education institutions should integrate Culturally responsive teaching (CRT) as a core component of teacher training and curriculum development, particularly in English language education. Lecturers need continuous professional development to effectively design and facilitate culturally inclusive speaking activities that reflect students’ diverse backgrounds, mitigate anxiety, and foster meaningful engagement. Institutional policies must support culturally responsive pedagogy by encouraging reflective teaching practices, developing culturally rich teaching materials, and creating safe classroom environments where emotional discomfort can be addressed constructively. Future studies are recommended to examine CRT in larger and more diverse populations and to explore the impact of specific CRT strategies on different language competencies beyond speaking.
Evaluating Bahasa Inggris Work in Progress: A Comprehensive Analysis of Indonesia’s Merdeka Curriculum English Textbook for Grade X Using Cunningsworth and Al-Sowat Framework Muzri. S, Ahsan; Dollah, Syarifuddin; Sunra, La; Rawikarani, Dias Wahyu
JELITA Vol 6 No 2 (2025): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v6i2.1035

Abstract

This study aims to evaluate the quality of the English textbook Bahasa Inggris Work in Progress for grade X used in the implementation Merdeka Curriculum in Indonesia. This book was evaluated using a descriptive quantitative approach with an instrument based on the Cunningsworth (1995) and Al-Sowat (2012) evaluation framework, which covers nine main aspects: layout, content, objectives, language types, language skills, activities, structure and vocabulary, cultural values, and teacher needs. The evaluation results indicate that this book has quite good quality in terms of layout, content, and teacher support, and covers all four language skills in a balanced manner. However, several weaknesses were found, including the lack of integration of cultural values, the suboptimal development of critical thinking and problem-solving skills, and the limited authentic activities that reflect real life. This book also does not fully consider differences in student learning styles and does not provide a means for independent reflection on learning. Therefore, improvements are needed in the development of cultural content, the variety of high-level activities, and the preparation of formative assessments. The results of this study contribute to curriculum developers, textbook writers, and educators in improving the effectiveness of teaching materials that align with the principles of differentiated learning and strengthening 21st century competencies in Merdeka Curriculum.
The Strategies Used by Teachers to Teach ADHD Students at Athirah Islamic Elementary School Syam, Adeliah Nurmuthmainnah; Dollah, Syarifuddin; Muliati, Andi
JEKPEND: Jurnal Ekonomi dan Pendidikan Vol 8, No 2 (2025): Juli
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jekpend.v8i2.74222

Abstract

Teaching English to ADHD students is certainly not an easy task. The characteristics of ADHD students, such as being very active, having difficulty focusing, and struggling to control their emotions, present unique challenges for teachers when teaching English in the classroom. Therefore, knowledge of appropriate teaching strategies for ADHD students is essential for teachers. This thesis aims to explore the strategies used by teachers to teach English to ADHD students at Athirah Islamic Elementary School. This research design uses case study qualitative methods. The subject of this study are 3 teachers consists of main teacher and two support teachers who teach ADHD students in grade 6 of Athirah Islamic Elementary School. Data collection was conducted through non-participant observation and semi-structure interview. The results of this study reveal seven strategies employed by teachers are, structured environment, visual aids, interactive learning, immediate feedback, frequent breaks, differentiated instruction, and co-teaching. This study contributes valuable insights into effective teaching strategies for ADHD students. 
Incorporating Local Cultural Values in English Teaching Materials: A Lecturers’ Perception Patanduk, Sushy Teko; Dollah, Syarifuddin; La Sunra, La Sunra; Rachel, Rachel; Sirande, Normalia; Duapadang, Aprisel Bimbang
Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 2 (2025): Mei - Agustus 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.8.2.2025.6159

Abstract

This study explores lecturers' perceptions of integrating local cultural values into English teaching materials. The research aims to examine how cultural elements are utilized to enhance student engagement, foster critical thinking, and preserve local heritage while teaching English. Using a quantitative approach, data were collected through a questionnaire distributed to 6 lecturers from English Education Study Program of UKI Toraja. The findings reveal that lecturers perceive the integration of local culture as a significant pedagogical tool. A majority believe that it enhances the relevance of learning materials, creates a more inclusive classroom environment, and promotes cultural awareness among students. Additionally, incorporating cultural values is seen as a way to bridge local and global perspectives, encouraging character building and fostering values such as tolerance and empathy. This study underscores the importance of cultural integration in language education, emphasizing its potential to provide both linguistic and cultural benefits. The findings highlight the lecturers' commitment to holistic education that balances the preservation of local identity with the demands of global communication.
Co-Authors A Halim A, Nasrullah A. Dian Islamiati A. Dian Islamiati A. Muliati A. Nurul Muntasya Abduh, Amirullah Abdul Halim Abdullah Abdullah Abdullah Abdurrahman Hi. Usman Abrar, Andi Eritme Yustika Abuhaer, Herawati Adi F Mahmud, Adi F Adilah Nurul Fatin Adisaturrahimi, Andi Adriani Jihad, Adriani Adys, Himala Praptami AGUS SETIAWAN Ahmed Sardi Ahsan Muzri S Ainun Ainun Akib, Muhaiminah Akidah, Nur Faizah Alam, A. Nur Alamsyah - Alissa Geisler Amaliah Ramdani Amaliah, Suci Amin, Fatimah Hidayahni Aminah Suriaman Amirullah Amra Ariyani Andi Anto Patak Andi Anto Patak Andi Ikhsan Anggriawan M Andi Muliati Annisa Kh, Nurun Anugerah Febrian Syam Anugrah, Ade Surya Ariani Ariyani , Amra Ariyani, Amra arsyad, safnil Arya Priyangga Sumardi Asdar, Nur Aulia Asia Masita Haidir Asiza, Nur Aswin Abbas Atmayurid Mansyur Awaludin Rizal Ayu S Ayu Safitri Agustina Ayu, Sindi Putri Azizah, Geby Baa, Sultan Baso Jabu Baso Jabu, Baso Bowu, Nella Aswi Burhamzah, Muftihaturrahmah Chuzaimah Dahlan, Suratman Devilito Prasetyo Tatipang Dian Safitri Dian Safitri Duapadang, Aprisel Bimbang Dwi Putri Maisyarah Dwinggrum, Crismin Engelina Salainti Evi Riasari Fadliyah, Riskatul Faiqah, Afifah Fairus Suryani Munir Faradiba, Andi Winda Farahdiba, Syarifah Farhan Farhan Fatimah Hidayahni Amin Fatimannisa, Aulia Fatmawati, Fatmawati Fauzan Hari Sudding Sally Fera Pratiwi Sultan, Dian Fiqhi Yulianingsih Firman Fitra, Muh. Al Fachrizah Fitriani Fitriyani Bakri G, Hasriani G., Hasriani Geminastiti Sakir Geminastiti Sakkir Gunawan Haidir, Asia Masita Halim, Abd Hardianti Hardianti Hariadi Syam Hariadi Syam, Hariadi Harnita Rosalia Haryanto . Haryanto Atmowardoyo Haryanto Atmowardoyo, Haryanto Hasriani G Ilyas, Sukma Irawati . Irving, Andi Triandini Ramadhani Iskandar Iskandar ita Purnama Sari Jamaluddin Ahmad Jumase Basra Jumrah Jumriah Rusdi Juriasari khusnul khotimah Kisman Salija Kisman Salija, Kisman Korompot, Chairil Anwar La Ode Rasmin La Sunra La Sunra La Sunra, La Sunra Lengkoan, Fergina M, Andi Ikhsan Anggriawan Maemuna Muhayyang Mansur, Musdalifah Mansyur, Atmayurid Mersi Axelina Mudinillah, Adam Muh. Djakkir Muh. Farid Sehuddin Muh. Hasbi Muh. Jibran Noer Hamsah Muh. Rifqi Syamsuddin Muh. Tahir Muhalim, Muhalim Muhammad Agus Muljanto Muhammad Arham Muhammad Astrianto Setiadi, Muhammad Astrianto Muhammad Basri Muhammad Basri Muhammad Basri Muhammad Tahir Muhammad Wiranto Muliati Muliati Muliati, A. Muliati, Andi Munir Munir Munir Munir Munir, Munir Murni Mahmud Murni Mahmud Mustaqimah Mustaqimah Muzdalifah Mahmud Muzri. S, Ahsan Nhajwa Priyana Nihta Vera Frelly Liando Nilma Taula’bi Ninin, Windi Noni, Nurdin Nur Aeni NUR AENI Nur Fadhil Rasyid Nur Fadilah Nur Ima Nur Ina Syam Nur Inayah Nur Yanti, Nur Nurdin Noni Nurdin Noni Nurfitrah Awaliyah Nurhayati Nurhayati Nurinayah Magfirah Nurlailah Qadrianty Nurlia Nurlia Nurrahma Maulida Nurteteng, Nurteteng Nurul Fadhilah Suardi Nurul Fadillah Nurwanti Nurwanti, Nurwanti Patak , Andi Anto Patak, Andi Anto Patanduk, Sushy Teko Pratiwi, Dian Fera Putri Ayu Lestari Putri Ramadhani, Putri Putri, Al-khaerunissa Putu Wahyu Sudewi Qurays, Muhammad Rachel Rachel Rahamadani, Anjeli Rahmad Risan Rahmadani, Arvya Rahman, Ali Wira Rahmat Hidayat Rahmat Rahmat RASMIN, La Ode Ratni, Ni Putu Rawikarani, Dias Wahyu Ray Suryadi, Ray Reskyani Reskyani, Reskyani Rhihadatulaisy M Rifhani Handayani L Riny Jefri Rizqi Claudia Wardani Rossydi, Ahmad Rusdi, Jumriah Sabrina Retnasari Iswahyudi Sabrina Rocholl Safitri, Risna Sinta Sahril Nur Sahril Nur Saidna Zulfiqar Bin-Tahir, Saidna Zulfiqar Saiful Gaffar Sakkir, Rini Isnaeni Samad, Pratiwi Samtidar Samtidar Samtidar, Samtidar Saputri, Yusyfiyah Adinda Sari, Wiwin Novita Sariana Sariana Setiawaty, Puji Wahyu Shindy Ika Lestari Chandra Sirande, Normalia Sri Fausyia Sri Fausyia Sri Nurnaninsih Ali Sri Nurnaninsih Ali SRI RAHAYU Sri Wahyuni St.Asriati AM Sudarsi, Elim Trika Sukardi Weda Sukardi Weda Sukardi Weda, Sukardi Sukardi, Vera Sulistiana Ulpa Sultan Baa Sultan Baa SUMARNI Sumarni Sumarni Sunra, La Surya Annysa Litha Surya Anugrah, Ade Suyeti, Hirma Mutiara Syafina, Syafina Syahrullah Syahrullah Syahrullah Syahrullah Syam, Adeliah Syam, Adeliah Nurmuthmainnah Syamsuddin, Nur Aziza Syarifah Faradiba Syarifah Farahdiba Syarifuddin, Ervina Talib, Dr. Ahmad Tamra Tamra Ulfa, Andi Yurni Umar, Nur Fadhilah Uswatun Hasanah V. R, Trisna Kaninya Wahyu Wahyu Wahyuni, Ika Yuli Weangga Apriliani Utami Yawaningsih, Nur Indri Yenni Nur Oktafiah Yulianti Yunus Yulini Rinantanti Yunitari Mustikawati Yunus, Yulianti Zur, Sarjaniah