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All Journal Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Pendidikan dan Pengajaran PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Lingua Scientia Journal Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH) Jurnal Pendidikan Bahasa Inggris Jurnal Pendidikan Bahasa Jurnal Pendidikan Bahasa Inggris PREMISE: Journal of English Education and Applied Linguistics ETERNAL(english, teaching, learning, and Research Journal) IJoLE: International Journal of Language Education Syntax Literate: Jurnal Ilmiah Indonesia Linguistic, English Education and Art (LEEA) Journal TOTOBUANG Esteem Journal of English Study Programme Journal of Educational Research and Evaluation International Journal of Language and Literature International Journal of Elementary Education ACITYA Journal of Teaching & Education Yavana Bhasha : Journal of English Language Education Jurnal Pendidikan Multikultural Indonesia Journal of English Language Teaching Innovations and Materials (Jeltim) JALL (Journal of Applied Linguistics and Literacy) Interference: Journal of Language, Literature, and Linguistics The Art of Teaching English as a Foreign Language (TATEFL) Journal of Educational Study Arus Jurnal Pendidikan Jurnal Penelitan Mahasiswa Indonesia Jurnal Impresi Indonesia Linguistic, English Education and Art (LEEA) Journal Indonesian Journal of Educational Development (IJED) EDULIA: English Education, Linguistic and Art Journal Indonesian Journal Of Educational Research and Review Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Yavana Bhasha: Journal of English Language Education International Journal of Community Engagement Payungi Room of Civil Society Development IJLHE: International Journal of Language, Humanities, and Education Journal of Linguistic and Literature Studies (JOLLES) EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vifada Journal of Education Journal of Islamic Education Research Room of Civil Social Development Journey: Journal of English Language and Pedagogy
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The Implementation of Bilingual Education at Singaraja Montessori School Sugiani, Ni Nyoman; Budasi, I Gede; Ramendra, Dewa Putu
International Journal of Community Engagement Payungi Vol. 5 No. 1 (2025): International Journal of Community Engagement Payungi
Publisher : Yayasan Payungi Smart Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58879/ijcep.v5i1.92

Abstract

Bilingual education has become increasingly prominent in Bali, driven by the rapid growth of globalization and tourism. This study explores the implementation of bilingual education at a Montessori school, focusing on its application in the classroom, the benefits perceived by teachers, and the challenges encountered. Employing a qualitative research design, data were gathered through classroom observations, semi-structured interviews, and document analysis. Three teachers were selected as participants using purposive sampling. The instruments used included observation checklists, interview guides, and note-taking protocols, with data analyzed through qualitative content analysis. The findings indicate that the school integrates both the Montessori and Merdeka curricula, applying Content and Language Integrated Learning (CLIL) and translanguaging strategies. A strong bilingual education model is adopted by the teachers. Reported benefits include enhanced language proficiency, improved career prospects, increased intercultural awareness, and the enrichment of pedagogical practices. However, several challenges were also identified, such as restrictive school policies, varying teacher backgrounds, and entrenched academic culture. This study contributes to the growing body of knowledge on bilingual education in non-Western, multicultural contexts by providing empirical evidence on curriculum integration and bilingual instructional strategies. It offers practical insights for policymakers, school leaders, and educators seeking to implement or refine bilingual programs, particularly in regions influenced by tourism and globalization. Furthermore, it highlights the need for institutional support and professional development to overcome systemic and pedagogical challenges in bilingual teaching environments.
Grammatical Errors Committed by Students in Writing Cause and Effect Paragraphs Widyasari, Ni Putu; Ramendra, Dewa Putu; Utami, Ida Ayu Made Istri
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 3 No. 2 (2022): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (200.528 KB) | DOI: 10.36663/tatefl.v3i2.429

Abstract

The purpose of this study was to identify the grammatical errors and analyze the sources of grammatical errors committed by students in writing cause and effect paragraphs. This research used a mixed-method design as the research design. The data were collected through document collection of mid-term tests and final tests. The subjects of this study were students in two classes of the English Language Education Program. The results of this study showed that the types of grammatical errors in students' writing were omissions 54 errors (44%), misformation 37 errors (31%), addition 28 errors (23%), and misordering 3 errors (2%). The total errors committed by students in their paragraph writing were 122 errors. Meanwhile, the source of errors in students' writing was caused by intralingual transfer 82 (67%), interlingual transfer 35 (29%), and communication strategies 5 (4%). In writing, it is encouraged to check grammar through grammar checking that are available in order to reduce grammar mistakes and make the massage of the writing clearer. Teachers are encouraged to pay attention to students’ grammar and use teaching technique that can improve students’ grammar.
Taboo in Balinese Language Spoken in Nusa Penida Based on Tri Hita Karana Concept Tristiani, Ni Kadek Ita; Budasi, I Gede; Ramendra, Dewa Putu
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 5 No. 1 (2024): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v5i1.646

Abstract

This study aimed at identifying taboo words of Balinese language spoken in Nusa Penida based on the concept of Tri Hita Karana. Descriptive qualitative was used as the research design of this study. There were three of local people in Nusa Penida recruited as the research informants by using purposive sampling technique. The data were collected by conducting interview and taking-note. The instruments were interview guide and note or check-list. The obtained data were analyzed by using qualitative data analysis method consisting of data reduction, data display, and conclusion drawing. The finding showed that there were 60 taboo words of Balinese language spoken by the local people in Nusa Penida Island. It was found that there were eight forms of taboo words spoken by local people in Nusa Penida Island, such as; metaphor, metonymy, and euphemism, abusive, cursing, obscenities, blasphemies, swearing, and expletive. It also discovered that there were 16 categories of references used, such as; parents name, animal name, God name, name of people who have died, name of relatives, mentioning genitals, sexual activity, specific jobs, bodily function, wisdom of ruler, illness, nature, name of spirits, personal pronoun, specific activity.
Content and Language Integrated Learning in Bilingual Education: : What Can We Learn from the Previous Studies? Kadek Nila Hendra Yani; I Gede Budasi; Dewa Putu Ramendra; Luh Putu Artini; I Ketut Trika Adi Ana
Journey: Journal of English Language and Pedagogy Vol. 6 No. 3 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i3.704

Abstract

CLIL is widely implemented in English as a foreign language class, but there has been no specific research conducted to identify the advantages and challenges of implementing it in the context of bilingual education. This study aims to examine the implementation of Content and Language Integrated Learning (CLIL) in bilingual education. Specifically, this study focuses on the benefits of CLIL in bilingual education and the challenges of implementing CLIL in bilingual education. Then, a recommendation to implement CLIL effectively was drawn using the benefits and the challenges of CLIL. This research was conducted by following the steps of a literature review. Data was collected from articles from accredited international journals published online from 2012 to 2022. The collected data were analyzed qualitatively using an interactive data analysis model, carried out in three stages of analysis: data reduction, data display, and conclusion drawing/verification. The data collected showed that CLIL improved mastery of a second language. It is because CLIL provides a lot of exposure for the students. Besides, CLIL enables students to acquire English by practicing it actively. The challenge in implementing CLIL lies in teachers’, students’, and teaching media readiness. To run CLIL effectively, it should be done by considering the quality, quantity, and consistency of the English exposure.
Designing Ethics Education for Secondary Students: A Comparative Study between Indonesia and China Aminulloh; Rastitiati, Ni Kade Juli; Yanyan, Bi; Jiaxin, Liu; Ramendra, Dewa Putu
Journal of Islamic Education Research Vol. 7 No. 1 (2026): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v7i1.549

Abstract

This study examines how ethics education for secondary students is designed and implemented across contrasting socio-cultural and policy contexts and develops a context-sensitive yet transferable design model through a comparative analysis of Indonesia and China. Addressing the limited cross-national research on ethics education design, the study employs a qualitative comparative case study involving four secondary schools in East Java and Bali (Indonesia) and Qingdao and Chongqing (China). Data were collected through online in-depth interviews with principals and teachers, virtual classroom observations, and analyses of curriculum and policy documents. The data were analyzed thematically and across cases to identify convergences and divergences in principles, pedagogical practices, and institutional orientations. The findings indicate that ethics education in Indonesia is primarily grounded in religious values and local wisdom traditions that emphasize moral character, communal harmony, and spiritual responsibility, whereas in China it is structured within civic–moral education frameworks closely aligned with national policies, highlighting discipline, social order, and collective responsibility. Despite these differing normative foundations, both systems demonstrate pedagogical convergence through dialogic learning, reflective discussions, and experiential approaches, such as life-based and project-based activities, which foster students’ empathy, social responsibility, and self-discipline. The novelty of this study lies in the development of an integrative ethics education design model that bridges religiously grounded and state-driven moral frameworks while remaining adaptable across contexts. The study contributes theoretically by conceptualizing ethics education as a design-oriented process that connects local moral grounding, reflexive pedagogy, and cross-boundary learning experiences. Practically, it offers actionable guidance for policymakers, curriculum designers, and teachers seeking culturally responsive yet globally relevant approaches to ethics education.
Enhancing 21st Century Skills: Innovative Education and Career Preparedness For Students Ni Km. Nidyantari Laksmi R.; I Nyoman Adi Jaya Putra; Dewa Putu Ramendra; Made Hery Santosa
ETERNAL (English, Teaching, Learning and Research Journal) Vol 11 No 02 (2025): Volume 11, Number 02, December 2025
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V112.2025.A1

Abstract

This study aims to analyze innovative educational strategies that support the development of 21st-century skills and career preparedness for students through a systematic literature review. Skills such as critical thinking, collaboration, creativity, and digital literacy are essential in addressing global challenges. This research identifies best practices in education that integrate technology, project-based learning, and collaborative approaches to enhance these skills. The findings highlight the importance of technology-based curricula, soft skills training, and partnerships between educational institutions and industries. This article provides recommendations for educators and policymakers to improve the effectiveness of 21st-century education.
Analysis of Code-Mixing by The Bali Arknights Players Community on WhatsApp Kadek Risma Septiani; Dewa Putu Ramendra; I Wayan Swandana
Journal of Educational Study Vol. 6 No. 1 (2026): June
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v6i1.1135

Abstract

This study investigates the phenomenon of code-mixing within the WhatsApp interactions of the Bali Arknights Players Community. The primary objective is to identify the types of code-mixing based on Hoffmann’s (1991) classification. Employing a descriptive quantitative design, this research analyzed 168 instances of code-mixing extracted from group chat transcripts. The findings reveal three types of code-mixing: intra-sentential, intra-lexical, and involving a change of pronunciation. Intra-sentential code-mixing was the most dominant type, accounting for 74.40% of the data, followed by intra-lexical code-mixing at 21.43%, while code-mixing involving a change of pronunciation represented only 4.17%. The dominance of intra-sentential code-mixing indicates that community members more frequently insert English words or phrases into Indonesian sentence structures rather than hybridizing words or modifying phonological forms. This pattern reflects the influence of gaming terminology, which is predominantly expressed in English and widely adopted by bilingual speakers in online gaming communities. The study concludes that in specialized digital environments such as gaming communities, code-mixing functions as an effective communicative strategy to facilitate technical discussions, strengthen group identity, and maintain interactional efficiency among members.
Communication Strategies by English Lecturers and Class Coordinators: An Analysis of Hofstede's Cultural Dimensions Kadek Mahardika; Ni Luh Putu Sri Adnyani; Dewa Putu Ramendra
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 6 No. 2 (2025): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v6i2.967

Abstract

This study aims to classify the communication strategies used by English lecturers and class coordinators in WhatsApp messages and describe how class coordinators respond to English lecturers' communication strategies in the context of Hofstede's cultural dimensions. This research method uses qualitative descriptive. The instrument in this study is document analysis in the form of screenshots of English Lecturer and Class Coordinator. Data analysis in this study used six steps: (1) Data organization and preparation, (2) Preliminary reading of Data, (3) Data Coding, (4) Developing themes and categories, (5) Detailed analysis and representation, (6) Interpretation of findings. The results of the analysis based on Hofstede's cultural dimensions show that English lecturers generally respond to messages in a relaxed and concise manner, while class coordinators use a more polite and formal tone in their communication. These findings reveal clear differences in communication styles, reflecting the hierarchical dynamics inherent in the educational environment. This study contributes to the understanding of communication practices in academic settings, emphasizing the influence of cultural dimensions on interaction strategies.
Male and Female Youth’s Opportunities to Attend Higher Education: Gender Equality Perspective in the Village Ni Wayan Desi Ratna Sari; Luh Putu Artini; Dewa Putu Ramendra
Syntax Literate Jurnal Ilmiah Indonesia
Publisher : Syntax Corporation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36418/syntax-literate.v11i5.64475

Abstract

This study discusses gender inequality in access to higher education among male and female youth in rural communities. Although education is a fundamental right for both men and women, social and cultural practices in many villages still prioritize males in obtaining higher educational opportunities. Economic limitations, patriarchal values, and traditional perceptions regarding gender roles often influence parents’ decisions in supporting their children’s education. Therefore, this research aims to analyze the opportunities of male and female youth to continue higher education from a gender equality perspective in the village context. This study employed a qualitative descriptive approach conducted in a village in Sekotong, West Lombok, Indonesia. The participants consisted of 26 individuals, including 10 parents and 16 students (8 male and 8 female students). Data were collected through in-depth interviews and analyzed using transcription, coding, and thematic analysis. The findings reveal that parents generally provide stronger support for sons to pursue higher education because men are considered future family breadwinners and decision-makers. In contrast, daughters are often expected to focus on domestic responsibilities after marriage. Economic hardship also contributes to the unequal educational opportunities experienced by female youth. In conclusion, gender inequality in rural education remains strongly influenced by patriarchal culture and financial limitations, which continue to restrict equal access to higher education for women.
An Investigation Of The Multiculturalism Values In Inclusive Education: The Impacts For Fostering Peaceful Environment At Bali Hati International School Kadek Yudha Septiawan; Ni Nyoman Padmadewi; Dewa Putu Ramendra
Vifada Journal of Education Vol. 4 No. 1 (2026): January - June
Publisher : Yayasan Vifada Cendikia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70184/kv08fv13

Abstract

  This study investigated the integration of multicultural values in inclusive education settings to promote peaceful values and attitudes within the educational environment. The research was conducted at Sekolah Bali Hati, an international bilingual school implementing inclusive and multicultural educational practices. The study employed a mixed-methods approach combining qualitative case study and quantitative survey designs. Qualitative data were collected through semi-structured interviews, classroom observations, field notes, and document analysis involving school principals, teachers, and students. Meanwhile, quantitative data were obtained through questionnaires distributed to teachers regarding their perspectives and experiences in integrating multiculturalism into inclusive classrooms. The qualitative data were analyzed using Spradley’s Taxonomy Analysis, while the quantitative data were analyzed descriptively using mean scores and thematic coding. The findings revealed that multicultural values were integrated into teaching and learning processes through culturally responsive teaching, cooperative learning, differentiated instruction, intercultural communication, and inclusive classroom interactions. The school policies, curriculum, and co-curricular activities also supported the implementation of multiculturalism by promoting equality, empathy, respect, collaboration, and social responsibility. Furthermore, the integration of multicultural values effectively fostered peaceful values and attitudes, including tolerance, mutual respect, empathy, social cohesion, non-discrimination, and conflict resolution among students. The study also proposed an inclusive multicultural and world peace education framework designed to strengthen peaceful educational environments, enhance social cohesion, and minimize discrimination in inclusive school settings. In conclusion, the integration of multicultural values within inclusive education plays a significant role in developing peaceful attitudes and creating harmonious educational environments. This study contributes to the development of multicultural and peace education practices, particularly in inclusive primary school contexts.  
Co-Authors ., Dewa Gede Rai Bisma Putra ., Dewa Gede Rai Bisma Putra ., DR. LUH PUTU ARTINI, M.A. ., DR. LUH PUTU ARTINI, M.A. ., Eva Patra Sari ., Gusti Ayu Andiani ., Gusti Ayu Andiani ., Gusti Putu Candra Widnyana ., I Gede Andre Agasi ., I Gede Andre Agasi ., I Gede Juliadnyana ., I Gede Juliadnyana ., I Gede Widiana Pradana ., I Gede Widiana Pradana ., I Gusti Agung Putu Samiasri ., I Gusti Agung Putu Samiasri ., I Gusti Ngurah Bagus Aryana ., I Gusti Ngurah Bagus Aryana ., I Gusti Ngurah Budaartha ., I Putu Ambara Putra ., I Putu Ambara Putra ., I Putu Ratama ., Ida Ayu Novia Ari Swandewi ., Ida Ayu Novia Ari Swandewi ., Iffatul Muslimah ., Iffatul Muslimah ., Ika Yogi Wirawan Putra ., Ika Yogi Wirawan Putra ., Intania Harismayanti ., Intania Harismayanti ., Kadek Yeyen Meyasa ., Kadek Yeyen Meyasa ., Ketut Asri Primayani ., Km Triyunita Yani ., Km Triyunita Yani ., KOMANG TRI DARMA ., Luh Gede Kirana Sukma ., Luh Gede Kirana Sukma ., Luh Made Wina Jayanti ., Luh Made Wina Jayanti ., Luh Widiyaswary ., Made Arsana ., Made Intan Kusuma Dewi ., Made Intan Kusuma Dewi ., Maria Cynthia Meilina ., Ni G. A. Kd Sukma Dwijayanti ., Ni G. A. Kd Sukma Dwijayanti ., Ni Kadek Fiona Yunita Dewi ., Ni Kadek Fiona Yunita Dewi ., Ni Kadek Warmasari ., Ni Luh Putu Linda Sumariyanthi ., Ni Luh Putu Linda Sumariyanthi ., Ni Luh Sukareni ., Ni Luh Wayan Verayanti ., Ni Luh Wayan Verayanti ., Ni Nyoman Indah Ayu Maharani ., Ni Pt Repin Cemara Dewi ., Ni Putu Sri Merta Utami ., Ni Putu Sri Merta Utami ., Ni Wayan Ria Candra ., Ni Wayan Ria Candra ., Prof. Dr.I Ketut Seken, M.A. ., Prof. Dr.I Ketut Seken, M.A. ., Pt Maysadevi Kusuma ., Pt Maysadevi Kusuma ., Putu Cendhani Sari Suartana ., Siti Juliani Putri Sulandari ., Siti Juliani Putri Sulandari ., Sophiarini Putu Yulia ., Vivien Hartini Laksmi Magga ., Vivien Hartini Laksmi Magga Aditiya, I Gede Rizky Adnyani, Ni Luh Putu Sri Agus Adi Yasmita . Agustini, Made Ari Dwita Aminulloh Anak Agung Gede Yudha Paramartha Andi Nursyafeizah Anita Sofia Veronia Ariantari, Pande Kadek Dea Aridana, I Komang Japar Arisuta, Pande Gede Darma Ayu Kadek Surya Maharani Chrisna Putri Arief Utami Dewa Ayu Eka Agustini Dewa Komang Tantra Dewantara, Kadek Andre Karisma Dewi, Agung Ayu Putu Septia Dewi, Iga Lokita Purnamika Utami Dewi, Komang Putri Dewi, Ni Kadek Kasandra Dharma, Ketut Pande Bagus Wahyu Surya Dharmasanti, Ni Made Utari Eka Setiawati, Ni Luh Elmiani, Ni Wayan Santi Era Marsakawati, Ni Putu Firstia Pratidina Intan G.A.P. Suprianti Gasella, S A GD Hoki Artha Tama Wijaya Gede Mahendrayana Gusti Ayu Putu Ari Utami Hayuni, Nyoman Tri Hendrayani, Kadek Nila Hilda, Livia I Gede Budasi I Gede Nurjaya I Gede Rizky Aditiya I Gede Sumerjaya ., I Gede Sumerjaya I Kadek Suarsana . I Ketut Trika Adi Ana I Komang Japar Aridana I Luh Meiyana Ariss Susanti I Made Liantana Riasa ., I Made Liantana Riasa I Made Suta Paramarta I Nyoman Adi Jaya I Nyoman Adi Jaya Putra I Nyoman Laba Jayanta I Nyoman Pasek Hadi Saputra I Nyoman Pasek Hadisaputra I Putu Citra Yudha ., I Putu Citra Yudha I Putu Eka Adi Sanjaya ., I Putu Eka Adi Sanjaya I Putu Galan Brahmanusi ., I Putu Galan Brahmanusi I Putu Gede Parma I Putu Gede Satriya Wibawa I Putu Kordiawan Bayu Dara I Putu Yoga Laksana I Wayan Suarnajaya I Wayan Swandana I Wayan Swandana I Wayan Wira Praditya I.G.A. Lokita Purnamika Utami IDA AYU MADE ISTRI UTAMI . Ida Ayu Teguh Kesari Wirata ., Ida Ayu Teguh Kesari Wirata Ida Bagus Putrayasa Ida Bagus Putu Arjun Adinata Jaya, I Nyoman Adi Jiaxin, Liu Juniarta, Adi Krisna Kadek Dhea Paramitha Amara Putri Kadek Dwi Candra Oktariana Kadek Mahardika Kadek Nila Hendra Yani Kadek Risma Septiani Kadek Yudha Septiawan Kadek Yudha Septiawan Komang Tuti Irmawati ., Komang Tuti Irmawati Kurniawan, Mas Adi Lestari, Ni Putu Candra Widiya Luh Desi Karunia Lestari ., Luh Desi Karunia Lestari Luh Putu Artini M.L.S ., Dr.Sudirman, M.L.S M.Pd ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd Made Arniati ., Made Arniati Made Dharma Susena Suyasa Made Hery Santosa Mahajendra, Pande Gede Baba Manik Puspita, Ni Nyoman May Anggara Jiwa Hanuraga ., May Anggara Jiwa Hanuraga Ni Km. Nidyantari Laksmi R. Ni Komang Arie Suwastini Ni Komang Julia Dewi Ni Komang Suciati Ni Luh Dewi Antari ., Ni Luh Dewi Antari Ni Luh Putu Riska Agustiawati Ni Luh Wiji Adnyani Putri Ni Made Astiti Sari . Ni Made Dita Sintadewi . Ni Made Meyra Reditya Devi Ni Made Ratminingsih Ni Nyoman Manik Puspita Ni Putu Astiti Pratiwi Ni Wayan Desi Ratna Sari Ningrum, Sabila Puspita Padmadewi . Pande Agus Putu Dharma Putra Pandita, Sang Putu Ari Paramarta, I Made Suta Prof. Dr. I Made Sutama,M.Pd . Prof. Dr.I Ketut Seken,MA . Putra, Komang Bayu Widhyasmara Putri, Kadek Dhea Paramitha Amara Putu Adi Krisna Juniarta Putu Adi Krisna Juniarta Putu Niken Praweda Yanti Putu Suarcaya Rany Prihastuti, Luh Putu Rastitiati, Ni Kade Juli S A Gasella Sacani, Ketut Catur Arya Saniada, Komang Nova Sari, Nyoman Arina Putri Sari, Yulnada Sinta Ary Gasella ., Sinta Ary Gasella Sugiani, Ni Nyoman Sumaniari, Ni Wayan Rosi Sutrini, Ayu Nyoman Tantri, Ade Asih Susiari Tristiani, Ni Kadek Ita Utamayana, I Wayan Yoga Wardani, Ni Komang Sri Wicaksana, GDA Widyasari, Ni Putu Wulandari, Ni Luh Putu Titin Yanyan, Bi Yuda Pradana, Wayan Radita