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A STUDY ON STRATEGIES FOR TEACHING SPEAKING AND READING COMPREHENSION SKILLS ., AHMAD; ., Prof. Dr.I Ketut Seken,MA; ., Dra. Luh Putu Artini, MA., Ph.D.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (101.131 KB) | DOI: 10.23887/jpbi.v1i0.869

Abstract

The central intention of this study was to analyze the English teachersâ?? strategies in teaching speaking and reading comprehension skills in SMPN 1 Selong. It was conducted to get detailed information about the studentsâ?? responses toward their teachersâ?? strategies in teaching speaking and reading comprehension skills. This study employed a qualitative research design. Necessary data were gathered using open-ended question, classroom observation, interview, and questionnaire. The result of this study revealed that the three teachers applied teaching speaking and reading comprehension skills strategies in three stages; Pre-stages, Whilst-stages and Post-Stages. From the three teachers observed, they employed various stategies in each stage with different reasons. In general the studentsâ?? responses toward their teachersâ?? strategies in teaching speaking and reading comprehensions skills were good enough as their instructions were clear and understandable. Based on those finding, it can be concluded that the English teachers need to increase their knowledge and experience in order to understand the concept and reasons in using the strategies for teaching speaking and reading comprehension. This study recommended that English teachers should have awareness to the significance in choosing the appropriate strategies for teaching speaking and reading comprehension skills. So that the learning process can run effectively.keyword : Strategy, Speaking, Reading
THE IMPLEMENTATION OF PROCESS STANDARD OF TEACHING ENGLISH AT SMK NEGERI 1 GIANYAR ., I WAYAN SUTENA; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Dra. Luh Putu Artini, MA., Ph.D.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (65.952 KB) | DOI: 10.23887/jpbi.v1i0.907

Abstract

The present study only focused on the implementation of process standard in teaching English in terms of planning, teaching process, assessment used in the lesson plan and the problems faced by the teacher in implementing the process standard of teaching English in SMK Negeri 1 Gianyar. The subjects of the study were the students, and the English Teachers in SMK Negeri 1 Gianyar. There were some resources used by the researcher to help him in collecting data such as checklist, observation sheet, and interview guide. The data were described based on the planning, implementation of process standard in teaching and the assessment used in the lesson plan. Based on the findings and discussion, the researcher found some points related to the implementation of process standard in teaching English in SMK Negeri 1 Gianyar, namely: a) The English teachers at SMK Negeri 1 Gianyar still had problems in term of planning process standard in teaching English. It was found that the all subjects did not make the preparation for teaching English by themselves. They made it because of the formal supervision only. b) The English teachers at SMK Negeri 1 Gianyar did not fully apply the process standard in teaching English.c) It was found that the types of assessment used by the subjects in their lesson plan were spoken and written test. The assessment was not considered relevance because It did not cover three domains of learning. They were: cognitive domain, affective domain and psychomotor domain. In cognitive domain the teacher did not ask the students to produce sentences and answering questions based on the topic. In affective domain, the teacher did not ask the students to work in pair to make a dialog. The last in psychomotor domain, they did not ask the students to perform their work.keyword : Process standard, Lesson plan, Assessment, Language learning and language teaching
DEVELOPING MATERIALS TO PROVIDE LANGUAGE LEARNING ENVIRONMENT TO SUPPORT GRADE 5 STUDENTS’ LITERACY SKILLS IN ENGLISH Himadara, Ida Ayu; Marhaeni, A.A.I.N; Putu Artini, Luh
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (167.531 KB) | DOI: 10.23887/jpbi.v1i0.709

Abstract

ABSTRACT This study aimed at describing the English literacy coverage of grade 5 students of Primary Schools in Bali, developing materials to support grade 5 students? English literacy skills, and investigating the quality and the effectiveness of the developed materials in supporting grade 5 students? English literacy skills. The subjects of this study were the grade 5 students of  Public Primary Schools in Bali. The data were gathered through documentation, expert judgment, observation, syllabus analysis, conducting test and questionnaires. Based on the competency standard and the basic competence in the syllabus, the English Literacy coverage were about understanding and copying some simple texts and sentences. The materials that need to be developed were based on the topics in the syllabus used by the schools. The developed materials were classified into 4 topics: Animals, Food and Drink, Classroom Objects, and Public Places. The materials designed were emphasized on the practices of English literacy skills which consisted of Topical Vocabulary, Grammar Focus, Everyday Expression, Language Games and Time for Story.  The quality measurement showed Sr<4.485=3.6<4.485, means that the materials were categorized as good materials. The effectiveness of measurement showed that the materials of Rich Language Learning Environment are effective to support the grade 5 students? English Literacy Skills.   Keywords: TEYL, Literacy Skills, Rich Language Learning Environment
DEVELOPING RICH LANGUAGE LEARNING ENVIRONMENT TO SUPPORT SIXTH GRADE STUDENT’S ENGLISH LITERACY SKILLS IN PRIMARY SCHOOLS IN BALI PROVINCE Nurpratiwi, Ni Made; Artini, Luh Putu; Marhaeni, A.A.I.N.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (152.113 KB) | DOI: 10.23887/jpbi.v1i0.739

Abstract

Abstract This study was a research and development (R&D) which aimed at finding out the literacy coverage of English teaching; investigating what materials need to be developed to help students progress with their literacy skills in English; investigating the quality of the developed material; and finding the effect of material developed upon students? English literacy skills. The instruments used to collect the data in this study were checklist, scoring rubric, observation sheet, questionnaire and test. The material develop in this study was based on criteria of good material proposed by Tomlinson. The result of the study shown that the limited time in studying English at school resulted in limited chance to experience with literacy activities. There are three topics need to be inserted in this study, those are: transportation, occupation and parts of house. The new materials were created by using Multiple Literacy Experiences proposed by Winch (2006) and the criteria of good material proposed by Tomlinson. The RLLE material had high validity and practically where the value of validity was 4.37 (Good) and for practically could be categorized into Excellent. It can be concluded that RLLE material was proven to be effective to support the sixth grade students? literacy skills. Key Words: English literacy, rich language learning environment, material development.
A COMPARATIVE EFFECT OF SELF ASSESSMENT COMBINED WITH STUDENTS’ AND TEACHERS’ FEEDBACKS ON THE STUDENTS’ WRITING COMPETENCY BASED ON TEXT TYPES IN SMA N 4 SINGARAJA. Dyutami Maharani, Nyoman; Tantra, Dw. Komang; Artini, Luh Putu
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (387.911 KB) | DOI: 10.23887/jpbi.v1i0.748

Abstract

Abstract This study aimed at comparing the effect of Self-Assessment combined with students? and teachers? feedback on students? writing competency based on text types in SMA N 4 Singaraja. The research design is Post-test only comparison group design with 2x3 Factorial Design. This study is an experimental research which is involving three variables. The first variable is independent variable, that is, Self-Assessment (A) with two levels namely Self-Assessment with Students? Feedback and Self-Assessment with Teachers? Feedback. The second variable is the moderator variable that is text types (B) with three levels namely Descriptive, Narrative, and News Item. The third variable is the dependent variable, that is, Writing Competency (Y). From the result of the study it could be conclude that writing competency of students who were taught using self-assessment combined with teacher feedback is better than those who were taught using self-assessment combined with students? feedback. Therefore, the first conclusion which can be made from this research is self-assessment combined with teacher feedback which was used to treat the students of X2 grade students of SMA N 4 Singaraja can affect better toward students? writing competency than the self-assessment combined with students? feedback which was used to treat the students of X3 grade students. Considering the variable of text type in writing, it was found that, narrative text was the higher score among the three text type in both students who were taught using self-assessment combined with teachers? feedback and students who were taught using self-assessment combined with students? feedback.   Key words: writing competency, self-assessment, feedback and text type
Developing Self-Assessment for Writing Competency of Grade 8 Junior High School Students in Denpasar ., NI PUTU PRASANTI DEVI; ., Prof. Dr. A. A. I. Ngurah Marhaeni,MA; ., Dra. Luh Putu Artini, MA., Ph.D.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 2, No 1 (2014)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (307.259 KB) | DOI: 10.23887/jpbi.v2i1.1384

Abstract

Penelitian ini bertujuan untuk mengembangkan instrumen self assessment untuk meningkatkan kompetensi menulis siswa sekolah menengah pertama kelas 8 di Denpasar . Penelitian dan Pengembangan digunakan dalam penelitian ini. Analisis kebutuhan dilakukan di tiga sekolah yang berbeda di Denpasar untuk mendapatkan kebutuhan yang diperlukan oleh guru. Terdapat dua metode yang digunakan dalam penelitian ini yaitu kuesioner dan wawancara . Hasil wawancara dan kuesioner kemudian dianalisis untuk mengetahui jenis self-assessment yang dibutuhkan . Berdasarkan analisis kebutuhan , ditemukan bahwa guru memerlukan self -assessment yang berfokus pada pengembangan siswa . Hasil analisis kebutuhan kemudian digunakan sebagai data untuk mengembangkan instrumen. Penelitian ini menggunakan model ADDIE dalam mengembangkan instrumen yang merupakan pendekatan sistematis untuk proses desain pembelajaran terdiri dari langkah-langkah model meliputi Analisis , Desain , Pengembangan , Implementasi , dan Evaluasi . Selanjutnya, untuk mengetahui kualitas instrumen, self-assessment prototipe dinilai oleh expert judges dan guru . Temuan ini menunjukkan bahwa kualitas instrumen yang dikembangkan adalah baik berdasarkan hasil jugdments ahli dan guru . Dengan demikian, alat penilaian berbentuk self-assessment direkomendasikan untuk digunakan karena akan memberikan kontribusi yang berarti bagi pengembangan keterampilan menulis di sekolah-sekolah SMP di Denpasar .Kata Kunci : kompetensi menulis, penilaian diri, This study aimed at developing self-assessment instrument to improve the writing competency of grade 8 junior high schools students in Denpasar. Research and Development was employed for this study. The need analysis was conducted in three different schools in Denpasar resulting the needs required by the teachers. There were two methods used in this study namely questionnaire and interview. The result of the interview and the questionnaire were analyzed in order to know the kind of self assessment needed. Based on the need analysis, it was found that the teachers needed self assessment which focuses on the development of students. The result of the need analysis then used as a data to develop the instrument. This study used ADDIE model in developing the instrument which is a systematic approach to the instructional design process consist of for the steps of the model includes Analysis, Design, Development, Implementation, and Evaluation. Furthermore, in order to find out the quality of developed self- assessment instrument the prototype were measured by judges and teachers. The finding shows that the quality of the developed instrument was good based on the result of the expert judgments and user judgement. Thus, the self assessment instrument is recommended to be used as it will result a meaningful contribution to the development of writing skills in junior high schools in Denpasar.keyword : self-assessment, writing competency
Model Konseptual Pembelajaran Bahasa Inggris Berbasis Budaya Untuk Sekolah Dasar di Bali Padmawati, Ni Nyoman; Nitiasih, Putu Kerti; Artini, Luh Putu
Jurnal Pendidikan dan Pengajaran Vol 42, No 3 Okt (2009)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (67.393 KB) | DOI: 10.23887/jppundiksha.v42i3 Okt.1758

Abstract

Penelitian ini dirancang untuk menciptakan suatu model pembelajaran Bahasa Inggris yang berbasis budaya di sekolah dasar. Penelitian ini merupakan bagian dari penelitian yang lebih besar yang menggunakan rancangan penelitian pengembangan (R&D) yang di tahun pertama bertujuan untuk menciptakan model konseptual tentang pembelajaran Bahasa Inggris berbasis budaya. Penelitian  ini menggunakan populasi sekolah dasar yang ada di Bali dan pemilihan sampel dilakukan dengan teknik multi-stage sampling. Data dikumpulkan dengan menggunakan kuesioner, analisis dokumen dan dilengkapi dengan wawancara dan ditriangulasi dengan menggunakan ex-pert judgement. Hasil analisis data adalah  dihasilkannya model konseptual pembelajaran Bahasa Inggris yang berisi tentang standar kompetensi Bahasa Inggris sekolah dasar, kompetensi dasar, tema/materi yang harus diajarkan untuk mencapai kompetensi, pendekatan, metode/strategi, dan assessmen yang digunakan untuk menilai kompetensi siswa dalam pembelajaran Bahasa Inggris. Model konseptual ini akan menjadi dasar pengembangkan modul dan perangkat pembelajaran Bahasa Inggris sekolah dasar yang akan dikerjakan di tahun kedua sebagai tahap lanjutan penelitian ini.Kata kunci: model pembelajaran bahasa Inggris, kompetensi
CODE-SWITCHING IN AN INDONESIAN-FRENCH MIXED MARRIED FAMILY Purniawati, Sang Ayu Putu Ari; Artini, Luh Putu; Adnyani, Ni Luh Putu Sri
Lingua Scientia Vol 26, No 2 (2019)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (148.582 KB) | DOI: 10.23887/ls.v26i2.22470

Abstract

Code-switching is a common phenomenon in bilingual/multilingual community. The study investigates the code-switching from grammatical view in a mixed married of Indonesian-French wife-husband. The participants of the study were the mixed married and their three children. The data were obtained through video recording, observation, note-taking, and anecdotal recording of daily conversations between or among the family members in house domain that were analyzed qualitatively. It is found out that they commit code-switching either Inter or Intra-sentential one in communicating to each other.
THE IMPLEMENTATION OF VARIOUS GROUPING STRATEGIES IN ENGLISH CLASSES IN JUNIOR HIGH SCHOOLS IN SINGARAJA: A DESCRIPTIVE STUDY ., I Wayan Purnawirawan; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Dr.Sudirman, M.L.S
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.v5i2.11097

Abstract

Penelitian ini bertujuan untuk mendeskripsikan bagaimana strategi pengelompokan direncanakan oleh guru bahasa Inggris, bagaimana strategi tersebut diterapkan dan bagaimana persepsi siswa terhadap penerapan strategi pengelompokan di kelas bahasa Inggris. Rancangan penelitian ini adalah desain deskriptif kualitatif. Data dikumpulkan dengan menggunakan lima instrumen, antara lain observasi kelas, pedoman wawancara, dokumentasi, kuesioner dan daftar strategi pengelompokan. Subjek penelitian ini adalah tiga guru bahasa Inggris dan 99 siswa dari tiga SMP negeri yang berbeda di Bali Utara. Sekolah dipilih melalui random sampling. Hasilnya menunjukkan bahwa guru bahasa Inggris merencanakan strategi pengelompokan di kelas bahasa Inggris. Terdapat dua belas rencana pelajaran yang digunakan oleh guru di berbagai sekolah menengah pertama di Singaraja pada delapan belas kali pertemuan. Pada rencana pelajaran, guru merencanakan strategi STAD, di mana siswa dibagi menjadi kelompok yang terdiri dari empat sampai lima siswa. Kemudian, kelompok ditugaskan untuk mendiskusikan materi yang diberikan oleh guru. Berdasarkan delapan belas observasi kelas, para guru menerapkan teknik STAD, Jigsaw, Think-Pair-Share dan Team Games Tournament. Berdasarkan hasil kuesioner, ditemukan bahwa siswa memiliki persepsi positif tentang penerapan strategi pengelompokan di sekolah menengah pertama di Singaraja.Kata Kunci : Rencana Guru, Strategi Pengelompokan, Persepsi Siswa This study aimed at describing how grouping strategies were planned by English teachers, how those strategies were implemented and how students perceived the implementation of grouping strategies in English classes. The design of this study was a descriptive qualitative one. The data were collected by using five instruments, those are, classroom observation, interview guide, documentations, questionnaire and grouping strategies checklist. The subjects of this study were the three English teachers and 99 students from three different public junior high schools in North Bali. The schools were decided through random sampling. The result showed that English teachers planned grouping strategies in English classes. There were twelve lesson plans used by teachers in different junior high schools in Singaraja on eighteen times of meetings. On lesson plans, the teacher planned STAD strategy, in which students were divided into groups of four to five students. Then, the groups were assigned to discuss material given that was by the teacher. Based on eighteen classroom observations, the teachers implemented STAD, Jigsaw, Think-Pair-Share and Team Games Tournament technique. Based on the result of questionnaire, it was found that students had positive perception about the implementation of grouping strategies in junior high schools in Singaraja.keyword : Teachers’ Plans, Grouping Strategies, Students’ Perception
AN ANALYSIS OF QUESTIONING MODIFICATIONS EMPLOYED BY TEACHER IN EFL CLASSES OF GRADE 11 OF SMA NEGERI 2 BANJAR ., I PT AGUS KUSUMA W; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Luh Diah Surya Adnyani, 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.v5i2.15092

Abstract

This present study aimed at analyzing the frequency of teacher asking questions in EFL classes of grade 11 of SMAN 2 Banjar, describing the types of questioning modifications employed by the teacher, and finding out the reasons for the teacher to modify the questions. The present study was a descriptive-qualitative study with an English teacher as the subject. In collecting data, four kinds of instrument were used, namely, the researcher, video recorder, audio recorder, and observation sheets. The video recorder and observation sheets were used to get data in form of questions and questions modification employed by the teacher. In addition, the audio recorder was used to get data in form of reasons for teacher to modify the questions. The result of this study revealed that the English teacher employed three types of question with difference frequencies of occurrence. They were procedural question (49%), convergent questions (31%), and divergent questions (20%). It was also revealed that the teacher employed seven types of question modification, namely, repeating or rephrasing (27.0%), narrowing by means of clues (11.0%), rephrasing with alternative or “or-choice” (2.5%), wait-time (13.5%), translating the questions into L1 (43.0%), translating the question into English (1.0%), and code mixing (2.0%). In addition, the reason for the teacher to modify the questions was dominantly to help the students understand the question.keyword : English language teaching, questions, question modification
Co-Authors ., Desi Nursari Andayani ., Desi Nursari Andayani ., Dewa Ayu Novi Kusumawardani ., Dr. Sudirman, M.L.S ., Dr. Sudirman, M.L.S ., Dwi Putri Widiantari Ni Made ., Dwi Putri Widiantari Ni Made ., Gusti Ayu Yulia Andarini ., Gusti Ayu Yulia Andarini ., I Gede Made Adi Kerta Yasa ., I Gede Made Adi Kerta Yasa ., I Gst Ayu Lisna Listiari ., I Gusti Ngurah Putra Aryana ., I Gusti Ngurah Putra Aryana ., I PT AGUS KUSUMA W ., I Putu Chandra Guna Krisna ., I Wayan Doder Sumirta ., I Wayan Doder Sumirta ., I Wayan Purnawirawan ., Ida Ayu Putu Putri Gita Sari ., Ida Bagus Gede Suaditya ., Komang Dita Amanda Febriawati ., Komang Dita Amanda Febriawati ., Komang Gede Suardiyasa ., Komang Gede Suardiyasa ., Komang Hendra Gunawan ., Luh Putu Swasti Ayuningtyas ., Made Ade Krisna Kurniarta ., Made Ade Krisna Kurniarta ., MADE DYAN WIDHIADNYANI KUNDE ., Ni Ketut Arie Suasti Wahyuni ., Ni Ketut Arie Suasti Wahyuni ., Ni Luh Karisma Dewi ., Ni Luh Karisma Dewi ., Ni Luh Putu Mahachintya Supraptyanti ., Ni Made Ari Widyantari ., Ni Made Ari Widyantari ., Ni Made Wit Cittaningsih ., Ni Made Wit Cittaningsih ., Ni Md Pande Candra Sapitri ., Ni Md Pande Candra Sapitri ., Ni Nyoman Arsini ., Ni Nyoman Arsini ., Ni Putu Ekayanthi ., Ni Putu Mirna Sari ., Ni Putu Mirna Sari ., Ni Wayan Devi Astuti ., Ni Wayan Devi Astuti ., Ni Wayan Devi Crisnady ., Ni Wayan Devi Crisnady ., Ni Wayan Erarani ., Ni Wayan Erarani ., Ni Wyn Deni Apriani ., Ni Wyn Deni Apriani ., Nyoman Ayu Purnama Dewi ., Putu Indah Darmayani ., Putu Indah Darmayani A.A.I.N. Marhaeni Adhiwiguna, I Made Agus Adnyani, Ni Luh Putu Sri Adnyani, Ni Putu Ahmad . AHMAD MUNIR Ahmad Zamzam Alexandra, Natasha Filya Anak Agung Istri Ngurah Marhaeni andrea, kadek niko Antini, Ni Komang Ayu Ariantini, Kadek Puspa Artini, Ni Nyoman Audina, Ira Putri Bakti, Windy Kurnia Cahya, Wahyu Dwi Cahyani, Putu Novi Trisna Candra Dewi, Made Raninta Dasa, Agung Krsna Lila Desak Ketut Indriyani Desyantaningsih, Ni Made Anggreoni Devi Ariningsih, Ni Ketut Devi, Madhu Sri Dewa Ayu Andhina Maretha Putri Dewa Ayu Dyah Surya Dewi ., Dewa Ayu Dyah Surya Dewi Dewa Ayu Eka Agustini Dewa Komang Tantra Dewa Putu Ramendra Dewantara, Kadek Andre Karisma Dewi, I Gusti Ayu Triska Sri Urmila Dewi, Ida Ayu Komang Trisna Dewi, Kadek Ayu Komala Dewi, Kadek Intan Rustiana Dewi, Komang Rista Liani Dewi, Ni Luh Putu Eka Sulistya Diantari, Ayu Melani Didit Suasta Adijaya Drs.Gede Batan,MA . Duta Kharisma, I Made Dw. Komang Tantra Dwi Susanti . EFENDI . Elizabeth Norista Era Adnyayanti Ni Luh Putu Gede Agus Permadi Gede Sutrisna Gusti Agung Ayu Made Indah Pradnyawati . GUSTI AYU PUTU OLIARNI . Gusti Putu Rustika Dewi Hapsari Oka, Ida Ayu Puspitha Pradnya Haryanti, Novi Diah Hendra Yani, Kadek Nila I Gede Angga Pradipta Saputra ., I Gede Angga Pradipta Saputra I Gede Budasi I Gede Gangga Suwana . I Gede Pratama Danan Jaya . I Gusti Ayu Diah Pusparini ., I Gusti Ayu Diah Pusparini I Gusti Ayu Dwi Parwiti ., I Gusti Ayu Dwi Parwiti I Gusti Ayu Komang Putri Tri Wahyuni I GUSTI AYU WARDHANI . I GUSTI NGURAH OCTOVA SEVENTILOFA . I Ketut Trika Adi Ana I Ketut Trika Adi Ana I MADE DWI JAYA PRADITYA . I Made Hardi Setiawan I Made Mega Adnyana I Made Yudhy Lesmana Dinatha . I Nyoman Adi Jaya Putra I Putu Andre Suhardiana I Putu Indra Kusuma I Putu Ngurah Wage Myartawan I Wayan Agus Setiyawan . I Wayan Edi Gunawan . I Wayan Suarnajaya I WAYAN SUTENA . I Wayan Swandana I.G.A. Lokita Purnamika Utami Ida Ayu Himadara Ida Ayu Kade Putri Pradnyani . IDA AYU MADE ISTRI UTAMI . Ida Ayu Putu Anugrah Widiantari Ida Ayu Putu Nila Rusmayanti Jamaludin . Juliani, Made Dian Juniarti, Ni Wayan Junita Friska Kadek Anggi Pratiwi Anugraha KADEK DEVY MARLENI . Kadek Kusumadewi . Kadek Lelyana Rastari Kadek Sintya Dewi Kadek Sonia Piscayanti Kadek Widiani . Kadek Yogi Parta Lesmana Kadek Yunita Dewi Kerti Nitiasih Ketut Sujana Ketut Susiani Komang Ayu Mas Triana Dewi . Kristyaningdih, Ni Komang Lailiyah, Leni Laksmi, Ni Made Sintya Lestari, Ni Made Pebriyanti Lestari, Ni Putu Diana Eka Loviyani, Ni Putu Ayu Niya Luciana, Ni Luh Ratih Luh Diah Surya Adnyani Luh Gd Rahayu Budiarta Luh Gd Rahayu Budiarta ., Luh Gd Rahayu Budiarta Luh Gede Eka Wahyuni Luh Gede Meitha Trisna Utami . Luh Melin Udayanti ., Luh Melin Udayanti Luh Putu Eka Sulistia Dewi Luh Putu Restu Adi Utami M.L.S ., Dr.Sudirman, M.L.S M.Pd ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd M.Pd. ., Made Hery Santoso, S.Pd, M.Pd. Made Hery Santosa Made Surya Adi Putra Mahayana, Dwi Hendra Mahayoni, Ni Putu Tia marhaeni A.A.I.N Mudita, I Gede Nasril, Nasril Ni Kadek Marta Seridewi . Ni Kadek Nia Novita Wiliani . Ni Kadek Putri Pratiwi . Ni Kadek Yuli Cahyani Ni Ketut Ria Megawati . Ni Ketut Yuni Sumaharani Ni Komang Arie Suwastini Ni Komang Sri Mariati Ni L. G. Dian Pondika C Ni Luh Gede Eka Wahyuni Ni Luh Made Purnia Adi Ni Luh Putu Eka Sulistia Dewi Ni Luh Ratih Luciana NI MADE AYU SULASMINI . Ni Made Evi Agustini ., Ni Made Evi Agustini Ni Made Gita Anggriani Ni Made Kristianti Ni Made Lia Indra Dewi . Ni Made Nurpratiwi Ni Made Ratminingsih Ni Made Widayati Anggun Pratiwi ., Ni Made Widayati Anggun Pratiwi Ni Made Yuni Karya Dewi Ni Nyoman Padmadewi Ni Nyoman Padmawati Ni Putu Astiti Pratiwi Ni Putu Ayu Bella Damayanti Ni Putu Ayu Surya Utari Dewi ., Ni Putu Ayu Surya Utari Dewi Ni Putu Dewi Ersani Ni Putu Era Marsakawati Ni Putu Julia Eka Putri Ni Putu Oktaviana Dewi ., Ni Putu Oktaviana Dewi NI PUTU PRASANTI DEVI . Ni Putu Sutraningsih Ni Putu Wiraningsih Ni Wayan Juniari Ni Wayan Karmini . Ni Wayan Kristina . Ni Wayan Surya Mahayanti Nitiasih, Ni Putu Kerti Nugraha, I Gede Made Artha NURUDDIN . Nyoman Dyutami Maharani Nyoman Karina Wedhanti Nyoman Padmadewi, Ni Nyoman Purba Tribawa Giri ., Nyoman Purba Tribawa Giri NyomanAyu Sri Desi P.K. Nitiasih Padmadewi , Ni Nyoman Padmadewi, Ni Nyoman Padmadewi Pam Nilan Paragae, IGAPNS Permadi, Gede Agus Pratama, Putu Yoga Sathya Prawira, Ni Nyoman Pradnyani Prof. Dr. A. A. I. Ngurah Marhaeni,MA . Prof. Dr. Ni Nyoman Padmadewi,MA . Prof. Dr.I Ketut Seken,MA . Purniawati, Sang Ayu Putu Ari Putra, I Kadek Swartana Putra, Made Surya Adi Putri Balqis, Putri Putri, Ni Putu Julia Eka Putu Adi Krisna Juniarta Putu Bagus Suryawan Arijaya Putu Kerti Nitiasih Putu Suarcaya Putu Yoga Sathya Pratama Rahmad Husein Rahmayanti, Putu Ratama, I Putu Ratminingsih , Ni Made Ratnasari, Diana Rezandy, Made Aditya Pras Rismayanti, Luh Ayu Rita Vidyasari Rusnalasari, Zulidyana Dwi S.Pd. I Putu Ngurah Wage M . Sampurna, Marta Afrida Sandiyani, Ni Luh Kupit Sang Ayu Putu Ari Purniawati Saputra, Komang Yogi Septiani, Komang Shanmuganathan, Thilagavathi Sindu, I Gede Partha Suhardiana, I Putu Andre Sukadana, I Made Sukma Adisetiawan Sumaharani, Ni Ketut Yuni Sutrisna, I Putu Edi Sutrisna, I Putu Edi Tantri, Ni Nyoman Tari, Nirmala Udayana, I Made Ulandari, Sang Ayu Komang Yuli Utami, Luh Putu Restu Adi Verlinsti Vania Tamala Wahyudi, Gede Setia Wahyudi, Shafa Wahyuni, Ni Luh Gede Eka Wardani, Ni Komang Sri Warsini, Luh Mera Widiningsih, Made Adrina Widyawati, Ni Kadek Priska Ayu Wirasatya, Gede Didit Ogi Yanti, Made Dama Yohanes Satria Indra Yudha Yudha, Yohanes Satria Indra Zamzam, Ahmad