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All Journal Jurnal Inovasi Teknologi Pendidikan Englisia Journal OKARA: Jurnal Bahasa dan Sastra EDULITE: Journal of English Education, Literature and Culture Journal of English Language Studies Al Ishlah Jurnal Pendidikan ETERNAL(english, teaching, learning, and Research Journal) Script Journal: Journal of Linguistic and English Teaching Jurnal Pendidikan : Riset dan Konseptual Diksa : Jurnal Pendidikan Bahasa dan Sastra Indonesia Journal of Advanced English Studies AIJER: Algazali International Journal Of Educational Research Acuity : Journal of English Language Pedagogy, Literature and Culture Celebes Education Review Pepatudzu : Media Pendidikan dan Sosial Kemasyarakatan Journal of English Education and Teaching (JEET) British: Jurnal Bahasa dan Sastra Inggris Journal of English Language Teaching Innovations and Materials (Jeltim) Cakrawala Indonesia REiLA: Journal of Research and Innovation in Language Klasikal: Journal of Education, Language Teaching and Science IJECA (International Journal of Education and Curriculum Application) Journal of English Teaching and Applied Linguistics (JETAL) Community Development Journal: Jurnal Pengabdian Masyarakat English Education: English Journal for Teaching and Learning MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI International Journal of Humanities and Innovation (IJHI) ENGLISH FRANCA : Academic Journal of English Language and Education Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JOLLT Journal of Languages and Language Teaching Journal La Edusci MALLOMO: Journal of Community Service Jurnal Progress Administrasi Publik (JPAP) LETS: Journal of Linguistics and English Teaching Studies DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra re-JIEM (Research Journal of Islamic Education Management) Journal of English Language Teaching, Linguistics, and Literature Studies JEELS (Journal of English Education and Linguistics Studies) La Ogi : English Language Journal Journal of Education, Language Innovation, and Applied Linguistics Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences ITQAN: Jurnal Ilmu-ilmu Kependidikan International Journal of Education and Humanities INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY International Journal of Multidisciplinary Approach Research and Science Journal of Education Method and Learning Strategy International Journal of Law and Society Development : Studies in Educational Management and Leadership Pancasila International Journal of Applied Social Science Jurnal Riset Multidisiplin dan Inovasi Teknologi International Journal of Sustainable Applied Sciences (IJSAS) PEDAMAS (Pengabdian Kepada Masyarakat) Foreign Language Instruction Probe International Journal of Global Sustainable Research International Journal of Education Research and Development International Journal of Language, Education, and Literature (IJLEL) Jurnal Pendidikan Progresif Sriwijaya University Learning and Education International Journal INTERACTION: Jurnal Pendidikan Bahasa English Education: English Journal for Teaching and Learning LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING International Journal on Educational Issues (IJEI) Edumaspul: Jurnal Pendidikan GLENS: Global English Insights Journal EDULEC ELT Echo: The Journal of English Language Teaching in Foreign Language Context Studies in English Language and Education
Asrifan, Andi
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Teacher-Student Style Mismatch: Implications for English Language Learning and Classroom Dynamics Andi Asrifan; Luís Miguel Oliveira de Barros Cardoso; K.J. Vargheese
Journal of English Language Studies Vol 10, No 2 (2025): Available Online in September 2025
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v10i2.31747

Abstract

Comprehending discrepancies between instructor and student learning styles is crucial for enhancing English language acquisition and classroom interactions. This study specifically sought to (1) ascertain the degree of discrepancies between teachers’ instructional preferences and students’ learning styles, (2) investigate the impact of these discrepancies on student engagement, motivation, and classroom interaction, and (3) analyze the adaptive strategies utilized by both educators and learners. A convergent mixed-methods methodology was utilized, integrating surveys (VARK and Grasha inventory), classroom observations, and interviews with ten educators and one hundred students. The findings indicated a notable discrepancy: 70% of educators supported auditory-based education, whereas merely 30% of students preferred this approach, resulting in diminished engagement, frustration, and disengagement among visual and kinesthetic learners. Nonetheless, certain students formulated adaptive tactics, including the creation of visual aids and collaboration with others. These findings underscore the necessity for multimodal instructional strategies and specialized teacher training to cultivate inclusive educational settings.
Digital Play and Early Learning: Evaluating the Impact of Interactive Educational Technologies on Cognitive and Socio-Emotional Development in Preschoolers Andi Asrifan; Mark – Jhon R. Prestoza; Akhtem A. Dzhelilov; Sakala Stanley
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i1.38430

Abstract

The growing incorporation of digital devices into the daily lives of young children has heightened academic discourse around the significance of digital play in early childhood education. Although play-based learning is fundamental to preschool curricula, interactive educational technology is progressively being used to enhance early learning experiences. Nonetheless, empirical evidence on the simultaneous effects of digital play on cognitive and socioemotional development in preschoolers is scarce, particularly in curriculum-aligned classroom settings. This study investigated the effects of structured digital play with interactive educational tools on the development of preschool children. The study employed a quasi-experimental mixed-methods design, involving 72 children aged 4 to 6 years from urban preschools, randomly assigned to experimental and control groups. The results indicated that children in the experimental group showed markedly greater improvements in attention, executive functioning, early literacy and numeracy, and problem-solving skills than those in the control group (Cohen’s d = 0.54–0.68). Moreover, notable improvements were observed in emotional regulation, social interaction, cooperation, and empathy (Cohen’s d = 0.63–0.70). Classroom observations indicated elevated engagement, collaborative behavior, positive emotional expressions, and the essential role of teacher mediation during digital play. The findings indicate that purposefully designed and integrated digital play can serve as a comprehensive pedagogical strategy in early childhood education. The research provides significant insights into early childhood curriculum development, digital teaching methods, and educators' professional growth in technology-integrated learning environments.
Dormitory-Based Experiential English Immersion and Proficiency Outcomes Among Maritime Cadets Muh. Hasrun Fitriady; Nur Aeni; Andi Asrifan
Journal La Edusci Vol. 7 No. 5 (2026): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v7i5.3396

Abstract

This study evaluated whether the DREAM (Dormitory for Real English Acquisition and Mastery) Dormitory, an experiential English immersion program at the Merchant Marine Polytechnic of Makassar (PIP Makassar), improved maritime cadets’ English proficiency. Grounded in experiential learning theory, the program requires cadets to use English in structured and informal daily activities. A quantitative one-group pre-test–post-test pre-experimental design was applied. Participants were first-year male cadets residing in Dormitory C2, and a TOEIC prediction test measuring listening, reading, speaking, and writing was administered before and after participation in the program. A total of 179 cadets were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and a paired-sample t-test, with Cohen’s d computed as the effect size. The results showed that the mean total TOEIC score increased significantly from 646.37 (SD = 223.12) to 816.90 (SD = 228.42), a mean gain of 170.53 points, t(178) = 11.13, p < .001, with a large effect size (d = 0.83). All four skills improved significantly, with reading, writing, and listening showing moderate effects and speaking the smallest gain. Improvement was observed in 80.4% of cadets, and intermediate-level cadets gained the most. The findings indicate that experiential, dormitory-based English immersion was associated with meaningful proficiency gains in a maritime education setting, supporting continued institutional investment in structured immersion environments.
DARI BUDAYA KE AKSI MELALUI PELATIHAN KEPEMIMPINAN TRANSFORMASIONAL KEPALA SEKOLAH DASAR BERBASIS NILAI KEARIFAN LOKAL DI SULAWESI SELATAN Wahira Wahira; Andi Asrifan; Andi Ratu Ayu Ashari; Abd Hamid; Lukman HB
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

Pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kemampuan kepemimpinan kepala sekolah dasar dengan pendekatan kepemimpinan transformasional yang berbasis dengan nilai-nilai kearifan lokal di Sulawesi Selatan. Kegiatan ini dilakukan karena perlunya seorang pemimpin sekolah yang tidak hanya mampu beradaptasi dengan perubahan, tetapi juga memiliki ikatan yang kuat dengan budaya lokal sebagai sumber nilai dan karakter. Metode yang digunakan mencakup pelatihan yang melibatkan partisipasi, diskusi kelompok, analisis kasus, dan refleksi yang didasarkan pada pengalaman. Hasil dari kegiatan ini menunjukkan adanya peningkatan pemahaman peserta mengenai konsep kepemimpinan transformasional serta kemampuan, menginspirasi dan menggerakkan (Inspirational Motivation); mendorong Berpikir Kritis dan Inovatif (Intellectual Stimulation) ; memberikan Perhatian Individual (Individualized Consideration); membangun Budaya Sekolah yang Positif; adaptif terhadap Perubahan; membangun Kolaborasi untuk mengaitkan nilai-nilai kearifan lokal seperti sipakatau, sipakainge, dan sipakalebbi dalam praktik kepemimpinan di sekolah. Program ini memberikan dampak positif dalam memperkuat karakter kepemimpinan kepala sekolah yang relevan dan berkelanjutan.
FROM PROJECTS TO PORTFOLIOS: IMPLEMENTING GOOGLE SITES TO FOSTER AUTONOMOUS LEARNING IN ESP-BASED ACCOUNTING COURSES Andi Asrifan; Musdalifah Musdalifah; Luis Miguel Oliviera De Barros Cardoso; Akhtem A. Dzhelilov
Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v11i2.8989

Abstract

In the digital era of higher education, fostering learner autonomy through technology-enhanced pedagogy has become increasingly important, particularly in English for Specific Purposes (ESP) courses that demand contextualized and self-directed learning. Although e-portfolios have been widely implemented in general language education, their pedagogical role in ESP contexts—especially in English for Accounting—remains underexplored, and empirical evidence linking their use to learner autonomy dimensions is still limited. This study aims to investigate the use of Google Sites–based e-portfolios in promoting autonomous learning among students enrolled in an English for Accounting course at an Indonesian university. Employing a mixed-methods design, data were collected from a questionnaire administered to 35 undergraduate students, complemented by portfolio analysis and qualitative feedback. The quantitative data were analyzed descriptively, while qualitative data were examined through thematic analysis. The findings indicate that frequent use of Google Sites is associated with increased student motivation, improved accounting-related vocabulary, and enhanced reflective learning practices. More importantly, the platform supported key dimensions of learner autonomy, including self-regulation, goal-setting, and learning ownership. Despite minor technical challenges, students reported generally positive learning experiences. This study concludes that Google Sites–based e-portfolios represent an effective pedagogical tool for fostering learner autonomy in ESP instruction and offers practical implications for technology integration in discipline-specific language learning.
CONTEXT IN MEANING CONSTRUCTION: A FUNCTIONAL LINGUISTICS APPLICATION TO LITERARY TEXTS Nurul Fadhillah; Andi Asrifan; Nurlaila Nurlaila; Alexis Arizabal Enriquez
Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v11i2.7079

Abstract

Context and meaning formation are crucial to functional linguistics, especially literary texts. Using language within texts and meanings drawn from textual units to form interpretations, this essay examines this dynamic. Based on systemic-functional linguistics (SFL), the exploration stresses language's flexibility and ability to connect micro and macro textual elements. The study uses Halliday's context description as a fluid, ever-changing construct to analyse how context influences and reshapes meaning through meaning-making. The structure explains the context, analyses lexicogrammatical selections and patterns, and applies these theoretical descriptions to literary narratives. The study examines fictive narratives, integrates socio-semantic theory to show how context works in diverse literary settings, and reflects on SFL in literary studies. According to functional linguistics, literary interpretation is based on the fundamental processes that shape literary texts. So that understanding related to language constructing meaning in literature by using genre-specific frameworks, digital humanities tools, cross-cultural studies, interdisciplinary collaborations, and dynamic socio-cultural contexts can be better and these methods will illuminate the broad and complex realm of literary expression
The Kada Tominaa in Toraja Rituals Using Metaphorical Expression Analysis Anastasia Baan; Markus Deli Girik Allo; Andi Anto Patak; Cris T. Zita; Andi Asrifan
International Journal of Law and Society Vol 4 No 3 (2025): International Journal of Law and Society (IJLS)
Publisher : NAJAHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59683/ijls.v4i3.207

Abstract

Kada Tominaa (Ethics Advice) is a distinctive form of Toraja oral literature expressed in ritual contexts, especially in Rambu Solo’ (funeral) and Rambu Tuka' (thanksgiving). It serves as both ritual poetry and a cultural medium that conveys ethical teachings, cosmological beliefs, and communal values across generations. This research employed a qualitative descriptive approach to analyse the literary expressions of Kada Tominaa. Data were collected from ritual speeches delivered by traditional speakers (Tominaa) and supported by interpretations from community elders. The analysis focused on specialised vocabulary, metaphorical meanings, and sociocultural functions embedded in ritual discourse. The study reveals that Kada Tominaa employs specialised vocabulary rarely used in daily Toraja conversation, including Ombo’ (born), Kombong Mentolino (becoming human), Tangkean Suru’ (family prayers), and Tibaen Passoeanna (let him go there). These terms carry layered metaphorical meanings, symbolising the interconnectedness of life and death, human responsibility, communal solidarity, gratitude, leadership, and spiritual continuity. The vocabulary serves as a cultural repository, preserving ancestral wisdom while reinforcing Torajan identity and social cohesion. The findings highlight that Kada Tominaa is more than ceremonial speech; it is a vital medium of cultural continuity that integrates language, metaphor, and ritual performance. By embodying ethical principles and cosmological perspectives, Kada Tominaa sustains the Toraja worldview and ensures the transmission of traditions across generations.
Automated feedback for speaking and writing skills: Deep learning in English language assessment Andi Asrifan; Luís Miguel Oliveira de Barros Cardoso; K.J. Vargheese
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.11.1.67-85

Abstract

The incorporation of Artificial Intelligence (AI) into language evaluation has revolutionized how learners receive feedback on their speaking and writing abilities. Nevertheless, empirical information about the precision and educational efficacy of AI-generated feedback—especially in advanced language competencies—continues to be scarce. This study seeks to evaluate the efficacy of deep learning–driven automated feedback systems in enhancing English learners' speaking and writing skills. The study utilized a mixed-methods research approach and included 100 undergraduate students participating in an English for Academic Purposes course, focusing on English as a Foreign Language (EFL). Quantitative data were gathered via pre-test and post-test writing and speaking activities evaluated using AI tools (Grammarly, ETS e-rater, and Google Automatic Speech Recognition), whilst qualitative data were derived from surveys and interviews to capture learners' impressions. The findings demonstrate statistically significant enhancements in grammatical accuracy, lexical diversity, coherence, fluency, pronunciation, and intelligibility following exposure to AI-generated feedback. However, inconsistencies were identified between AI and human assessments regarding speech coherence and contextual relevance. The results indicate that AI-generated feedback serves as an excellent additional evaluation instrument, especially for form-focused linguistic elements, however it is constrained in its ability to measure higher-order communication competencies. This study underscores the significance of amalgamating AI-driven feedback with human discernment to establish a more holistic and pedagogically robust language assessment framework.
Artificial Intelligence (AI) to Support Curriculum Development for English Language Teaching in South Sulawesi's Secondary Schools Andi Asrifan
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i2.4737

Abstract

The swift advancement of Artificial Intelligence (AI) presents novel prospects for improving English Language Teaching (ELT) curriculum design. Although AI has been extensively researched in high-resource environments, there is a paucity of studies addressing its implementation in areas with infrastructural and training deficiencies, such as South Sulawesi, Indonesia. This study sought to examine stakeholders' awareness of AI, their views on its advantages and obstacles, and its prospective function in the creation of ELT curricula. Utilizing a mixed-methods approach, data were gathered from 178 individuals (100 students, 60 teachers, and 18 administrators) via structured questionnaires and semi-structured interviews. Quantitative data were examined by descriptive and correlational statistics, whereas qualitative data were subjected to theme analysis. Results demonstrate a moderate overall awareness of AI, accompanied by a robust acknowledgment of its promise for individualized learning, engagement, and adaptive content delivery. Nonetheless, obstacles such as inadequate teacher training, poor infrastructure, and low digital preparedness continue to exist. Correlation research indicated a substantial positive association between AI familiarity and perceived advantages. The report advocates for focused professional development, strategic resource allocation, and the incorporation of AI competencies into national curriculum frameworks. These findings advance AI-in-education research by providing context-specific insights for the implementation of AI-enhanced English language teaching curricula in resource-diverse environments.
Dormitory-Based Experiential English Immersion and Proficiency Outcomes Among Maritime Cadets Muh. Hasrun Fitriady; Nur Aeni; Andi Asrifan
Journal La Edusci Vol. 7 No. 5 (2026): Journal La Edusci
Publisher : Newinera Publisher

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

Abstract

This study evaluated whether the DREAM (Dormitory for Real English Acquisition and Mastery) Dormitory, an experiential English immersion program at the Merchant Marine Polytechnic of Makassar (PIP Makassar), improved maritime cadets’ English proficiency. Grounded in experiential learning theory, the program requires cadets to use English in structured and informal daily activities. A quantitative one-group pre-test–post-test pre-experimental design was applied. Participants were first-year male cadets residing in Dormitory C2, and a TOEIC prediction test measuring listening, reading, speaking, and writing was administered before and after participation in the program. A total of 179 cadets were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and a paired-sample t-test, with Cohen’s d computed as the effect size. The results showed that the mean total TOEIC score increased significantly from 646.37 (SD = 223.12) to 816.90 (SD = 228.42), a mean gain of 170.53 points, t(178) = 11.13, p < .001, with a large effect size (d = 0.83). All four skills improved significantly, with reading, writing, and listening showing moderate effects and speaking the smallest gain. Improvement was observed in 80.4% of cadets, and intermediate-level cadets gained the most. The findings indicate that experiential, dormitory-based English immersion was associated with meaningful proficiency gains in a maritime education setting, supporting continued institutional investment in structured immersion environments.
Co-Authors Abd Al-Lateef, Ghada Tosson Abd Hamid Abd. Ghofur abdul Kahar Abdullah, Harun Agussalim, Mutmainnah Ahmad Mustamir Waris Ahmad Mustanir Akhtem A. Dzhelilov Akhtem A. Dzhelilov Akil Musi, Muhammad Aksan, Muhammad Al-Matari, Ali Said Al-Yakin, Ahmad Al-Yakin, Ahmad Alexis Arizabal Enriquez Amir, Muhammad Amitabh Vikram Dwivedi Amran, Nurul Aulia Ramadani Anastasia Baan Andi Anto Patak Andi Anto Patak Andi Bangsawan Andi Muhammad Irawan Andi Mukarramah Nagauleng Andi Nur Aisyah Andi Ratu Ayu Ashari Andi Riska Andreani Syafaruddin Andi Sadapotto Anis Pacinongi Anita Candra Dewi Anita Candra Dewi Ariatna Arqam, Arqam Asmiaty, Asmiaty Asrullah Asrullah, Asrullah Ayuni J Burhan Bangsawan, Andi Besse Darmawati Budi Setia Nusa Buhari Buhari Buniati Suman Cardoso, Luís Miguel Oliveira de Barros Ceisy Nita Wuntu Cinna, Paramidhita Buana Cris T. Zita Cris T. Zita Darmawati Dasriani Zain Devilito Prasetyo Tatipang Devilito Prasetyo Tatipang Dewi Furwana Ecca, Suleha ELIHAMI, ELIHAMI Emy Nur Rahmayani Enriquez, Alexis Arizabal Fadhliyah Rahmah Muin Fatimah . Firman Firman Firman Firman Firman Saleh Furwana, Dewi Gül Erkol Bayram Gunawan Gunawan Gunawan Gunawan H Hasmawati Haedar Haedar, Haedar Haeruddin Syarifuddin Hamzah Upu Hardianti Hardianti, Hardianti Harianti Haruna Abubakar Haruna Haryanto NP Hasan Hasan Hasan Suksin Hasanah, Eva Zulfiah Hasnidar Hasnidar Hastina, Sri Heriyanti Heriyanto Heriyanto Herliin, Herlina Herlina Herlina Herlina Herlina, Resky Herlinawati Herlinawati Herman Herman Hussain Hameed Mayuuf Ibna Seraj, Prodhan Mahbub Ibrahim Ibrahim Imran Imran Irwan Yusuf Isumarni Iwan Setiawan J, Vargheese K Jahrir, Andi Sahtiani Jakob, Juvrianto Chrissunday Julianty Julianty Jumiati Lanta Jumrah Jusman Tang K. J. Vargheese K. J. Vargheese K. J. Vargheese K. J. Vargheese K.J Vargheese K.J. Vargheese Kamridah . Kamridah Habe karinda karinda L, Syahrir La Sunra Lababa Lababa Lababa Lababa Lengkoan, Fergina Like Raskova Octaberlina Limbong, Sunarlia Luís Miguel Oliveira de Barros Cardoso Luís Miguel Oliveira de Barros Cardoso Luís Miguel Oliveira de Barros Cardoso Luis Miguel Oliviera De Barros Cardoso Lukman HB Lulaj, Enkeleda Luthviza Nabila Putri Ersyad Maemuna Muhayyang Manda, Ibrahim Marhamah, Ainun Maria Teodora Ping, Maria Teodora Maria Ulfa Mark – Jhon R. Prestoza Markus Deli Girik Allo Marlon S Pontillas Marzuki, Kartini Maslan Abdin Maximus L. Nemo Mohamed, Sheik Mohammed H. Alaqad Muh. Hasrun Fitriady Muh. Hasrun Fitriady Muhammad Hanafi Muhammad Hanafi Muhammad Irvan Nur I’va Muhammad Mujtaba Asad Muhammad Rais Rahmat Muhammad Said Husain Muhammad Shoaib Khan Pathan Muhammad Syarifuddin Rahman Muhammad Tahir Muhammad Yusuf Mukhlisin Muliana, Andi Muliani Multasam, Dewi Murni Mahmud Musdalifah Musdalifah Musdalifah Musdalifah Mustanir, Ahmad Muthmainnah Muthmainnah Muthmainnah Muthmainnah Nadira, Nadira Nadira, Nadira Nadirah Nadirah . Nadirah Nadirah Nadirah Usman Nadirah, Nadirah Nihta Vera Frelly Liando NR, Nurdania Nur Aeni Nur Azizah Nur Fadhillah Nur Farlina Nur Fitriani Nur Hikmah Nur Muhammad Alil Makmur S Nurchalis, Nur Fadillah Nurdiyanti N nurhikmah . Nurhumairah Nurlaila Nurlaila Nursalim Nursalim Nurul Fadhillah Nurwanti Nurwanti, Nurwanti Oliveira de Barros Cardoso, Luís Miguel Oliveira de Barros Cardoso, Luís Miguel Patil, Atul Prodhan Mahbub Ibna Seraj Prodhan Mahbub Ibna Seraj Putra, Benny Putri wulan suci Rahayu Rahayu Rahmah Muin, Fadhliyah Rahman, Ali Wira Rahmayani Kadir Ramlah Ramlan, Pratiwi Rasyid, Rustam Efendy Raveenthiran Vivekanantharasa Raveenthiran Vivekanantharasa Raveenthiran Vivekanantharasa Raveenthiran Vivekanantharasa Rusydi S , Sivaraja Safriand, Safriand Sahabuddin, Chuduriah Sahril Nur Saifullah Saifullah Saifullah Saifullah Sajed S. Ingilan Sakala Stanley Saleh, Firman Sam Hermansyah Samsidar Sherif Ismail Siti Hajar Siti Rezky Amaliah mahmud Sitti Aisa Sitti Hadijah Sivaraja S Sivaraja S Sivaraja Sadhasivam Sofiah Suardi Zain, Suardi Sumarni Jabir Surahmat Agus Munandar Suryadi Ishak Syahrir L Syahrir L Syahrul Syahrul Syamdianita Syamdianita, Syamdianita Syamsuardi Syamsuardi Syarif Jasman Khalik Syarifuddin Dollah Syarifuddin Dollah T Syamsu T. Zita, Cris T., Syamsu Tadjuddin posi Tahang, Heriyanti Tahir, M. Hijaz Tang, Syamsu Taslim Taslim Tasni, Nurfaida Trisnawati AR Tuti Wijayanti Ulya Nur Alim Usman Usman Vargheese, K. J Vargheese, K. J. Vargheese, K.J Vargheese, K.J. Vivekanantharasa, Raveenthiran Vivit Rosmayanti Vivit Rosmayanti Wahid, Areski Wahira Wahira Wiwik Handayani Yan Chen Yesy Afrillia Yuliana mansyur Yulini Rinantanti Yusmah Yusmah Zain, Dasriani Zakila Mardatila Ersyad Zita, Cris T.