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All Journal Indonesian Journal of Educational Studies ELT Worldwide: Journal of English Language Teaching IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature LINGUA: Jurnal Bahasa dan Sastra EDUVELOP (Journal of English Education and Development) Voices of English Language Education Society Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Klasikal: Journal of Education, Language Teaching and Science Ethical Lingua: Journal of Language Teaching and Literature International Journal of Humanities and Innovation (IJHI) Interference: Journal of Language, Literature, and Linguistics ARRUS Journal of Social Sciences and Humanities Kontribusi: Jurnal Penelitian dan Pengabdian Kepada Masyarakat Indonesian Journal of Research and Educational Review (IJRER) Seminar Nasional Pengabdian Kepada Masyarakat JTechLP JoEELE Studies in English Language and Education Indonesian Journal of Pedagogical and Social Studies Seminar Nasional Hasil Penelitian LP2M UNM PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE International Journal of Business English and Communication (IJoBEC) Celebes Journal of Language Studies INDOPEDIA (Inovasi Pembelajaran dan Pendidikan) GEMBIRA (Pengabdian Kepada Masyarakat) PEDAMAS (Pengabdian Kepada Masyarakat) Research and Innovation in Applied Linguistics Abdi Kimia : Jurnal Pengabdian Masyarakat Jurnal Pemikiran dan Pengembangan Pembelajaran International Journal of Language, Education, and Literature (IJLEL) Journal of Teaching and Education for Scholars Axiology GLENS: Global English Insights Journal
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Investigating the Flipped English Learning Model at Islamic Junior Secondary School Anisam, St.; Noni, Nurdin; Korompot, Chairil Anwar
Journal of Excellence in English Language Education Vol 5, No 2, April (2026): 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.v5i2, April.84057

Abstract

This study aims to investigate students' engagement in learning English using the flipped learning model at MTs. Yapit Tonrorita. The flipped learning model was chosen for its potential to increase students' preparedness and interactive activity during in-class time. Employing a qualitative research method with a descriptive approach, the study found that students generally exhibited positive engagement despite facing some obstacles. In terms of behavioral engagement, students showed good attention and cooperation, especially in group work; however, a gender gap was observed, with female students being more active in verbal discussions while male students remained passive. In conclusion, the Flipped Learning model effectively boosted students' behavioral and emotional engagement. The study implies the need for tailored instructional strategies within the flipped learning model to specifically address the observed gender gap in participation and mitigate student cognitive reliance on the teacher.
Collaborative Selection of Authentic Audio-Visual Materials to Enhance Intercultural Competence in an Indonesian EFL Classroom Tahir, Amalia Wildani; Korompot, Chairil Anwar; Muhalim, Muhalim
Journal of Excellence in English Language Education Vol 5, No 2, April (2026): 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.v5i2, April.84053

Abstract

This qualitative descriptive study explores the collaborative process between an English teacher and a researcher in selecting authentic audio-visual materials to enhance intercultural competence among Indonesian senior high school students. Drawing on semi-structured interviews, classroom observations, and material documentation, the study examines the teacher's considerations, the dynamics of collaborative decision-making, and the characteristics of materials that support intercultural learning. The findings reveal that material selection is guided by multiple considerations, including linguistic appropriateness, cultural relevance, curriculum alignment, and student engagement potential. The collaborative process facilitated shared expertise, reflective dialogue, and pedagogically informed choices. Selected materials demonstrated authenticity, diverse cultural representation, comprehensibility, and multimodal richness. This study contributes to understanding how teacher-researcher collaboration can enhance material selection practices in EFL contexts where intercultural competence development is increasingly recognized as essential. The findings offer practical insights for EFL practitioners seeking to integrate authentic audio-visual resources that bridge language learning with intercultural awareness.
THE EFFECT OF USING MIND MAPPING ON STUDENTS’ ABILITY IN SUMMARIZING EXPLANATION TEXT Syam, Nafa Anastasya; Korompot, Chairil Anwar; G, Hasriani
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 2: May (2026) 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.v5i2.85421

Abstract

The purpose of this research was to investigate the effect of using mind mapping on students’ ability in summarizing explanation texts. Conducted at SMPN 33 Makassar with 27 ninth-grade students, it employed a pre-experimental one group pre-test and post-test design. The findings show a significant improvement, with average scores increasing from 61.48 to 78.33. The paired samples t-test reveals a significant difference (t = 9.251, sig. = 0.000), and the N-Gain score of 0.44 indicates moderate improvement. The questionnaire analysis results also show positive student responses, with agreement rates ranging from 78.51% to 89.62%, indicating that students found mind mapping helpful in organizing ideas, identifying key points, and summarizing texts effectively. The study suggests that mind mapping is an effective method for enhancing summarizing skills in English learning. These findings imply that integrating visual learning strategies such as mind mapping into classroom instruction can support students’ comprehension and retention of textual content.Keywords: Mind Mapping, Summarizing Ability, Explanation Text, English Learning
Exploring of Teachers’ Beliefs on Teaching English at State Elementary Schools REZKI; Chairil Anwar Korompot; Sukardi Weda
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): 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/b77jaf84

Abstract

This study aims to determine teachers' beliefs about teaching English at State Elementary Schools and the factors that shape teachers' beliefs about teaching English in State Elementary Schools. The type of research used in this study is qualitative descriptive research with the research subjects of English teachers in five State Elementary Schools in Polewali Mandar who teach English. The instruments used in this study were checklist observations, interviews, and documentation. The findings of the study indicate that teachers' beliefs about teaching English at State Elementary Schools that teach English in Polewali Mandar are predominantly using Body Movement Techniques to help these Elementary School children understand English vocabulary or commonly called the TPR (Total Physical Response) method. Teachers also have the belief that to teach English to Elementary School children is to use the PPP (Presentation, Practice, and Production) method, the next belief is that teachers carry out learning using the CLT (Communicative Language Teaching) method. The results of the study also show that there are two factors that shape teachers' beliefs about teaching English in five State Elementary Schools that teach English in Polewali Mandar. Both factors are in accordance with the theory of teacher cognition postulated by Borg (2006), two factors that are in accordance with this theory are the Schooling factor and the Classroom factor. Researchers did not find any other factors that shape the teacher's beliefs. The beliefs of these teachers are easily adjusted to the classroom context for the current elementary school level and there are no limitations to applying these beliefs to their classroom teaching practices, or there is no difference between teaching practices and the teacher's beliefs. Keyword: Teachers’ Beliefs, Factor’s Teachers’ Beliefs, Teaching English
Evaluating the Implementation of the Merdeka Curriculum through Inquiry-Based Learning in English Classes at SMAN 8 Makassar Lubna Rundangi K. Arafah; Sukardi Weda; Chairil Anwar Korompot
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: 10.66720/4vs0jz38

Abstract

This study evaluates the implementation of the Merdeka Curriculum in English language instruction at SMAN 8 Makassar, focusing on the application of Inquiry-Based Learning (IBL). Using a qualitative descriptive approach, data were collected through classroom observations, interviews with one English teacher, and two students with differing academic performance levels. Findings indicate that IBL fosters critical thinking, engagement, and independent learning among students. Both teacher and student perceptions were predominantly positive, though challenges such as limited time and student unfamiliarity with the IBL approach were noted. The study concludes with practical recommendations for enhancing IBL-based English instruction within the framework of the Merdeka Curriculum.
Exploring Teachers’ Technological Knowledge in English Languange Teaching Practice Nila Irmayani Irma; Chairil Anwar Korompot; Fitriyani
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/faazr206

Abstract

Educational technology is essential for creating interactive, effective, and student-centered learning. However, based on recent national data, the use of educational technology by teachers in Indonesia is still relatively low. The Ministry of Education and Culture (2021) found that only around 30% of teachers actively use digital platforms to support learning on a regular basis. This low usage is partly due to varying digital skills and confidence levels among teachers, which can limit the effective integration of technology in classrooms. This study aims to determine teachers’ technological knowledge in English language teaching within the TPACK framework, including the kinds of technology used, and how teachers apply technology in classroom practices. The type of research used in this study is qualitative approach with a narrative inquiry design. The subjects of this research are English teachers at a junior high school in Mangkoso who teaches English. The findings of the study indicate that teachers’ technological knowledge about teaching English at junior high school in Mangkoso are demonstrated through the ability to operate several digital tools and integrate them into classroom activities. Teachers used Smart TVs, laptops, tablets, projectors, Kahoot, Quizizz, Ruang Guru, Word wall, YouTube, PowerPoint, and AI tools. Teachers effectively practiced technological knowledge by selecting and customizing digital tools, presenting videos and audio, creating learning materials, and designing technologybased activities that actively support teaching English. The meaning of these findings is interpreted based on the classroom situation and the teaching context. This study is beneficial for supporting technology based English learning and can contribute to improving the implementation of the TPACK framework in schools.
Motivating English Learners in Remote Areas: An Exploration of Teacher Roles and Classroom Strategies Hanifa; Chairil Anwar Korompot; Muhammad Arham Basri
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: 10.66720/38kmhb70

Abstract

This study aims to explore the role of teachers in enhancing students’ motivation toward English learning in a remote area of Papua characterized by educational disparities. The study was conducted at SMA Negeri 1 Teminabuan, Sorong Selatan Regency, Southwest Papua, where limited facilities, technology, and exposure to English present significant challenges. Data were collected through semi-structured interviews with three English teachers and three students, classroom observations, and documentation. The data were analyzed using Miles & Huberman’s (1994) interactive model, involving data reduction, data display, and conclusion drawing/verification. The findings reveal that students’ motivation is influenced by internal factors (interest, goals, and self-efficacy), affective factors (confidence, anxiety, and fear of mistakes), cognitive factors (limited vocabulary and grammar), as well as external factors including family support, peer influence, and school resources. Teachers played a crucial role as facilitators and motivators, employing strategies such as providing encouragement, connecting English learning with students’ daily lives, and creating supportive classroom atmospheres. However, teachers faced multidimensional challenges, including limited facilities, minimal parental involvement, students’ lack of exposure to English, and the difficulty of balancing cultural identity with English learning. Despite these challenges, teachers demonstrated adaptability through contextual learning, creative teaching methods, and culturally responsive strategies that helped sustain students’ motivation. This study concludes that the role of teachers is central in bridging the gap created by educational disparities and that enhancing student motivation in remote areas requires both pedagogical innovation and systemic support. The study recommends targeted professional development for teachers and improved resource allocation to strengthen English education in disadvantaged regions.Keywords: Teacher role, Students motivation, English learning, remote areas, educational disparity, Papua
PELATIHAN PENINGKATAN KOSAKATA BAHASA INGGRIS MELALUI ENGLISH MEETING CLUB BERBASIS REWARD AND PUNISHMENT PADA SISWA SMPN 21 MAKASSAR Fauzia Awalia; Chaerul Fadlan Saud; Munir Munir; Hasriani G Hasriani G; Chairil Anwar Korompot; Muhammad Akram Mahardika Kaharuddin; Nur Amalia; Yulia Amanda Putri; Rezki Amelia
PEDAMAS (PENGABDIAN KEPADA MASYARAKAT) Vol. 4 No. 03 (2026): MEI 2026
Publisher : MEDIA INOVASI PENDIDIKAN DAN PUBLIKASI

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memperkuat penguasaan kosakata bahasa Inggris siswa kelas VIII.A SMPN 21 Makassar melalui kegiatan English Meeting Club yang didukung dengan strategi reward dan punishment. Program ini dirancang sebagai respons praktis terhadap keterbatasan penguasaan kosakata siswa, khususnya dalam memahami dan menggunakan adjective dan noun. Kegiatan dilaksanakan melalui tahapan identifikasi kebutuhan, penyusunan materi kosakata, pemberian penjelasan terbimbing, permainan edukatif berbasis kelompok, pemberian reward, punishment edukatif, serta refleksi akhir. Permainan Scrambled Word digunakan untuk memperkenalkan dan memperkuat adjective, sedangkan Snakes Word digunakan untuk membantu siswa mengidentifikasi noun dalam situasi belajar yang lebih aktif dan menyenangkan. Hasil pelaksanaan menunjukkan bahwa siswa menjadi lebih terlibat dalam kegiatan pembelajaran, lebih aktif berpartisipasi dalam kerja kelompok, serta lebih percaya diri dalam mengingat dan menggunakan kosakata yang diperkenalkan selama kegiatan berlangsung. Reward berfungsi sebagai bentuk apresiasi terhadap partisipasi aktif siswa, sedangkan punishment edukatif mendorong tanggung jawab dan refleksi tanpa menurunkan motivasi belajar siswa. Kegiatan pengabdian ini menunjukkan bahwa English Meeting Club dapat digunakan sebagai alternatif kegiatan pembelajaran untuk mendukung praktik penguasaan kosakata siswa sekolah menengah pertama.
FACTORS INHIBITING STUDENTS’ ENGLISH-SPEAKING PERFORMANCE AT JUNIOR HIGH SCHOOL LEVEL Gracia Putri Kinanti; Chairil Anwar Korompot; Nur Aeni
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 2: May (2026) 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.v5i2.85418

Abstract

This study aimed to identify the inhibiting factors affecting students’ English-speaking performance. A descriptive qualitative design was employed to obtain an in-depth understanding of students’ experiences. The research was conducted at SMP Negeri 4 Sungguminasa, involving six eighth-grade students selected through purposive sampling. Data were collected through semi-structured in-depth interviews and analyzed using thematic analysis. The findings revealed eight inhibiting factors affecting students’ English-speaking performance, namely pronunciation difficulties, limited vocabulary, fear of negative evaluation, lack of exposure to English, teacher’s teaching styles, classroom conditions, grammar mastery, and negative past experiences. The findings also indicate that inhibiting factors are not only related to cognitive limitations but also arise from the interaction of affective, cognitive, psychological, and environmental factors during the speaking process. This study is expected to contribute to teachers’ understanding of students’ speaking difficulties and to support the development of more responsive and supportive speaking instruction strategies.Keywords: English speaking performance; inhibiting factors; junior high school students
Exploring The Alignment Between Teaching Activities and Curicullar Goal: A Perspective from Merdeka Curriculum Nur Alfiani Ismail; Andi Muliati M; Chairil Anwar Korompot
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 1: February (2026) 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.v5i1.83005

Abstract

This research aims to explore the alignment between teaching activities and curriculum objectives in the context of Merdeka Curriculum. The Merdeka Curriculum, implemented in Indonesia, provides teachers with the flexibility to adapt the learning process to the needs of students, but also demands a clear alignment between the learning activities carried out and the achievement of curriculum goals. This research uses a qualitative approach with a case study method at SMPN 40 MAKASSAR which has implemented the Merdeka Curriculum. Data were collected through interviews with teachers, direct observation of learning activities, and interviews with several students. The results showed that teachers have tried to adapt teaching activities to the curriculum objectives, there are challenges in terms of a uniform understanding of curriculum implementation and the implementation of more contextualized learning activities. In addition, the alignment between teaching activities and curriculum goals is also influenced by factors such as teacher training, available resources and support from school management. This study suggests the importance of increased training and more continuous support for educators in order to achieve better alignment between teaching activities and curriculum objectives under Merdeka Curriculum.Keywords: teaching activities, curriculum goals, merdeka curriculum.
Co-Authors A Halim A. Muliati Abduh, Amirullah Abdul Halim Abdul Rahman Abdul Rahman R Abdullah, Sitti Aisyah Abrar, Andi Eritme Yustika Abubakar, Bahrun Adhe Ramdhany Syam Afiz, Andi Muh. Furqan Agussalim Djirong Ahmad Ridwan Ahmad Sukri Aini Titah Setyani Titah Akbar, Muh. Ramadhan Al-Faj'rii, Nurul Hasana Lail Alawiyah, Siti Alfisyah Alfisyah Alfiyanti, Rizki Muthiah Almira, Nisa Amra Ariyani Ananda, Ismawati Andi Endah Pratiwi Andi Fitri Rahmasari M Andi Kurniawan Andi Muliati M Andi Nur Hafidzah Aliyah Qashas Angelina, Alicia Anilza Seftiya Anisam, St. Annisa Maharani Annisa, Rara Nur Anugerah Febrian Syam Anwar, Muh Syaiful Aqzhariady Khartha AR, Atiqah Fajriyani Yacub Arief, Rahmi Arif, Nurindah Fadillah Ariyani, Amra Armansyah Arni Arni Asriati Asriati, Asriati Athyah, Andi Ummy Atmowardoyo, Haryanto Atmowardoyo Auliah, Wahyuli Ayra Zalikha Munir Ayu S Ayu Safitri Agustina Azis Azis, Azis Azizah, Geby Azizah, Nur Wafiq Azzahra Ellyasari Baa, Sultan Badriah Badriah, Badriah Bakir, Muh. Anas Bakri, Nurfadila Bangsa, Ade Fitriani Kesuma Baso Jabu, Baso Chaerul Fadlan Saud Chaerul Fadlan Saud Dedy Darmawan Dian Safitri Dian Safitri Dian Widya Alfira Dianing, Putri Dzulfikar, Ahmad Fahira Anjani Fatimah Hidayahni Amin Fatimah Hidayahni Amin Fauzan, Muh. Miftah Fauzan, Muhammad Miftah Fauzia Awalia Fitrah, Atiyah Inayah Fitriana Fitriana Fitriyani G, Hasriani Geminastiti Sakkir Gracia Putri Kinanti Gustina, Ika Hajriah, Hajriah Hamzah, Ikhlasul Hanafie, Dimas Aditya A Hanifa Haryanto Atmowardoyo Haryanto Atmowardoyo, Haryanto Hasniar Hasniar, Hasniar Hasriani G Helena Tada Helena Tada Himala Praptami Adys Hisaan, Amalia Khoirotun Husnul Khatimah Ihsan, M. Muadz Muwaffaq Ikram Nur Amri Akbar Indah Amaliah Irawan, Arya Putra Irsyad Dhahri Samad Irsyad Izzul Haq Jamaluddin Ahmad Jasmia Jasmia Jasmia Jasmia, Jasmia Jayawarsa, A.A. Ketut Juanda, Juanda Julianti Sapta Nadilla Jumarni Jumarni Jumase Basra Kaharuddin, Andi Lidiyawati Khaerunnisa Khaerunnisa, Khaerunnisa Khalisah, Nur KHUMAIRAH, Adelia Rizky Khusnul Khotimah Kisman Salija, Kisman Kurnia Rahman Kurniawan Saputra L, Sulfitriani La Sunra Lubna Rundangi K. Arafah M Tahir M. Tahir Maemuna Muhayyang Maemunah Muhayyang Magfirah, Nadila Ayu Makkaraeng, Fitria Wahyu Manjani, Talin Fania Mansyur Mawaddah, Safira Mirwan, Husnul Khatimah Muafiah, Nurul Muh. Abdi Hidayatullah Muh. Tahir Muh. Tahir Muhalim, Muhalim Muhammad Agus Muljanto Muhammad Akram Mahardika Kaharuddin Muhammad Arham Basri Muhammad Khalil Gibran Rusdi Muhammad Nurul Multazam Muhammad Ridwan Sulaiman Muhammad Tahir Muhammad Zainal Arifin, Muhammad Zainal Muhmmad Nurul Multazam Munir Munir Munir Munir, Munir Mutmainnah Mutmainnah Naipon, Adam Naofal Nasir, Rahmat Nawir , Nurdiana Nawir, Nurdiana Nila Irmayani Irma Nirmala Noni, Nurdin Nur Aeni NUR AENI Nur Aeni Nur Alfiani Ismail Nur Alfika Nur Amalia Nur Annisa Nur Ina Syam Nur'anisa, Siti NUR, Syauqiyah Awaliyah Alfiani Nurdiana Nurdin Noni Nurdin Noni Nurhanifah, Sitti Nurinayah Ramadhani Nurindah Fadillah Arif Nurindah Purnama Sari Nurjihan Nabilah Noor Nurmalasari Nurmayanti, Wa Ode Nurul Annisa Mahmud Nurul Rezky Amalia Nurul Wahyuni Ilham Nurwandi Nurwandi Patak, Andi Anto Permatasari, Hartika Pogaru, Mismar M Puja Renita Meilani Putri, Al-khaerunissa Putri, Mercy Krisita Omega Putri, Umayyah Tiara R, Abdul Rahman Rahmat Naofal Nasir Rahmi Aulia Amir Raihan Riski Ananda Ramadhani, Fairuz Fakhirah Ramadhani, Trecy Trinita Rasdillah Rayhana S, Ryan Rehatalanit, Ivana Chrysalia Reski, Ade Ervina REZKI Rezki Amelia Riswan, Andi Rizky Thurfah Wiradyaningsih Ryan Aditya Syam Putra Ryan Rayhana Sofyan, Ryan Rayhana S.DM, Arifudin Sahril Nur Said, Nursakinah Alsavirah Sakir, Rauf Sakkir, Rini Isnaeni Sally, Fauzan Hari Sudding Salsabila, Putri Samsul, Cheria Tri De Afril Samtidar Samtidar Samtidar, Samtidar Seni, Bungkoboy H. Seny Luhriyani Sunusi Setiawan, Muhammad Asraf Siswahyudianto Sitti Fatimah Yusuf Sitti Wahyuni Saing Sri Nurhamdani Suci Arnita Rahim Suci Candrawinata Sukardi Weda Sukardi Weda Sukardi, Vera Sultan Baa Sultan Sultan Sunra, La Syahrir, Nur Ilmi Septia Syam, Nafa Anastasya Syarifah Faradiba Syarifah Farahdiba Syarifuddin Dollah Syauqiyah Awaliyah Alfiani Nur Syazwatika, Nurul Tada, Helena Tahir, Amalia Wildani Talib, Dr. Ahmad Tangkeallo, Grace Aprilia Taswadi, Muh. Qayyum Ulfa, Andi Yurni Wahyu Wahyu Wahyuddin Wahyuddin Warsita Umyah Yahya, Anisa Mujahidah Yaqub AR, Atiqah Fajriyani Yasin, Riesky Ramadhani Yulia Amanda Putri Yuningsi, Nurasmi Yunisah Azzahra Yunisha Yusran Yusuf, Andi Muallimah Zahratul Aeni