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All Journal PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Lingua Scientia Journal Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH) Jurnal Pendidikan Bahasa Inggris ELTIN Journal: Journal of English Language Teaching in Indonesia TARBIYA : Journal Education in Muslim Society English Teaching Journal : A Journal of English Literature, Language, and Education ETERNAL(english, teaching, learning, and Research Journal) JELLT (Journal of English Language and Language Teaching) LLT Journal: A Journal on Language and Language Teaching EDUVELOP (Journal of English Education and Development) JURNAL PENDIDIKAN TAMBUSAI International Journal of Language and Literature JET (Journal of English Teaching) Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Yavana Bhasha : Journal of English Language Education Jurnal Inovasi dan Teknologi Pembelajaran (JINOTEP) Kajian dan Riset Dalam Teknologi Pembelajaran Lexeme : Journal of Linguistics and Applied Linguistics Indonesian Values and Character Education Journal The Art of Teaching English as a Foreign Language (TATEFL) Journal for Lesson and Learning Studies Journal of Educational Study Jurnal Penelitan Mahasiswa Indonesia Indonesian Journal Of Educational Research and Review Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat JELL (Journal of English Language Learning Jurnal Sosiologi, Antropologi, dan Budaya Nusantara Studies in English Language and Education Journal of Linguistic and Literature Studies (JOLLES)
Gede Mahendrayana
Universitas Pendidikan Ganesha
Religion Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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AN ANALYSIS OF THE TEACHER’S QUESTIONS IN EFL LEARNING AT SENIOR HIGH SCHOOL ., Kadek Intan Rustiana Dewi; ., Prof. Dr. Ni Nyoman Padmadewi, M.A.; ., Gede Mahendrayana, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.18813

Abstract

Penelitian ini bertujuan untuk menganalisis jenis pertanyaan dan tujuan dari setiap jenis pertanyaan yang digunakan oleh seorang guru dalam pembelajaran Bahasa Inggris. Seorang guru bahasa Inggris yang mengajar siswa kelas XI di SMAN 3 Singaraja dengan rela menjadi subjek penelitian ini. Penelitian ini adalah penelitian survei dimana data dikumpulkan melalui observasi dan wawancara. Data dianalisis secara deskriptif didukung oleh beberapa literatur terkait. Analisis data didasarkan pada studi teoritis dan empiris untuk mendapatkan penjelasan yang rinci. Bagian teoritis mencakup teori mengenai jenis dan tujuan pertanyaan yang diajukan oleh Richard & Lockhart (1996), Padmadewi et al. (2017), and Turney et al. (1973). Hasil penelitian mengungkapkan bahwa guru menggunakan semua jenis pertanyaan yang diajukan oleh (1996) dan Padmadewi et al. (2017). Pertanyaan tersebut meliputi pertanyaan prosedural, divergen, konvergen, permintaan, retoris, mendorong, dan menyelidik. Hasil penelitian juga menunjukkan bahwa pertanyaan tingkat rendah sering digunakan oleh guru. Hasil lain mengungkapkan bahwa guru menggunakan delapan dari dua belas tujuan pertanyaan yang diajukan oleh Turney et al. (1973) dan Padmadewi et al. (2017). Sebagai kesimpulan, penggunaan pertanyaan tingkat rendah dan tinggi dirasakan harus seimbang dalam kaitannya dengan pengembangan proses berpikir siswa.Kata Kunci : Kata kunci: Tanya jawab, pertanyaan guru, pembelajaran Bahasa Inggris. This study aimed at analyzing types of questions and purposes of each type of question used by a teacher in EFL learning. An English teacher who taught the eleventh grade students at SMAN 3 Singaraja willingly became the subject of this study. This study was a survey research in which the data were collected through observation and interview. The data were analyzed descriptively supported by several related literatures. The analysis of the data was based on theoretical and empirical studies in order to get a detail explanation. The theoretical part covers theories of types and purposes of questions proposed by Richard & Lockhart (1996), Padmadewi et al. (2017), and Turney et al. (1973). The results of the study revealed that the teacher used all types of questions proposed by Richard & Lockhart (1996) and Padmadewi et al. (2017). Those are procedural, divergent, convergent, compliance, rhetorical, prompting, and probing questions. The result also showed that low-order questions were frequently used by the teacher in EFL learning. Another result revealed that the teacher used eight out of twelve purposes of questions proposed by Turney et al. (1973) and Padmadewi et al. (2017). In conclusion, the use of low-order and high-order questions should be balanced in relation to the development of students’ thinking process.keyword : Keywords: Questioning, teacher’s questions, EFL learning.
READING INTEREST AND THE STUDENTS’ READING COMPETENCY IN THE JUNIOR SECONDARY SCHOOL ., Ketut Sintya; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., Gede Mahendrayana, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.18800

Abstract

Penelitian ini bertujuan untuk mengetahui minat membaca dan kompetensi membaca pada deskriptif teks serta hubungan antara dua variable yang dilakukan di SMP N 1 Kubutambahan. Terdapat dua kelas yang terlibat sebagai subjek penelitian ini yaitu siswa kelas VII C dan VII F. Penelitian ini dirancang dalam metodologi kuantitatif korelasional dengan menggunakan dua instrumen untuk mengukur minat membaca dan kompetensi membaca siswa pada teks bahasa inggris. Instrumen yang digunakan untuk mengumpulkan data tersebut terdiri dari angket minat membaca dan tes kompetensi membaca pada teks deskriptif. Data yang diperoleh dianalisis dengan menggunakan langkah-langkah deskriptif dan koefisien korelasi pearson?s product moment. Temuan penelitian ini mengungkapkan bahwa minat membaca dan kompetensi membaca siswa masing-masing dikategorikan baik dan tinggi. Temuan penelitian menyiratkan pentingnya mengembangkan minat membaca sebagai kegiatan belahjar sehari-hari dirumah dan disekolah, hal ini akan meningkatkan kompetensi membaca pada waktunya. Kata Kunci : Minat Membaca, Kompetensi Membaca, dan Koefisien Korelasi. The current research objectives were focused on the students? reading interest and reading competency on descriptive profiles as well as the relationships between the two variables in SMPN 1 Kubutambahan, while the sample of this study was the students of class VII C and VII F. This research was designed in a correlation quantitative methodology. Two instruments were administered to measure the students? reading interest and their reading competency on the written English texts. The two instruments consisted of reading interest questionnaire and reading competency test. Data were gathered using these two instruments. The obtained data were analyzed using descriptive measures and Pearson?s Product Moment Correlation Coefficient. The research findings disclose that the students? reading interest and reading competency are categorized as good and high respectively. The research findings imply the importance of developing reading interest as a day-to-day learning activities at home and/or at school, which will enhance reading competency in due times.keyword : Reading Interest, Reading Competency, and Correlation Coefficient
READING HABITS AND THE STUDENTS’ READING COMPETENCY IN THE JUNIOR SECONDARY SCHOOL IN SINGARAJA ., Made Lady Agustina; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., Gede Mahendrayana, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.18804

Abstract

Penelitian ini bertujuan untuk mengetahui kebiasaan membaca dan kompetensi membaca pada deskriptif teks serta hubungan antara dua variable. Penelitian ini dirancang dalam metode kuantitatif korelasil. Populasi penelitian siswa kelas VII di SMPN 5 Singaraja yang berjumlah 352 siswa sedangkan sample penelitian ini yaitu siswa kelas VII F dan VII K yang berjumlah 64 siswa. Sample penelitian ini menggunakan purposive random sampling. Penelitian ini menggunakan dua instrument yaitu angket kebiasaan membaca dan tes kompetensi membaca. Angket kebiasaan membaca digunakan untuk memperoleh data kebiasaan membaca siswa dan tes kompetensi membaca digunakan untuk memperoleh data kompetensi siswa. Data yang diperoleh dianalisis dengan menggunakan langkah- langkah deskriptif dan koefisien korelasi Pearson’s Product Moment. Hasil dari penelitian ini adalah ada hubungan yang positif antara kebiasaan membaca siswa dan komptensi membaca. Kata Kunci : Kebiasaan Membaca, Kompetensi Membaca, Koefisien Korelasi The current research objectives were focused on the students’ reading habits and reading competency on descriptive profiles as well as the relationships between the two variables. This research was designed in a correlation quantitative methodology. The population was seventh grade students of SMPN 5 Singaraja consist of 352 while the sample was VII F and VII K class which consisted of 64 students. The samples were selected by purposive random sampling. The two instruments consisted of reading habits questionnaire and reading competency test. Questionnaire was used to obtain the data of students’ reading habits and reading test to obtain the data of reading competency. The obtained data were analyzed using descriptive measures and Pearson’s Product Moment Correlation Coefficient. The research findings showed that there is a significant positive correlation between students’ reading habits and their reading competency. keyword : Reading Habits, Reading Competency, Correlation Coefficient.
IMPLEMENTASI TEKNIK PORPE DALAM UPAYA MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN MAHASISWA Mahendrayana, Gede -
Prasi: Jurnal Bahasa, Seni, dan Pengajarannya Vol 11, No 01 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1274.58 KB) | DOI: 10.23887/prasi.v11i01.10968

Abstract

ABSTRACT  This research aimed at improving students’ reading comprehension by implementing  PORPE technique. Subjects of the research were the second semester students of class G taking reading 1 subject. The research used classroom action research method which was done in two cycles. The data were collected by reading comprehension test for measuring the student’s reading comprehension, observing the teaching learning process for collecting the class condition, and questionnaire for collecting student’s perception toward PORPE learning technique. The results of the research show that (1) the implementation of PORPE technique was able to improve learning process of reading, in which the students become more active and enthusiastic in attending reading class. Therefore, the learning process of reading ran more dynamic. (2) The score of students’ reading comprehensions also improved significantly at the end of each cycle. (3) In terms of students’ perception, generally the students have positive and good respond toward the PORPE technique for teaching and learning reading comprehension.Keywords: PORPE technique, reading comprehension, students’ reading comprehensionABSTRAK Penelitian ini bertujuan untuk meningkatkan kemampuan membaca pemahaman mahasiswa dengan menerapkan teknik pembelajaran PORPE. Subjek dari penelitian ini yaitu mahasiswa semester II kelas G yang mengambil mata kuliah Reading 1. Penelitian ini merupakan penelitian tindakan kelas yang  dilaksanakan  dalam  dua siklus. Data dikumpulkan melalui tes membaca pemahaman untuk mengukur kemampuan membaca pemahaman mahasiswa, pengamatan terhadap proses pembelajaran reading untuk mengetahui kondisi proses pembelajaran di kelas, dan kuisioner untuk mengumpulkan data persepsi  mahasiswa  terhadap teknik PORPE. Hasil dari penelitian ini menunjukkan bahwa: (1) Penerapan  teknik  PORPE  mampu  memperbaiki  proses  pembelajaran  reading, yang mana mahasiswa menjadi  lebih  aktif dan antusias dalam  mengikuti pembelajaran reading. Oleh karena itu proses pembelajaran reading menjadi lebih dinamis. (2) Skor kemampuan membaca pemahaman mahasiswa juga mengalami peningkatan yang signifikan pada setiap akhir siklus. (3) Dalam hal persepsi mahasiswa, secara umum mahasiswa meliki respon yang baik dan positif terhadap penerapan teknik PORPE dalam proses pembelajaran reading.Kata kunci: teknik PORPE, membaca pemahaman, kemampuan membaca pemahaman mahasiswa 
THE EFFECT OF NUMBERED HEADS TOGETHER TECHNIQUE ON THE TENTH GRADE STUDENTS' READING COMPREHENSION AT SMA N 2 SINGARJA IN ACADEMIC YEAR 2018/2019 ., I Gusti Ayu Mirawati; ., Putu Eka Dambayana S., S.Pd., M.Pd.; ., Gede Mahendrayana, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.18854

Abstract

Penelitian ini bertujuan untuk menyelidiki pengaruh dari teknik Numbered Heads Together pada pemahaman membaca siswa kelas sepuluh di SMA N 2 Singaraja pada tahun ajaran 2018/2019. Penelitian ini merupakan penelitian eksperimen yang menggunakan pola Post-test Only Control Group Design. Populasi dalam penelitian ini adalah siswa kelas X Program Matematika dan IPA. Cluster random sampling digunakan dalam menentukan sampel penelitian ini. Sampel dalam penelitian ini adalah X MIPA 1 yang ditetapkan sebagai kelompok eksperimen yang diajarkan dengan menggunakan teknik Numbered Heads Together dan X MIPA 2 yang ditetapkan sebagai kelompok kontrol yang diajarkan dengan menggunakan teknik konvensional. Data dikumpulkan dengan melakukan posttest dan dianalisis secara statistik dengan menggunakan analisis deskriptif dan analisis inferensial. Analisis statistik deskriptif menunjukkan bahwa kelompok eksperimen mencapai skor rata-rata yang lebih tinggi daripada kelompok kontrol di mana kelompok eksperimen mencapai 84,11 dan kelompok kontrol mencapai 79,58. Selanjutnya, analisis statistik inferensial menunjukkan hasil pengujian hipotesis menemukan nilai t hitung (tobs) lebih tinggi dari nilai t tabel (tcv) di mana t hitung (tobs) adalah 3,383 dan nilai t table (tcv) adalah 1.996. Ini menunjukkan bahwa hipotesis null (Ho) dalam penelitian ini ditolak. Itu menegaskan bahwa ada efek signifikan dari teknik Numbered Heads Together (NHT) pada pemahaman membaca siswa kelas sepuluh di SMA N 2 Singaraja pada tahun ajaran 2018/2019.Kata Kunci : Numbered Heads Together (NHT), pemahaman membaca, siswa kelas X, teknik This study aimed at investigating the effect of Numbered Heads Together Technique on reading comprehension of tenth grade students in SMA N 2 Singaraja in academic year 2018/2019. This study was experimental research which used Post-test Only Control Group Design. The population in this research was tenth grade students in Mathematics and Science Program. Cluster random sampling was used in determining the sample of this study. The sample in this study were X MIPA 1 assigned as experimental group taught by using Numbered Heads Together Technique and X MIPA 2 assigned as control group taught by using conventional technique. The data were collected by conducting posttest and analyzed statistically by using descriptive analysis and inferential analysis. The descriptive statistical analysis showed that the experimental group achieved higher mean score than the control group where the experimental group achieved 84.11 and the control group achieved 79.58. Furthermore, the inferential statistical analysis showed the result of the hypothesis testing found the value of t-observe (tobs) was higher than the t-critical value (tcv) where the t-observe (tobs) was 3.383 and the t-critical value was 1.996. It indicates that the null hypothesis (Ho) in this study was rejected. It confirmed that there was a significant effect of Numbered Heads Together (NHT) technique on reading comprehension of tenth grade students in SMA N 2 Singaraja in academic year 2018/2019.keyword : Numbered Heads Together (NHT), reading comprehension, technique, tenth grade students
THE IDENTIFICATION OF CHARACTER EDUCATION ON JESSE AARONS’ CHARACTERIZATION IN BRIDGE TO TERABITHIA BY KATHERINE PATERSON Dewi, I Gusti Ayu Triska Sri Urmila; Juniarta, Putu Adi Krisna; Mahendrayana, Gede
International Journal of Language and Literature Vol 5, No 1 (2021)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v5i1.31665

Abstract

Literature has been effectively used to transfer values to children even school existed (Edgington, 2002), yet the task for selecting good literature is not simple. Therefore, this study aims to analyse a children literature entitled Bridge to Terabithia by Katherine Paterson, in order to reveal the values of character education proposed by Kemendikbud (2016) on Jesse Aarons’ characterization. This study applies the interactive model of qualitative data analysis by Miles et al. (2014). Through Jesse Aarons’ characterization, it is found out that he possessed 29 characters and 25 of them belong to the values proposed by Kemendikbud (2016). Those values are religious, peace-loving, tolerant, wise, nature-loving, nationalist, self-sacrificing, achiever, patriotic, disciplined, independent, hardworking, tough, creative, courageous, mutual-cooperative, democratic, nonviolent, solidarity, voluntary, integrity, honest, loyal, fair, and responsible.
THE USE OF CODE MIXING ON INSTAGRAM BY THE STUDENTS OF ENGLISH LANGUAGE EDUCATION Hilda, Livia; Ramendra, Dewa Putu; Mahendrayana, Gede
International Journal of Language and Literature Vol 4, No 4 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v4i4.32099

Abstract

This study aimed at analyzing the use of code mixing on Instagram by the students of English Language Education Department which covered the types and the reasons of using code mixing. The design of this study was descriptive qualitative study which only focused on describing Indonesian-English code mixing used by ELE students. The participants of this study were the fourth semester students of English Language Education Department at Ganesha University of Education. The data were collected by observing the participants’ Instagram account and interviewing the participants through Google Form. The data were analyzed using the combination of some theories. Hoffman, Ho, and Muysken’s theories were combined and used to analyze the types of code mixing. Meanwhile, to analyze the reason of using code mixing, Hocket, Hoffman, and Saville-Troike’s theories were used. The result showed that most of the participants used intra-sentential type of code mixing with 107 occurrences (56%) from the total of 191 data. The result also showed that need filling motive was the reason mostly chosen by 21 (43,8%) out of 48 participants.
AN ANALYSIS OF CODE-SWITCHING USED BY ENGLISH TEACHER IN SMA LAB UNDIKSHA Elmiani, Ni Wayan Santi; Ramendra, Dewa Putu; Mahendrayana, Gede
International Journal of Language and Literature Vol 3, No 4 (2019)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v3i4.28418

Abstract

This study aimed at finding the type and the function of code-switching that is used by an English teacher in SMA Lab Undiksha. The data were collected through observation and interview. This study used the theory of Soewito, Poplack, and Hoffman to find the type of code-switching. This study use the theory of Mattson and Berenhult combined with Hall and Cook’s theory to find the function of code switching. The result of the study showed that four types of code switching were usually used by the teacher. There are 35 of Inter-sentential switching, 83 of intra-sentential switching, 29 of tag switching and 8 of internal code-switching. The functions for the use of code switching were 5 of topic switching, 23 of affective function and 127 of repetitive function.
Character Education Values of The Main Character in The Suzanne Collins’ “The Hunger Games (2008)” Handayana, I Dewa Gede Krisna Dwipa; Juniarta, Putu Adi Krisna; Mahendrayana, Gede
Indonesian Values and Character Education Journal Vol 4, No 1 (2021): April
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ivcej.v4i1.31615

Abstract

Pendidikan karakter merupakan hal penting yang perlu diperhatikan oleh setiap guru di Indonesia. Oleh karena itu, diperlukan suatu media untuk mengajarkan pendidikan karakter kepada siswa. Penelitian ini terutama membahas tentang nilai-nilai pendidikan karakter yang dimiliki oleh Katniss Everdeen, tokoh utama dalam novel berjudul “The Hunger Games” karya Suzanne Collins yang sejalan dengan nilai-nilai pendidikan karakter dari kementerian pendidikan dan kebudayaan. Penelitian ini dirancang dalam bentuk penelitian deskriptif kualitatif. Dari penokohan Katniss, ia memiliki 24 karakter yang membangun dirinya sebagai tokoh utama dalam novel tersebut. Dari 24 karakter tersebut, 22 di antaranya merupakan sub nilai nilai pendidikan karakter Kementerian Pendidikan dan Kebudayaan (2017) yaitu Cinta Damai, Toleransi, Ikhlas, Tidak memaksakan kehendak sendiri, Cinta lingkungan, Unggul, Patriotisme, Taat hukum, Disiplin, Pekerja Keras, Ketangguhan Mental, Tegas, Kreatif, Berani, Kooperatif, Demokratis, Peduli, Sukarela, Jujur, Setia, Adil, dan Bertanggung Jawab. Dapat disimpulkan bahwa nilai-nilai pendidikan karakter dari kementerian pendidikan dan kebudayaan tercermin dalam karakterisasi Katniss. Hal ini membuat karakterisasi Katniss dapat digunakan sebagai media untuk mengajarkan nilai pendidikan karakter kepada siswa.
ANALYZING CHARACTERIZATION OF EUSTACE SCRUBB IN THE CHRONICLES OF NARNIA Ananda Putri, Kadek Dwi Trisna; Utami, I Gusti Ayu Lokita Purnamika; Mahendrayana, Gede
Lingua Scientia Vol 28, No 1 (2021)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v28i1.31299

Abstract

The decline in character that occurred in Indonesia made the Government emphasize character education in every school. This study aims to identify the five core values proposed by the Ministry of Education and Culture (2017) contained in the characterization of Eustace Scrubb in the novel entitled The Chronicles of Narnia: The Voyage of The Dawn Treader. This research is qualitative research. The results of this study found 15 characterizations of Eustace Scrubb, namely naughty, impolite, selfish, arrogant, greedy, deceitful, fearful, bad-tempered, cooperative, honest, courageous, willing to sacrifice, helpful, curious, and friendly. There were also changes in several characterizations from bad characters to good characters. From 15 characterizations, there are 7 characterizations which are included in the five core values, namely friendly which is included in the value of religious character, willing to sacrifice is included in the values of nationalist character, courage, and curiosity which are included in the value of the character of independent, helpful and cooperative including in the value of mutual cooperation, and honest is included in the value of integrity character. The results showed that children's novels can be used as a medium to teach character education to children. Children's novels contain character values that can be used as examples for children in learning good characters. Thus, an implication can be drawn from the study in relation to raising teachers’ awareness in using stories to teach character values.
Co-Authors ., I Gusti Ayu Mirawati ., Kadek Intan Rustiana Dewi ., Ketut Sintya ., Made Lady Agustina ., Putu Eka Dambayana S., S.Pd., M.Pd. Ananda Putri, Kadek Dwi Trisna Anggara, I Putu Dipa Ariastuti, Kadek Novia Cahyani, Ni Putu Eka Mei Cahyaningsih, Putu Devi Dewa Komang Tantra Dewa Putu Ramendra Dewi Sariani, Ni Kadek Ayu Dewi, Agung Ayu Putu Septia Dewi, I Gusti Ayu Triska Sri Urmila Dwimayoga, I Made Elmiani, Ni Wayan Santi Gede Krisna Widiantara Hanafie, Muhammad Ichsan Handayana, I Dewa Gede Krisna Dwipa Hilda, Livia I Gede Budasi I Ketut Armawan I Made Dwi Aryantara Tanjung I Nyoman Adi Jaya Putra I Putu Indra Kusuma I Wayan Suarnajaya I.G.A. Lokita Purnamika Utami Ida Bagus Putu Arjun Adinata Iswanda Meiliestya Pradini Jaya, Putu Wira Kadek Dwi Trisna Ananda Putri Kadek Sintya Dewi Ketut Bayu Catur Paramahita Ketut Ivan Yuda Aditya Komang, Mitha Fridayanti Luh Gede Eka Wahyuni Made Hery Santosa Marianus Roni Meliani, Putu Ega Merdani, Ni Luh Mulana, I Gusti Ketut Diksa Ni Kadek Sutami Ni Komang Arie Suwastini Ni Made Ratminingsih Ni Nyoman Arie Millenia Ratri Ni Putu Intan Bidari Ni Wayan Surya Mahayanti Nyoman Karina Wedhanti Nyoman Karina Wedhanti Pande Putu Justiana Pandita, Sang Putu Ari Paramitha, Ida Ayu Putu Cintya Pramesti, Ni Putu Adinda Putri Pratiwi, Ketut Rona Prayoga, Gusti Km Arysuta Prof. Dr. Ni Nyoman Padmadewi,MA . Purba, Marko Pranata Purwakaluh Sri Tantra Kharisma Dewi Putu Adi Krisna Juniarta Putu Kevin Aditya Putu Ratih, I Dewa Ayu Rasmiani, Desak Made Sutra Sandy, Luh Putu Dessy Derri Saniada, Komang Nova Sintya Dewi, Kadek Sugiantari, Putu Ayu Dinda Sumaniari, Ni Wayan Rosi Vera Yanti Made Wijaya, Dewa Ayu Made Ratih Putri Wulandari, Ni Luh Putu Novi