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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 FOSTER: Journal of English Language Teaching 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 Linguistic, English Education and Art (LEEA) Journal 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) Jurnal Edulanguage: Jurnal Pendidikan Bahasa INTERACTION: Jurnal Pendidikan Bahasa Axiology Variable Research Journal Sawerigading
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The Use of Cooperative Learning Strategy to Improve Student’s Reading Skill Hirma Mutiara Suyeti; Syarifuddin Dollah; Andi Anto Patak
International Journal of Language, Education, and Literature Vol. 2 No. 1 (2025): January
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/h76jav30

Abstract

This research aims to determine the effectiveness of using a cooperative learning strategy to improve student’s reading skills in learning using the cooperative strategy. The research data were qualitative. The research subject was 23 students. It comprises 12 female and 11 male students of the English Language Faculty at UNM Makassar.In the academic year 2023/2024. The research data was gathered through monitoring the teaching-learning process, interviewing students and collaborators, talking with collaborators, and photographing the learning process. The action research was carried out in two cycles, with cooperative learning methods such as pair-reading, think-pair-share, numbered head together, round table brainstorming, and group discussion as the main activities, with various ready tasks, engaging media, material handouts, and rewards serving as complements. The instruments employed in this study were observation guidelines, interview guidelines, and digital cameras. The results demonstrate that cooperative learning increased students' reading skills in various areas, such as finding significant concepts, obtaining essential information, and guessing. Students appeared more eager and engaged in the teaching and learning process. Keywords: Cooperative Learning Strategy, Reading Skill, Reading Comprehension
Reducing Plagiarism of Undergraduate Students' Thesis Proposal by Using QuillBot Paraphraser Sri Wahyuni; Syarifuddin Dollah; Fatimah Hidayahni Amin
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/x292rz38

Abstract

The intention of this study is to determine how students experience about using QuillBot as a tool to minimise plagiarism in their thesis proposals. To accomplish the objectives of the study, a quantitative research approach was used. Data were collected through a structured questionnaire distributed to seventh-semester undergraduate students majoring in English Education at STKIP YPUP Makassar during the 2023/2024 academic year. According to the results, 60% of students think QuillBot is helpful for paraphrasing, and 40% concur that it is user-friendly and beneficial. Additionally, all participants (100%) agreed that QuillBot is a useful tool for paraphrasing. After using QuillBot, most students reported improvements in their writing clarity (60%) as well as in their grammar and sentence structure. Furthermore, 40% of students strongly suggested QuillBot to others, and 60% of students said they would be willing to keep using it. These findings imply that QuillBot is an effective supporting tool for encouraging academic integrity and helping students develop their academic writing, even though some students still need more direction to make the most of it.
Teachers’ Strategies in Teaching English: The Impact of the Strategies Used by English Teacher to ADHD Students Adeliah Syam; Syarifuddin Dollah; A. Muliati
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/yy81ns51

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 examine the impact of the strategies used by English teacher on the ADHD students. 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. Based on the preliminary observation, the researcher found strategies used by teachers are, structured environment, visual aids, interactive learning, immediate feedback, frequent breaks, differentiated instruction, and co-teaching. The results of this study reveal a positive effect on ADHD students, including improve academic performance, better behavioral management, and increased focus and engagement in the learning process. This study contributes valuable insights into effective teaching strategies for ADHD students.
English Learning Strategies Effectiveness to Cope with Students’ Speaking Anxiety at Universitas Negeri Makassar Ade Surya Anugrah; Syarifuddin Dollah; Sukardi Weda
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/ftrjfg07

Abstract

Implementing the descriptive qualitative method, the study aims to find out an objective that is to describe the effectiveness of various learning strategies to cope with students’ speaking anxiety. In collecting the study’s data, there are two types of insturements that were impelemmted, the non-participant observations and semi-structured interview sessions. Ten (10) undergraduate students from English Education Program at Universitas Negeri Makassar were volunteered themselves as the study’s research subjects. the result of the study reveals there are six indicators that show how effective the learning strategies are in helping students to cope with speaking anxiety based on the observation and the interview sessions with the study’s subjects. Those indicators are including the students improved academic performance, their increased cognitive engagement, their increased adaptability and transferability, students’ enhancement of metacognitive skills, students’ increased motivation and confidence in speaking, and lastly their positive behavioral changes in students’ speaking activities.
Students’ Perceptions of Dubbing Muted Animation in English Speaking Classrooms: A Case Study at Greenfield Language College (GRACE) Ariani; Syarifuddin Dollah; Andi Anto Patak; Fitriani
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/8bc7wm12

Abstract

This paper aims to explore students' perceptions of using the dubbing muted animation movie clip technique in English speaking classrooms at Greenfield Language College. We employed a case study as our research design. By using convenient sampling, we recruited 5 participants to participate in our study. The results show that students at Greenfield Language College overwhelmingly perceive the dubbing muted animation movie clip technique in English speaking classrooms as a highly positive pedagogical approach, as evidenced by recurring themes of enjoyment and interest, increased speaking confidence, and a proactive engagement with challenges and difficulties. This study contributes to a more nuanced understanding of effective multimedia integration in language pedagogy and offers valuable insights for curriculum developers and educators.
Types of Speaking Anxiety Experienced by EFL Students During Classroom Presentations: A Case Study at IAIN Bone Andi Winda Faradiba; Syarifuddin Dollah; Fitriyani Bakri
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/345s2825

Abstract

This study explores the experiences of English as a Foreign Language (EFL) students in dealing with speaking anxiety during classroom presentations at IAIN Bone. Speaking anxiety is a common psychological phenomenon among language learners, particularly when required to speak in front of peers and lecturers. Using a qualitative case study approach, data were collected through semi-structured interviews and classroom observations involving eight students enrolled in an English education program. The findings reveal that students experience anxiety in three major forms: psychological responses such as fear of negative evaluation, overthinking, and self-doubt; physiological reactions including trembling, sweating, dry throat, and increased heart rate; and behavioural manifestations such as avoidance, hesitation, reduced eye contact, and frequent pauses. Students reported that these symptoms significantly limited their ability to express ideas clearly and affected their fluency, confidence, and overall performance during presentations. Although the level and intensity of anxiety varied among participants, all students acknowledged that speaking anxiety had a negative influence on their oral performance. The study highlights the importance of recognizing students’ emotional experiences in EFL classroom practices and calls for the implementation of supportive teaching strategies to reduce anxiety and enhance speaking performance.
Senior High School Students’ Perceptions of Using Video Projects to Develop Speaking Skills Anjeli Rahmadani; Syarifuddin Dollah; Amra Ariyani
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/k8zmxy90

Abstract

This study investigates senior high school students' perspectives on using video projects to enhance their speaking skills. Although the increasing use of video projects in English language instruction is well documented, little is known about how students perceive this approach in actual classroom environments. Although students' real experiences may differ, some argue that video projects could increase confidence, motivation, and opportunities for speaking practice. The study was conducted to close the gap between theory and classroom practice and to present more convincing evidence. A quantitative descriptive strategy was employed in this study. Students from two senior high schools MAS Mannilingi Bulo-Bulo and MAN, Jeneponto participated. To ensure equal participation across classes, random cluster sampling was used to choose the sample. Data was collected using a questionnaire. Students' interest, motivation, confidence, challenges, and overall sentiments regarding the use of video projects in speaking exercises were assessed in the questionnaire. The findings indicate that most students at both institutions held favorable views of learning through video projects. According to many students, making films improves speaking practice and allows them to express their thoughts more freely. Additionally, they reported that rehearsing several times before recording the final version reduced their nervousness. Because this approach provides more time to practice and rehearse their speaking performance, students report that it enhances their confidence, fluency, and pronunciation. Although a few students reported issues such as limited phone storage or difficulty editing films, these didn't substantially detract from their generally favorable opinion. In conclusion, video projects are perceived by students from MAN Jeneponto and MAS Mannilingi Bulo-Bulo as beneficial and inspiring activities that enhance their speaking skills.
Exploring Teachers’ Interactive Strategies for Teaching Speaking to Low-Level EFL Learners: A Case Study at an English Course Iga Rahman; Syarifuddin Dollah; Muhammad Tahir
International Journal of Language, Education, and Literature Vol. 3 No. 2 (2026): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/v8mnaz39

Abstract

This study aimed to explore the interactive strategies used by teachers in teaching speaking skills to low-level EFL learners, as these learners often experience difficulties in actively participating in classroom speaking activities. Employing a qualitative case study design, the study involved three English teachers teaching speaking classes at a private English course. Data were collected through classroom observations and semi-structured interviews and were analyzed using thematic analysis. The findings revealed that teachers implemented various interactive strategies to support learners’ speaking development, including daily expression memorization, small talk, scaffolding techniques (questioning, visual support, repetition, and feedback), games, pair work, task-based language learning, and affective interaction such as humor, motivation, and verbal appreciation. These strategies encouraged active participation, reduced learners’ anxiety, and provided meaningful opportunities for speaking practice. The study concludes that interactive teaching strategies play an important role in facilitating speaking instruction for low-level EFL learners, particularly in non-formal education contexts where learners require intensive support and engagement.
Students’ Perception of the Intensity on Audio Exposure in English Language Acquisition Among University Sumarni; Syarifuddin Dollah; La Sunra
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.8402

Abstract

Language acquisition plays an important role in developing English proficiency, particularly in pronunciation and listening skills. In recent years, digital tools such as Google Translate have been increasingly used by students as a self-directed learning resource to support pronunciation practice through audio exposure. However, limited studies have examined how the intensity of audio exposure influences students’ language acquisition in autonomous learning contexts. This study therefore investigates university students’ perceptions of the intensity of audio exposure using Google Translate and its contribution to English language acquisition.  This research employed a qualitative descriptive approach involving eight third-semester students of the English Language Program at Universitas 17 Agustus 1945 Samarinda. Data were collected through structured questions using Google Forms followed by in-depth interviews conducted via Zoom. The data were analyzed thematically based on four categories: motivation and context of use, usage patterns and frequency, learning reflections and difficulties, and students’ recommendations.  The findings indicate that intensive exposure to Google Translate audio helps students improve their pronunciation and develop independent learning strategies. Students reported that repeated listening, imitation, and self-recording activities supported their confidence and pronunciation accuracy. Despite some limitations, such as the monotone voice and rapid speed of the audio, students perceived the tool as beneficial for autonomous pronunciation practice. The study highlights the importance of integrating audio-based digital tools to support self-directed language learning in higher education.
The Challenges and Strategies Used by EFL Teachers in Teaching Reading Comprehension Andi Triandini Ramadhani Irving; Syarifuddin Dollah; Munir Munir
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 4, No 4: November (2025) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v4i4.79470

Abstract

This research aims to explore the challenges faced by English as a Foreign Language (EFL) teachers and the strategies they implement in teaching reading comprehension at MAS As’adiyah Puteri Pusat Sengkang. The research is grounded in the context of a semi-urban religious-based school where students generally have low exposure to English outside the classroom, limited vocabulary mastery, and low reading motivation. This research employed a descriptive qualitative approach, with data collected through classroom observation, in-depth interviews, and document analysis. The research involved two English teachers as key participants who regularly teach reading comprehension. The findings indicate four major challenges: (1) diverse student abilities, (2) lack of vocabulary mastery, (3) low student motivation and reading interest, and (4) time constraints. To address these issues, the teachers applied various strategies including (1) cognitive strategies (skimming, scanning, summarizing), (2) reciprocal teaching, (3) pre-reading strategies (activating prior knowledge), (4) independent reading, and (5) multimodal reading strategy. In conclusion, despite the multiple challenges in teaching reading comprehension in EFL classrooms, the application of appropriate, adaptive, and context-sensitive strategies can significantly enhance students’ reading ability and engagement in the learning process.Keywords: challenges, strategies, EFL teachers, reading comprehension
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 Ade Surya Anugrah Adeliah Syam Adi F Mahmud, Adi F Adilah Nurul Fatin Adisaturrahimi, Andi Adsan Fauzan Adys, Himala Praptami AGUS SETIAWAN Ahmad Talib 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 Andi Triandini Ramadhani Irving Andi Winda Faradiba Anjeli Rahmadani Annisa Kh, Nurun Anugerah Febrian Syam Ariani 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 Chuzaimah Dahlan, Suratman Devilito Prasetyo Tatipang Dian Fera Pratiwi Dian Safitri Dian Safitri Duapadang, Aprisel Bimbang Dwi Putri Maisyarah Dwinggrum, Crismin Evi Riasari Fadliyah, Riskatul Faiqah, Afifah Fairus Suryani Munir Farhan Farhan Fatimah Hidayahni Amin Fatimah Hidayahni Amin Fatimannisa, Aulia Fatmawati, Fatmawati Fauzan Hari Sudding Sally Fiqhi Yulianingsih Firman Fitra, Muh. Al Fachrizah Fitriani Fitriyani Bakri G, Hasriani G. Gunawan G., Hasriani Geminastiti Sakir Geminastiti Sakkir Gunawan Hadijah Hadijah Hadijah Haidir, Asia Masita Halim, Abd Hardianti Hardianti Hariadi Syam, Hariadi Harnita Rosalia Haryanto . Haryanto Atmowardoyo Haryanto Atmowardoyo, Haryanto Hasriani G Hirma Mutiara Suyeti Iga Rahman Ilyas, Sukma Irawati . 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 Mansyur, Atmayurid Markuna Masthurah, Nur Mersi Axelina Mudinillah, Adam Muh. Abdi Hidayatullah 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 Tahir Muhammad Wiranto Muliati Muliati Muliati, A. Muliati, Andi Munir Munir Munir Munir Munir, Munir Murni Mahmud Murni Mahmud Musdalifah 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 Patanduk, Sushy Teko Putri Ayu Lestari Putri Ramadhani, Putri Putri, Al-khaerunissa Putu Wahyu Sudewi Qurays, Muhammad Rachel Rachel Rahmad Risan Rahmadani, Arvya Rahman, Ali Wira Rahman, Iga Rahmat Hidayat Rahmat Rahmat Rahmatillah Rahmatillah Rahmayanti, Andi 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 Salainti, Engelina 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 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 Sumarni Sunra , La Sunra, La Surya Annysa Litha Surya Anugrah, Ade Syafina, Syafina Syahrullah Syahrullah Syahrullah Syahrullah Syam, Adeliah Nurmuthmainnah Syamsinar Syamsinar 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