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Fika Megawati

Pendidikan Bahasa Inggris, Fakultas Psikologi Dan Ilmu Pendidikan, Universitas Muhammadiyah Sidoarjo

Author-ID : 640572

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Medicine & Pharmacology Public Health Social Sciences Other

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EXPLORING ENGLISH TEACHERS’ TECHNOLOGY-BASED ASSESSMENT LITERACY AND PRACTICES IN INDONESIAN SECONDARY EDUCATION Sheila Agustina; Fika Megawati
Academic Journal Research Vol. 4 No. 1 (2026): Academic Journal Research
Publisher : Antis Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/acjoure.v4i1.484

Objective: This study explores how English teachers engage with technology-based assessment in Indonesian secondary education, with particular attention to their perceptions, practices, and evaluative approaches. Method: Using an exploratory mixed-method design with a qualitative-dominant orientation, data were collected from ten Senior High School English teachers through a questionnaire consisting of closed-ended and open-ended items. Results: The findings reveal that teachers have widely integrated digital tools, such as Google Forms, ChatGPT, and Grammarly, into their assessment practices, primarily to improve efficiency, automate grading, and provide feedback. However, their engagement with technology is largely operational, with limited conceptual differentiation between AI-driven and non-AI tools. Teachers frequently categorize diverse technologies under a broad notion of “AI,” indicating a functional rather than conceptual understanding. Despite this ambiguity, teachers maintain a strong reliance on human judgment, using technology-generated outputs as references rather than final decisions. The study also identifies an emerging but incomplete critical awareness, as teachers recognize concerns related to accuracy and bias while continuing to use these tools in practice. These findings suggest that teachers’ technology-based assessment literacy is unevenly developed, with strong operational competence but evolving conceptual and critical dimensions. Novelty: The study highlights the need for professional development that moves beyond technical training toward fostering informed, reflective, and ethically grounded engagement with technology in assessment.

Enhancing reading instruction through multimodal, literacy, and AI integration: A training program for high school English teachers Sheila Agustina; Vidya Mandarani; Akbar Wiguna; Fika Megawati; Yunita Sabillah Damayanti; Achmad Oddy Syam Prayoga; Zaidan Al Zuhdi
Community Empowerment Journal Vol. 4 No. 2 (2026)
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/cej.v4i2.377

Low levels of reading interest and student engagement remain major challenges in high school English instruction. This issue is further exacerbated by the continued use of conventional teaching strategies and the limited integration of multimodal media and digital technologies. This community service program aimed to enhance teachers’ pedagogical competence in teaching reading through a multimodal approach, literacy enrichment, and the use of Artificial Intelligence (AI). The program was implemented in three stages: a workshop, the development of teaching modules, and classroom implementation, involving 52 high school English teachers from the MGMP in Sidoarjo Regency. Data were collected through pre-activity and post-activity questionnaires and analyzed descriptively. The results indicate a significant improvement in teachers’ understanding of multimodal, literacy-based, and AI-assisted reading instruction, increasing from approximately 60–70% at the initial stage to over 85% after the workshop. All participants successfully developed instructional modules, and more than 75% implemented them in their classrooms. This implementation contributed to increased student engagement, as reflected in higher levels of participation and interaction during reading activities. These findings suggest that a practice-based training approach—integrating workshops, module development, and classroom implementation—is effective in enhancing teachers’ competence and promoting more interactive and contextualized reading instruction. It is recommended that similar programs be sustained through ongoing mentoring to ensure long-term impact.

Penguatan kesiapan pedagogis guru Sekolah Dasar melalui pendampingan pembelajaran Bahasa Inggris berbasis Realia dan Project-Based Learning Yuli Astutik; Fika Megawati; Sheila Agustina; Nabilah Ardelia Arianto; Zayyidah Fairuzah
Community Empowerment Journal Vol. 4 No. 2 (2026)
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/cej.v4i2.381

Kebijakan pemerintah yang menempatkan Bahasa Inggris sebagai mata pelajaran wajib di Sekolah Dasar mulai tahun 2027 menuntut kesiapan pedagogis guru, khususnya guru kelas non-Bahasa Inggris. Namun, pada praktiknya, banyak guru masih menghadapi kendala berupa rendahnya kepercayaan diri, keterbatasan strategi pembelajaran, serta minimnya penggunaan media konkret. Kegiatan pengabdian ini bertujuan untuk memperkuat kesiapan pedagogis guru melalui workshop dan praktik mengajar terbimbing berbasis realia dan Project-Based Learning (PjBL). Kegiatan workshop dilaksanakan di Kampus Universitas Muhammadiyah Sidoarjo dengan melibatkan 10 guru kelas dari SD Kreatif Muhammadiyah Bangil. Metode yang digunakan meliputi tahapan perencanaan, pelaksanaan workshop, implementasi di kelas, serta evaluasi reflektif melalui pre dan post activity berupa pertanyaan terbuka dan wawancara singkat. Hasil kegiatan menunjukkan adanya perubahan positif pada persepsi dan praktik guru, di mana Bahasa Inggris tidak lagi dipandang sebagai mata pelajaran yang sulit, melainkan dapat diajarkan secara kontekstual melalui benda nyata dan aktivitas sederhana. Selain itu, terjadi peningkatan kepercayaan diri guru serta keterlibatan siswa dalam pembelajaran. Implikasi dari kegiatan ini menunjukkan bahwa pendekatan berbasis praktik langsung dan penggunaan realia dapat menjadi strategi efektif dalam mendukung kesiapan implementasi kebijakan Bahasa Inggris di sekolah dasar secara lebih kontekstual dan berkelanjutan. The government policy mandating English as a compulsory subject in elementary schools starting in 2027 requires teachers’ pedagogical readiness, particularly among non-English homeroom teachers. However, in practice, many teachers still face challenges related to low self-confidence, limited instructional strategies, and minimal use of concrete teaching media. This community service program aimed to strengthen teachers’ pedagogical readiness through workshops and guided teaching practice based on realia and Project-Based Learning (PjBL). The workshop was conducted at Universitas Muhammadiyah Sidoarjo and involved 10 homeroom teachers from SD Kreatif Muhammadiyah Bangil. The methods included planning, workshop implementation, classroom application, and reflective evaluation through pre- and post-activity open-ended questions and short interviews. The findings indicated positive changes in teachers’ perceptions and instructional practices, in which English was no longer viewed as a difficult subject but as one that could be taught contextually through real objects and simple activities. In addition, improvements were observed in teachers’ self-confidence and students’ engagement during the learning process. The implications of this program suggest that a practice-oriented approach combined with the use of realia can serve as an effective strategy to support the contextual and sustainable implementation of English language policy in elementary schools.

EFL STUDENT TEACHERS’ EXPERIENCES WITH AI-ASSISTED LESSON PLANNING Fika Megawati; Sheila Agustina; Abayeva Akniyetnessibeli
Academic Journal Research Vol. 4 No. 1 (2026): Academic Journal Research
Publisher : Antis Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/acjoure.v4i1.522

Objective: Artificial Intelligence (AI) is increasingly transforming English language teaching, yet its potential to integrate technology, moral values, and authentic content in pre-service teacher education remains underexplored. This study investigates how pre-service English teachers utilize AI to design culturally and morally grounded lessons. Method: Adopting a quantitative descriptive approach, data were collected via an online survey from 34 undergraduate students enrolled in a Microteaching course at a private university in Indonesia. The instrument comprised open-ended questions on AI use, integration of Islamic moral values, and selection of authentic materials. Results: Results show that ChatGPT was the most frequently used tool, followed by Gemini. Participants employed AI to source learning materials, recommend teaching strategies, generate quizzes, and adapt lessons to learner needs. Moral values were embedded through ethical guidance, social responsibility, prayer rituals, and spiritual reflection. AI-suggested authentic content was incorporated to enhance contextual relevance but was selectively adapted to align with cultural and personal values. Findings demonstrate that AI substantially enhances lesson planning by streamlining resource selection and fostering pedagogical creativity, while preserving the teacher’s role as a cultural and ethical filter. Novelty: This study highlights AI’s dual potential—as an innovative pedagogical partner and as a tool requiring critical oversight—to ensure language instruction that is technologically enriched, culturally responsive, and value-oriented.

Synchronous or Asynchronous: Students’ Perceptions And Learning Outcomes In Teaching English For Young Learners (TEYL) Courses Yuli Astutik; Fika Megawati; Noly Shofiyah; Vidya Mandarani; Saltanat Meiramova; Pasya Rahma Tamara
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 2 (2025): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i2.2170

Background: Despite the growing adoption of online learning, limited research has examined how synchronous and asynchronous modalities affect pre-service teachers’ mastery of pedagogical theories in Teaching English for Young Learners (TEYL) courses. During the COVID-19 shift to remote teaching, TEYL teacher education faced the challenge of ensuring future teachers developed adequate pedagogical content knowledge despite reduced face-to-face interaction. This study addresses this gap by investigating the relationship between students’ perceptions of synchronous (Zoom) and asynchronous (Moodle) learning and their academic performance in TEYL course. Methodology: This quantitative ex post facto study involved 71 fifith-semester students enrolled in TEYL course, divided into a synchronous class (n=40) and an asynchronous class (n=31). Data were collected through a validated 34-item perception questionnaire (Cronbach’s α = 0.87) and midterm exam scores. While the sample size was relatively small, it provided initial evidence of how different modalities function in a teacher education context. Findings: Regression analysis revealed a significant positive relationship between students’ perceptions and their midterm exam scores in both modalities ((R² = .309 synchronous; R² = .325 asynchronous). However, independent t-test results showed no statistically significant difference in exam performance between the two groups (t(69) = 0.165, p = 0.87). Conclusion: These findings suggest that well-structured synchronous and asynchronoous learning can both support TEYL teacher education effectively, provided that instructional design aligns with students’ need and course objectives. Originality: This study is original in its focus on pre-service teachers in TEYL course an underexplored participant group and highlights how modality choice interacts with students’ perceptions to shape learning outcomes. Its findings offer practical insights for teacher educators designing blended or hybrid curricula in the post-pandemic era.

Attitudinal Perspectives and Academic Implications of Peer-led Discussions in Grammar Learning Agustina, Sheila; Megawati, Fika; Fediyanto, Niko; Fatima Virgiyanti, Diska
JET ADI BUANA Vol 10 No 01 (2025): Volume 10 Number 01 April 2025
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v10.n01.2025.10184

This study investigates the relationship between students' attitudes toward the use of peer-led discussions in grammar class and their academic performance. Peer-led discussions, recognized for promoting active participation and collaborative learning, have been increasingly integrated into language education. However, their effectiveness in enhancing grammar proficiency remains unclear. This research involves 35 students from an English Education Program in a grammar class, with attitudes assessed using a 4-point Likert scale. The findings indicate a generally neutral to slightly negative attitude, with an average score of 2.96. Correlation analysis reveals a very weak positive relationship (r = 0.047) between students' attitudes and their academic performance, which is statistically insignificant (p = 0.788). These results suggest that while the method may foster engagement, it does not significantly improve grammar learning outcomes. The study concludes that the current implementation of peer-led discussions may not effectively meet students' learning needs in grammar instruction. Recommendations for future research include exploring alternative formats that better align with grammar learning objectives and investigating factors that influence students' attitudes more comprehensively.

EFL Learners’ Perceptions on Wordwall Implementation in Learning Vocabulary Anggraini, Rishma; Megawati, Fika; Agustina, Sheila; Thongbab, Sanitpim; Asmara, Candra Hadi
JET ADI BUANA Vol 10 No 02 (2025): Volume 10 Number 02 October 2025
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v10.n02.2025.10686

Vocabulary mastery plays a very important role in the ability to communicate in spoken dan written English skills. Effective vocabulary learning can improve students’ language skills, allowing them to use foreign languages with greater confidence and fluency in a variety of communication situations. However, in English language learning, students often experience difficulties in remembering and memorizing vocabulary. Therefore, it is important to integrate technology and interactive learning media in the English learning process. This approach is expected to provide a more flexible, effective, and enjoyable experience for students. This study aims to find out how students perceive the use of Wordwall in learning English vocabulary. The study involved 15 grade 4 and 5 students from Ban Loei Wangsai School, Thailand. By using a qualitative approach and interview as the main instrument, this research was conducted. The interview results showed that the students feel that learning using Wordwall is fun and helps them remember vocabulary more easily. Wordwall also proved to be able to increase their motivation and interest in learning English. These findings provide a clear picture of the effectiveness of Wordwall in supporting English language learning, especially in terms of vocabulary acquisition, and encourage the use of interactive media in the primary school context. This study implies that English teachers need to be creative in their classroom instruction including giving variation in the learning through the implementation of digital application

AI use in teaching module and assignment development: Reported practices from Indonesian EFL pre-service teachers Fika Megawati; Sheila Agustina; Muhlasin Amrullah; Saltanat Meiramova; Fitria Wulandari; Tia Rahmahwati
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i1.24622

The rapid development of artificial intelligence (AI) in education has not been matched by sufficient research on how pre-service English as a foreign language (EFL) teachers perceive the use of AI for developing instructional modules. This study explores these perceptions among pre-service EFL teachers from three universities in Indonesia who already have experience using AI. Most participants were female, in the final stage of their studies, and enrolled in a micro-teaching course. A survey was administered using an online questionnaire to investigate the practices and experiences of AI among pre-service teachers and analyzed using descriptive quantitative methods. The findings show that the pre-service teachers were enthusiastic yet cautious in using AI. Many used AI regularly, while others used it occasionally. They perceived clear benefits of AI, particularly in generating ideas, improving efficiency, and enhancing the quality of learning materials. AI was most commonly used to design lesson topics, develop content, and create test items. However, several challenges were identified, including plagiarism risks, inconsistent AI-generated outputs, and concerns about overreliance on AI. ChatGPT was the most frequently used tool, and participants expressed interest in more adaptive features that tailor content to students’ needs. The study recommends that AI use in teacher education be guided by instructors, with limited use in student assignments to maintain ethical standards and critical thinking skills. These findings provide valuable insights into AI literacy and pedagogical AI applications, contributing to the development of AI-adaptive teacher education curricula.

Exploring clause awareness through song lyrics: EFL learners’ challenges and perceptions in contextualized grammar instruction Sheila Agustina; Fika Megawati; Vevy Liansari; Sholikhatul Mu’Minin; Suhailah Himmatul Ulya
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 12 No. 2 (2025): December 2025
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v12i2.41630

Traditional grammar instruction in EFL classrooms oftenemphasizes rule memorization and mechanical drills, which limitstudents’ ability to apply grammatical knowledge in authenticcontexts. To address this gap, the present study explores theuse of English song lyrics as authentic material to developclause awareness, focusing on students’ ability to identify noun,adjective, and adverbial clauses. Forty-third-semesterundergraduate students at an Indonesian university analyzedselected song lyrics to identify clause types, followed by a focusgroup discussion with five volunteers. Analysis of students’ workshowed that over 83% adverbial clauses were successfullyidentified, followed by noun (70.8%) and adjective clauses(60%). The success is often aided by recognizable subordinatorssuch as ‘because’ and ‘when’. Meanwhile, errors werecommonly linked to blurred syntactic boundaries, poeticcompression, and the absence of standard punctuation in lyrics.These results demonstrate that song lyrics can enhance clauserecognition, particularly for adverbials, but require scaffoldingfor more complex clause functions. Beyond task performance,focus group discussions revealed that students found theactivity engaging and motivating, confirming earlier claimsabout the affective benefits of music in language learning.Unlike previous studies that emphasize songs for vocabulary orlistening, this study highlights their potential for explicitgrammar instruction, contributing evidence of both cognitivegains and affective value. The findings support the integrationof multimodal, student-centered materials into grammarpedagogy to promote deeper syntactic awareness and learnerengagement in EFL contexts.

THE GROUPING METHOD AS A PEDAGOGICAL STRATEGY TO ENHANCE JUNIOR HIGH SCHOOL STUDENTS' PROFICIENCY IN CONSTRUCTING SIMPLE PRESENT TENSE SENTENCES [METODE PENGELOMPOKKAN SEBAGAI STRATEGI PEDAGOGIS UNTUK MENINGKATKAN KEMAMPUAN SISWA SMP DALAM MENYUSUN KALIMAT SINGKAT DALAM BENTUK PRESENT TENSE] Edy Suseno; Dian Novita; Fika Megawati
Polyglot Vol 22 No 1 (2026): January
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v22i1.10583

The simple present tense is a fundamental grammar structure in English as a Foreign Language (EFL) learning, yet it remains a source of difficulty for many junior high school students, particularly in relation to subject-verb agreement and sentence construction. This study investigates the effectiveness of the grouping method as a pedagogical strategy to improve students' proficiency in constructing simple present tense sentences. A mixed-methods research design was employed with 60 Grade 7 students from a junior high school in Indonesia. The intervention involved implementing the grouping method in three phases: teaching verbal sentences (Group A: plural/subjects other than third-person singular; Group B: third-person singular), teaching nominal sentences (Group C: to be constructions), and integrating both types of sentences. Data were collected through pre- and post-tests, classroom observations, student questionnaires, and semi-structured interviews. Results indicated a significant improvement in students' accuracy in constructing simple present tense sentences, a reduction in cognitive load, and an increase in motivation and confidence. The findings suggest that the grouping method is a valuable strategy for EFL teachers to enhance students' grammar proficiency and engagement. Abstrak Bahasa Indonesia Simple Present Tense merupakan struktur tata bahasa fundamental dalam pembelajaran Bahasa Inggris sebagai Bahasa Asing (EFL), namun tetap menjadi sumber kesulitan bagi banyak siswa SMP, khususnya terkait dengan kesesuaian subjek-predikat dan konstruksi kalimat. Studi ini menyelidiki efektivitas metode pengelompokan sebagai strategi pedagogis untuk meningkatkan kemampuan siswa dalam menyusun kalimat Simple Present Tense. Desain penelitian metode campuran digunakan dengan 60 siswa kelas 7 dari sebuah SMP di Indonesia. Intervensi melibatkan penerapan metode pengelompokan dalam tiga fase: pengajaran kalimat verbal (Kelompok A: jamak/subjek selain orang ketiga tunggal; Kelompok B: orang ketiga tunggal), pengajaran kalimat nominal (Kelompok C: konstruksi "to be"), dan pengintegrasian kedua jenis kalimat tersebut. Data dikumpulkan melalui tes pra dan pasca, observasi kelas, kuesioner siswa, dan wawancara semi-terstruktur. Hasil menunjukkan peningkatan yang signifikan dalam akurasi siswa dalam menyusun kalimat Simple Present Tense, pengurangan beban kognitif, dan peningkatan motivasi serta kepercayaan diri. Temuan ini menunjukkan bahwa metode pengelompokan merupakan strategi yang berharga bagi guru EFL untuk meningkatkan kemampuan tata bahasa dan keterlibatan siswa.

Co-Authors A. Effendi Kadarisman, A. Effendi Abayeva Akniyetnessibeli Abrianto, Bagas Achmad Oddy Syam Prayoga Adyansah Noer Pramoedya Ajeng, Hera Galuh Akbar Wiguna Akbar, Ayu Alif Nur Maharani Alda Indah Permana Alinda Tiara Ayudya Alwiyasa, Rahmatul Khalik Amanda, Maudiya Dwi Anggraini, Rishma Aru, Aday Ayu Alif Nur Maharani Akbar Aziz, Mochammad Lutfy Bindiya, Aisyah Cahyani, Chandrika Rahmania Candra Hadi Asmara Chandrika Rahmania Cahyani Chandrika Rahmania Cahyani Choirun Nisak Aulina Cholichul Hadi Darmadji , Maghfhira Dinda Malindra Dian Novita Dian Novita Dina Mauliddia Diska Fatima Virgiyanti El Khoiri, Niamika Ermawati Zulikhatin Nuroh Fadillah, Erennia Tasya Fadlilah, Nurul Lailatul Qodriatil Fakhruddin, M. Zuhri Fardana, Nur Ainy Feri Tirtoni Fita Fitriati Fitria Nur Hasanah Fitria Wulandari Fitria Wulandari Fitria Wulandari Florentine Ananda RatnaNegara Ghozali Rusyid Affandi Gunadi Harry Sulistyo Gunadi Harry Sulistyo Hadian, Nila Sekardhani Halisah, Siti Nur Indrasari, Anissa Jazila, Iklimatul Nur Julfah, Julfah Kurniadiansyah, Meysha Dwi M. Zuhri Fakhruddin Mafiroh, Riza Maghfiroh, Eka Masliha Alfiatul Aqliyah Mauliya Avivi Miftahul Jannah Mirjam Anugerahwati Mochammad Ogan Dony Mayuky Monica Indriya Lestari Mufidah Nur Aliyyah Yusuf Muhlasin Amrullah Muntiari, Nur Sholikha Murni Nikmatillah Mustofa, Mutmainnah Mutiara Noor Imani Nabilah Ardelia Arianto Nafidah, Hikmah Nafi’ah Aghni Setyowati Nasir, Muhammad Haydar Nayoan, Adinda Roro Nikmatillah, Murni Niko Fediyanto Ningsih, Putri Dinia Noer Maunatur Rohmah Nofitasari, Filda Dyah Noly Shofiyah Nur Mukminatien Nur Sholikha Muntiari Nur Sholikha Muntiari Nuralisaputri, Vina Virgianata Nurfi Laili Pasya Rahma Tamara Phumphanit, Yupha Pramesti, Melinda Widyadana Dwi Purwanto, Syilviana Eka Putri Syalwa, Nadliyah Putri, Faradila Putri, May Lucyana Kartono Rahayu, Fajarista Faiq Rahmania Sri Untari Rindiani Rindiani Rishma Anggraini Riza Mafiroh Saffana Salsabila Salsabila, Nada salsabila, Saffana Saltanat Meiramova Saltanat Meiramova Saltanat Meiramova Setyowati, Nafi'ah Aghni Sevya Dwi Gita Nurani Shah , Shanina Sharatol Ahmad Shanina Sharatol Ahmad Shah Sharifah, Ferly Sheila Agustina Sheila Agustina Sholikhatul Mu’Minin Sinta, Nanda Aprila Sri Rachmajanti Suhailah Himmatul Ulya Sulikatin, Siti Sumarni Sumarni suseno, edy Syahfrina Rahmawati Thongbab, Sanitpim Tia Rahmahwati Ubaidillah, M. Faruq Ummu Habibah Noersyaviqoh Untari, Kharisma Wineka Vallyria Mamta Aulia Vevy Liansari Vidya Mandarani Vina Virgianata Nuralisaputri Vina Virgianata Nuralisaputri Wahyu Taufiq Yonlada Tappha Yuli Astutik Yuli Astutik Yuli Astutik Yuli Astutik Yunita Sabillah Damayanti Yupha Phumphanit Yusuf, Mufidah Nur Aliyyah Zaidan Al Zuhdi Zaki Dzulfikar, Ahmad Zayyidah Fairuzah

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