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All Journal Jurnal Ilmu Pendidikan Cakrawala Pendidikan Tekno - Pedagogi : Jurnal Teknologi Pendidikan Indonesian Journal of Applied Linguistics (IJAL) IJEE (Indonesian Journal of English Education) Mimbar Sekolah Dasar Celt: A Journal of Culture, English Language Teaching & Literature Jurnal Ilmiah Rekayasa dan Manajemen Sistem Informasi Edukasi: Jurnal Pendidikan dan Pengajaran JURNAL PENDIDIKAN TEMATIK DIKDAS EDULITE: Journal of English Education, Literature and Culture Al Ishlah Jurnal Pendidikan Indonesian Journal of Educational Research (IJER) Jurnal Ilmiah Universitas Batanghari Jambi Pendas : Jurnah Ilmiah Pendidikan Dasar IRJE (Indonesian Research Journal in Education) DIKBASTRA : Jurnal Pendidikan Bahasa dan Sastra International Journal of Language Teaching and Education Anterior Jurnal Journal of Education and Instruction (JOEAI) JURNAL EDUCATION AND DEVELOPMENT Journal of Educational Research and Evaluation Jurnal Ilmiah Dikdaya Literasi: Jurnal Ilmiah Pendidikan Bahasa, Sastra Indonesia dan Daerah Proceedings of ISELT FBS Universitas Negeri Padang EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Review Pendidikan dan Pengajaran (JRPP) Child Education Journal PEDAGOGIKA Pioneer: Journal of Language and Literature Edunesia : jurnal Ilmiah Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang UTAMAX : Journal of Ultimate Research and Trends in Education Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Jurnal Ilmiah Wahana Pendidikan Fitrah: Journal of Islamic Education IJORER : International Journal of Recent Educational Research Indonesian Journal of Educational Development (IJED) Indonesian Journal of English Teaching Journal of Innovation and Research in Primary Education Jurnal Karya Abdi Masyarakat International Journal of Learning Reformation in Elementary Education Studies in English Language and Education JELT (Jambi-English Language Teaching) Kartika: Jurnal Studi Keislaman Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia PPSDP International Journal of Education Ta'dib Community Empowerment Journal Jurnal Penelitian Pendidikan Indonesia Vocational: Journal of Educational Technology Joong-Ki Lembaran Ilmu Kependidikan Ranah: Jurnal Kajian Bahasa English Review: Journal of English Education Indonesian EFL Journal
Sulistiyo, Urip
Universitas Jambi
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Model ADLX dan Pendekatan Terpadu dalam Pembelajaran Teks Iklan: Studi Fenomenologi di Jambi Renilda Pratiwi Yolandini; Urip Sulistiyo; Hary Soedarto Harjono
Ranah: Jurnal Kajian Bahasa Vol 15, No 1 (2026): Ranah: jurnal Kajian Bahasa
Publisher : Badan Pengembangan dan Pembinaan Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/rnh.v15i1.8507

Abstract

This study aims to describe and understand the experiences of teachers and students in implementing the Active Deep Learning eXperience (ADLX) model with the TERPADU approach to develop 21st-century literacy in advertisement text learning at integrated Islamic schools in Jambi Province. This study employed a qualitative approach with a phenomenological design. The research participants consisted of Indonesian language teachers and eighth-grade students selected through purposive sampling techniques. Data were collected through observation, in-depth interviews, and documentation. Data analysis was conducted through data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings revealed that the implementation of the ADLX model encouraged students’ active engagement in advertisement text learning through collaborative, creative, and experience-based learning activities. The development of 21st-century literacy was reflected in students’ critical thinking, creativity, communication, and collaboration skills throughout the learning process. The use of digital media, group discussions, and digital advertisement projects contributed to creating a more interactive and contextual learning environment. In addition, the TERPADU approach strengthened students’ character values, responsibility, and cooperation during the learning activities. This study contributes to the development of experience-based Indonesian language learning and 21st-century literacy within the context of Islamic value-based education. Abstrak Penelitian ini bertujuan mendeskripsikan dan memahami pengalaman guru dan siswa dalam penerapan model Active Deep Learning eXperience (ADLX) dengan pendekatan TERPADU untuk mengembangkan literasi abad ke-21 pada pembelajaran teks iklan di sekolah Islam terpadu Provinsi Jambi. Penelitian ini menggunakan pendekatan kualitatif dengan desain fenomenologi. Informan penelitian terdiri atas guru Bahasa Indonesia dan siswa kelas VIII yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diperoleh melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa penerapan model ADLX mampu mendorong keterlibatan aktif siswa dalam pembelajaran teks iklan melalui aktivitas kolaboratif, kreatif, dan berbasis pengalaman belajar. Literasi abad ke-21 terlihat dari berkembangnya kemampuan berpikir kritis, kreativitas, komunikasi, dan kolaborasi siswa selama proses pembelajaran berlangsung. Penggunaan media digital, diskusi kelompok, dan proyek iklan digital membantu menciptakan pembelajaran yang lebih interaktif dan kontekstual. Selain itu, pendekatan TERPADU memberikan penguatan terhadap nilai karakter, tanggung jawab, dan kerja sama siswa dalam pembelajaran. Penelitian ini berkontribusi pada pengembangan pembelajaran Bahasa Indonesia berbasis pengalaman belajar dan literasi abad ke-21 dalam konteks pendidikan berbasis nilai keislaman.
PORTRAYING EFL STUDENTS’ WRITING SELF EFFICACY ACROSS IDEATON, CONVENTION, AND SELF-REGULATION: A QUALITATIVE EXPLORATION Eliza Trimadona; Urip Sulistiyo; Hadiyanto; Mukhlash Abrar
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.157

Abstract

Writing self-efficacy plays a crucial role in shaping EFL students’ engagement, strategic behavior, and confidence in academic writing. This qualitative study investigates how university EFL students construct their writing self-efficacy through three interrelated dimensions: ideation, convention, and self-regulation. Semi-structured interviews were conducted with undergraduate EFL students and analyzed using thematic analysis supported by NVivo. The findings reveal that students’ self-efficacy in ideation is strengthened by topic familiarity, the use of planning strategies, and access to external resources, enabling them to generate and organize ideas more confidently. In terms of convention, students’ confidence is closely associated with their perceived control over grammar, vocabulary, and mechanics, often supported by digital tools as mediational resources. Self-regulation emerges as a dynamic dimension, reflected in students’ ability to manage focus, set goals, and sustain motivation, although their efficacy frequently fluctuates due to reliance on external demands such as deadlines. The results indicate that writing self-efficacy is a multidimensional and context-dependent construct shaped by the interaction of cognitive, linguistic, and regulatory processes. These findings highlight the importance of integrating strategic instruction, linguistic support, and self-regulatory guidance to foster sustainable writing self-efficacy in EFL higher education contexts.
LANGUAGE LEARNING STRATEGIES AND EFL SPEAKING PERFORMANCE: THE MEDIATING ROLE OF SELF-REGULATION AMONG INDONESIAN UNIVERSITY STUDENTS Finza Larasati; Hadiyanto Hadiyanto; Urip Sulistiyo; Eddy Haryanto
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.174

Abstract

This study investigates the role of language learning strategies (LLS) in shaping Indonesian EFL learners’ speaking performance by integrating quantitative and qualitative evidence in a mixed-methods design. Specifically, it aims to (1) describe learners’ use of LLS, (2) examine the correlation between LLS and speaking performance, (3) identify the predictive contribution of LLS to speaking outcomes, and (4) explore learners’ strategic experiences in speaking development through responses to open-ended questionnaire items. Eighty undergraduate EFL students participated in the study. Quantitative data were collected using the Strategy Inventory for Language Learning (SILL) and a speaking performance test, while qualitative data were obtained from learners’ open-ended responses about how they used strategies in practice. The quantitative results revealed a very strong positive correlation between LLS and speaking performance (r = .912, p < .001), indicating that students who employed strategies more frequently tended to achieve higher speaking scores. Multiple regression analysis showed that no single LLS category uniquely predicted speaking performance due to severe multicollinearity among strategy types, suggesting that LLS operate as an integrated, interdependent system rather than isolated components. Descriptive results indicated that cognitive strategies were the most dominant, while qualitative evidence showed that learners actively combined cognitive, metacognitive, social, and affective strategies including repeated practice, imitation, planning, self-monitoring, and peer interaction. Learners demonstrated strong self-regulation in overcoming challenges and benefited from teacher feedback, peer support, and technological tools. Overall, the findings highlight that strategic behavior is crucial for enhancing speaking fluency, accuracy, and confidence, implying that EFL instruction should explicitly foster strategic awareness and provide supportive learning environments to optimize speaking development.
INITIATING ESP WRITING THROUGH PHOTOVOICE: A QUALITATIVE CASE STUDY OF INDONESIAN UNDERGRADUATE MANAGEMENT STUDENTS Dita Adawiyah; Amirul Mukminin; Urip Sulistiyo
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.175

Abstract

Starting to write is often the most challenging stage for students in English for Specific Purposes (ESP), particularly in English as a Foreign Language (EFL) contexts. Few studies, however, have examined how students initiate writing rather than focusing on the final product, leaving a gap in understanding the emotional and cognitive processes involved in writing initiation. This study addresses this gap by exploring how Photovoice supports students in beginning ESP writing. A qualitative case study was conducted with 15 undergraduate students from a Management Study Program at a private Islamic university in South Sumatra. Data were collected from students’ written texts, reflective responses, and semi-structured interviews, and analyzed thematically. The findings indicate that Photovoice provides a concrete starting point for writing, helping students generate ideas from familiar daily-life contexts and reducing hesitation when facing a blank page. Participants reported feeling more emotionally prepared and confident, and Photovoice also facilitated early draft organization, allowing a natural progression from description to reflection and connections with management-related topics. The study contributes to ESP writing pedagogy by demonstrating that multimodal, experience-based approaches like Photovoice can enhance students’ engagement and support the initiation phase of writing in EFL higher education contexts.
EXAMINING STUDENTS' PERCEPTIONS OF SPEAKING ANXIETY AND ITS INFLUENCE ON ORAL PERFORMANCE IN ENGLISH LANGUAGE LEARNERS Finza Larasati; Hadiyanto Hadiyanto; Urip Sulistiyo; Eddy Haryanto
Indonesian EFL Journal Vol. 12 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i1.96

Abstract

This research aims to explore the perceptions of English Education students at Universitas Muhammadiyah Palembang regarding speaking anxiety in oral communication classes. The anxiety, it appears, stems from challenges such as pronunciation difficulties, vocabulary recall, grammar concerns, and the fear of making mistakes, which could lead to judgment from peers. The study employed a qualitative case study design involving 43 students from the English Education Program at Universitas Muhammadiyah Palembang. Data was collected using a self-developed questionnaire designed to assess the students' perceptions of speaking anxiety and its impact on their performance. The findings reveal that, despite recognizing the importance of English for future career prospects, students' anxiety negatively influences their confidence and effectiveness during speaking activities. The study concludes that speaking anxiety can be mitigated by fostering a supportive and inclusive learning environment. Practical recommendations include integrating both simulated and real-life speaking activities, as well as encouraging students through positive reinforcement to overcome their shyness and actively engage with the language. These approaches can help resolve the issues identified, enabling educators to enhance students' English language skills and better prepare them for the demands of global communication.
Reconceptualizing Parental Awareness in Early Childhood Learning: A Qualitative Exploration of Interpretive Processes and Socio-Pedagogical Dynamics Regita Riani Putri; Saharudin Saharudin; Syahrial Syahrial; Urip Sulistiyo; Benoudjafer Ibtissam
Jurnal Pendidikan Anak Vol 8 No 1 (2026): Child Education Journal
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v8i1.8539

Abstract

Purpose: This study addresses a critical theoretical gap in early childhood education by reconceptualizing parental awareness not as a static set of observable practices, but as a dynamic, interpretive process. Methodology: Employing a qualitative single-case study design, this research involved semi-structured interviews with six parents of early childhood learners. Data analysis was conducted using inductive thematic analysis supported by NVivo to explore the subjective processes through which parents make meaning of their children’s learning experiences. Findings: The findings reveal that parental awareness is a context-dependent, socially constructed process shaped by continuous interactions across home, school, and social environments. Four interrelated dimensions emerged: (1) awareness in school transition, (2) awareness of children’s learning patterns in daily activities, (3) awareness in educational decision-making within social contexts, and (4) awareness shaped through school communication. These results demonstrate that parents actively interpret, negotiate, and reconstruct their understanding of children’s learning rather than merely implementing predefined pedagogical practices. Implications: This research extends existing bio-psycho-social-digital frameworks by shifting the focus from measurable involvement to the internal, reflective processes that underpin meaningful parental engagement. Recommendations: Future pedagogical and institutional efforts should prioritize strengthening collaborative communication frameworks that support parents in their role as reflective agents, thereby ensuring more holistic and resilient learning ecosystems. Originality/Value: Grounded in the necessity of socio-pedagogical integration, this research provides empirical insight into the subjective dimensions of parental awareness, offering a more holistic lens for understanding parent–child–school interactions in contemporary early childhood settings.
Bridging Teaching Experience and Reflective Academic Writing through Photovoice: Indonesian PLP–KKN Students in Thailand Adawiyah, Dita; Sulistiyo, Urip
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 1 (2026): IRJE |Indonesian Research Journal in Education
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i1.54256

Abstract

This study aimed to explore how Photovoice supported Indonesian pre-service teachers participating in an international Praktik Lapangan Persekolahan and Community Service program (PLP–KKN) in Thailand in developing reflective academic writing based on their teaching experiences. The study focused exclusively on the Indonesian PLP–KKN students, while the teaching context in Thailand functioned as an intercultural learning environment rather than the object of investigation. A qualitative case study design was employed, involving two Indonesian student-teachers. Data were collected through Photovoice-based reflective writing and follow-up interviews. In this study, photographs functioned as reflective prompts that helped participants recall experiences, reflect on meaningful teaching moments, and organize their ideas in writing. The findings revealed that Photovoice helped participants express their teaching experiences more clearly and meaningfully in reflective academic writing. The use of photographs encouraged deeper reflection, supported idea development, and helped connect personal experiences with academic reflection. This study concludes that Photovoice can serve as a practical and effective reflective tool in international practicum and service-learning programs, particularly in supporting pre-service teachers’ reflective thinking and reflective academic writing in intercultural learning contexts.
THE INFLUENCE OF PERCEIVED TEACHERS’ COMPETENCES ON STUDENTS’ MOTIVATIONS IN LEARNING ENGLISH AT PESANTREN PKP AL-HIDAYAH JAMBI CITY Harun Muzammil, Jonaidi; Sulistiyo, Urip; Haryanto, Eddy
JELT (Jambi-English Language Teaching) Vol. 10 No. 1 (2026): Vol. 10, No. 1 (2026)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v10i1.52419

Abstract

This study investigates the influence of perceived teachers’ competences on students’ motivation in learning English at Pesantren PKP Al-Hidayah, Jambi City. Grounded in Indonesian teacher competency standards pedagogical, professional, personality, and social competences this quantitative research employed a regression design to examine the influence between teacher competence and students’ intrinsic and extrinsic motivation. Data were collected from 224 senior high school students using validated Likert-scale questionnaires adapted from established instruments. Multiple linear regression analyses were conducted using SPSS 22.0. The findings reveal that students perceived teachers’ competences to be generally high across all dimensions, with personality competence demonstrating the highest mean score. Students’ motivation to learn English was also found to be high, particularly intrinsic motivation. These results suggest that competent teachers especially those exhibiting strong personal qualities and effective pedagogical practices play a crucial role in fostering students’ internal engagement and sustained motivation in English learning. The study contributes empirical evidence from an Islamic boarding school context and underscores the importance of continuous teacher professional development to enhance student motivation in EFL settings.
Raising the standard: Assessing the effectiveness of debate activities for English fluency in Indonesian police academy classrooms Gatot Hadi Waluyo; Urip Sulistiyo; Mukhlash Abrar; Bunga Ayu Wulandari
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.19-33

Abstract

This study examines how British Parliamentary Debate (BPD) is used to enhance English-speaking proficiency among third-year cadets at the Indonesian Police Academy (IPA). Grounded in an interpretivist perspective, it used a qualitative, single-site case study design to explore cadets’ and lecturers’ experiences with debate-based learning in police classrooms context. Data were collected through classroom observations, semi-structured interviews, focus group discussions, and document analysis using purposive sampling (34 cadets and 2 English lecturers). The data were analyzed thematically with NVivo 15 and guided by Miles and Huberman’s interactive analysis model, comprising data reduction, data display, and conclusion drawing/verification. The analysis highlights 5 interrelated thematic experiences in speaking improvement: initial involvement, emotional response, preparation process, topic relevance, and activity perception. Overall, debate-based learning offers a holistic approach to developing linguistic, cognitive, and affective skills and can be integrated more systematically into police-academy English curricula, particularly when reinforced through regular practice, collaborative peer work, and constructive feedback from lecturers.
A Coaching Clinic Instructional Model for Vocational Photography Education: A One-Group Pretest–Posttest Study Fahmi, Khairul; Sulistiyo, Urip; Sofyan, Sofyan
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 4 (2026): Tekno-Pedagogi| In Progress|
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v16i4.53840

Abstract

Vocational photography education requires instructional approaches that connect conceptual understanding, practical experience, digital workflow, and professional practices. However, photography learning in vocational schools may be constrained by limited specialist teachers, heterogeneous photographic devices, restricted practical facilities, and insufficient opportunities for structured practice. This study examined changes in students’ photography learning outcomes following participation in a Coaching Clinic Instructional Model. A quantitative one-group pretest–posttest design was employed with 32 Grade XI students in the Visual Communication Design program at SMKN 6 Kota Jambi, Indonesia. The instructional model was implemented through three sequential phases: Conceptual Foundation, Guided Coaching, and Professional Workflow. Data were collected using a 20-item multiple-choice test covering technical photography concepts, visual composition, digital workflow, and professional ethics, supplemented by structured observation during the intervention. Students’ mean scores increased from 62.46 on the pretest to 78.57 on the posttest, representing an absolute improvement of 16.11 points. The aggregate-mean N-Gain was 0.43, indicating a moderate level of learning improvement. Positive changes were observed across the assessed photography learning domains, while classroom observations indicated that guided practice, immediate feedback, and professional workflow activities supported students’ engagement with the learning process. Nevertheless, device heterogeneity and limited instructional time constrained opportunities for extended practice. These findings provide initial evidence that a structured coaching-based approach can support photography learning in resource-constrained vocational education settings, although further studies using comparison groups and authentic performance assessments are required.
Co-Authors Abdul Rahman Bakri Abrar, Mukhlas Abrar, Muklash Achmad Samsudin Adawiyah, Dita Agus Setyonegoro Agus Syarif Agus Syarif Ahmad Kailani, Ahmad Akhmad Habibi, Akhmad Ali Idrus Ali, Raden Muhammad Alwandi Yanta Krisna Amirul Mukminin Amri, Samsul An'guna Bansa, Yorina Andi Subandi Andika Sulistiawan Andriadi, Dian Anggelina, Selin Edri Anggraini, Vica Nurista Angraini, Desti Aridem Vintoni Arif Fadillah Armando Armando Armando, Y. G. Aryawira Pratama Aryudawati Astika, Yulia Wiji Ayu Wulandari, Bunga Azzura Salsabilla Ballikaya, Sedat Bashir, Ashadi Benoudjafer Ibtissam Bunga Ayu Wulandari Chaniago, Fransisko Charles Darwin Damayanti, Elok Daniel Happy Putra Delita Sartika Desi Afriani Desti Angraini Destrinelli Destrinelli Diningsih, Rina Dita Adawiyah Dony Efriza Dwi Noerjoedianto Dwi Suryahartati Eddy Haryanto Eddy Haryanto Eddy Haryanto EKA ROSMAWATI ekasastrawati Ekawarna . Ekawarna Ekawarna, Ekawarna Eko Kuntarto Eliza Trimadona Ella Novitasari Endah Yunita Endarman Saputra Endra Gunawan Enny Hidajati Ernanda Ernanda ERNANDA, ERNANDA Fatria Dewi Febti Ismiatun Finza Larasati Finza Larasati Firman Firman Firman Fransisca, Maria Fuldiaratman Gatot Hadi Waluyo Gemila Lestari Gessy Frischa Oktavia Hadi, Sukandar Hadiyanto Hadiyanto Hadiyanto Hadiyanto Hamdan Hamdan Hartono, Rudi Harun Muzammil, Jonaidi Hary Soedarto Harjono Hendra Sofyan Hendriani Heni Fitriratna Sari Heri Mudra, Heri Hidayati Hidayati Husnul Khatimah IMELDA YOSE Indriyani Indryani Indryani, Indryani IQRONI, DAVID Irawan, Dodi Irawansyah Irawansyah Ismael Ismael K.A. Rahman Kaspul Anwar Khaira, Ulfa Khairul Fahmi Khusnul Khotimah Kishy Indas Rusyadi Kristiyono, Santo Kurnia Saputri Larasaty, Finza Lestari, Olivia Indah Lestari, renda Lestariyana, Reni Puspitasari Dwi Lia Angela Lidiawati Lina Suryati Liza Septa Wilyanti Luluk Sri Agus Prasetyoningsih M Asyraf Manik, Tri Fani Maryani , Anis Tatik Marzul Hidayat Maya Anggraini Meditamar, Mohd. Odha Merti Megawaty Miftahul Khairani Mohd. Odha Meditamar Muazza Muazza MUHAMMAD ALI Muhammad Haris Effendi Hasibuan Muhammad Sofwan Muhammad Sofwan Mujtahid, Iqbal Mukhlash Abrar Mukhlash Abrar Mukhlash Abrar Nababan, Pasma Nasrul Asmawan Nazurty Nazurty Nazurty Nazurty Nely Arif Neni Hermita Neny Novridewi NOVITA EKASARI Nur Aini Nur Habibah Pebrianto, Dony Yusra POVI FRANSISKA Pratama, Aryawira Pratama, Muhammad Esa Pratiwi Saputri Priyanto Priyanto Putimasurai Putimasurai Putimasurai, Putimasurai Putra, Reko Hary Qodri, Muhammad Amin Rachma Maharani Raden Mohamad Herdian Bhakti Regita Riani Putri Reli Handayani Reli Handayani, Reli Renilda Pratiwi Yolandini Resti, Meri Retno Wulan Retno Wulan Retno Wulan Riady, Yasir Riky Nelvia D Rokayah Rokayah Romi Kurniadi Rosmiati Rosmiati Rosyadi, Akhmad Fikri Rustam Rustam Rustam Rustam Sadria, Ade Safitri, Tari Saharudin Saharudin Saharudin Saharudin Saharudin Saharudin Santo Kristiyono Saputra , Endarman Saraswaty, Dwi Rara Sari, Diana Ayu Puspita Sawita, Nada SEPTU HASWINDY Setia Wati Siti Fitriah Sofwan, Mohammad Sofyan Sofyan Sofyan Sri Wachyuni Sri Wachyunni Sukamad, Sukamad Sukendro Supiani, S. Susi Hindarti Syahrial Syahrial Syahrial, Syahrial Syifa, Putri Takriyanti, Rizky Trisna Trisna, Trisna Tubagus Zam Zam Al Arif Tuti Alawiyah Ugi Nugraha Ulfa, Santria Upik Yelianti Vebrianto, Rian Veronico N. Tarrayo Widya Kartika WINDA TRISNAWATI Wini, Lusia Oktri Wulandari, Bunga Ayu Y. G. Armando Yaldi , Destri YANTO YANTO Yeni Asmara, Yeni Yunani.H Zuria Lupita