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an analysis of instructional material and the types of strategies that used for reading 2 course in english education department ., I Wayan Edi Gunawan; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Dewa Ayu Eka Agustini, S.Pd., M.S.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5457

Abstract

ABSTRAK Penelitian ini merupakan penelitian deskriptif kualitatif yang bertujuan untuk menganalisis relevansi bahan ajar dan jenis strategi pengajaran yang digunakan untuk Membaca 2 kursus dalam bahasa Inggris Departemen Pendidikan. Subyek penelitian ini adalah siswa yang telah diambil Membaca 2 kursus dan dosen yang telah mengajar Reading 2Course dalam bahasa Inggris Departemen Pendidikan. Penelitian ini merupakan penelitian deskriptif kualitatif yang memanfaatkan checklist dan kuesioner. Data yang dikumpulkan dari para juri ahli 'checklist, serta kuesioner dosen dan checklist, dan juga siswa diskusi kuesioner dan focus group. Data yang diperoleh dianalisis secara deskriptif. Temuan penelitian menunjukkan relevansi Bahan Ajar dan Reading 2 silabus dikatakan "Sedikit relevan" untuk digunakan sebagai sumber belajar bahasa Inggris Departemen Pendidikan siswa. Hal ini menunjukkan bahwa semua ahli memilih lebih dari 46% dari kriteria yang telah dicapai. Strategi pengajaran yang sering digunakan di Reading 2 saja wereDiscussion dan Instruksi Langsung. Hasil kuesioner dan diskusi kelompok terfokus dengan siswa dari 9 kelas yang berbeda menunjukkan fokus yang berbeda dari tujuan pembelajaran yang diperoleh oleh siswa dari setiap kelas karena perbedaan materi pembelajaran yang diberikan oleh dosen. Penggunaan strategi pengajaran yang juga tidak memenuhi kriteria pelajar dewasa ini gagal untuk mendorong motivasi siswa belajar. Kata Kunci : Kata kunci: keterampilan membaca, pembaca menengah, bahan ajar, bahan relevansi, dan strategi pengajaran. ABSTRACT This study was a descriptive qualitative research which aimed to analyze the relevance of instructional materials and the type of teaching strategies used for Reading 2 course in English Education Department. The purpose was to describe the relevance of the syllabus and instructional materials, as well as the quality of these learning materials, and to find out the students perception of Reading 2 course. The subjects of this research were the students who have taken Reading 2 course and the lecturer who have taught Reading 2 Course in English Education Department. This research was a descriptive qualitative research which was utilizing checklist and questionnaire. The data collected from the expert judges’ checklist, as well as lecturer questionnaire and checklist, and also students’ questionnaire and focus group discussion. The data obtained were descriptively analyzed. The finding of the research showed the relevance of Instructional Materials and the Reading 2 syllabus was said “Slightly Relevant” to be used as learning resource for English Education Department students. It showed that all experts choose more than 46% of criteria which had been reached. The teaching strategies that used frequently in Reading 2 course wasDirect Instruction. The questionnaire result and the focus group discussion with the students from 9 different classes showed different focus of learning objectives acquired by the students of each classes due to the differences of the learning material provided by the lecturer. The use of teaching strategies which also did not meet the criteria of adult learners was failed to encourage students’ motivation of learning. keyword : Keywords: reading skill, intermediate reader, instructional materials, relevance materials, and teaching strategies.
PENGEMBANGAN PAKET PERKULIAHAN READING BERKELANJUTAN JURUSAN PENDIDIKAN BAHASA INGGRIS UNDIKSHA Artini, Luh Putu
Prasi: Jurnal Bahasa, Seni, dan Pengajarannya Vol 12, No 02 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (375.591 KB) | DOI: 10.23887/prasi.v12i02.13918

Abstract

This research aims at developing the syllabus and instructional materials for Reading course series in English Education Department, Ganesha University of Education. This Reading course comprises four series: Reading I (Literal Reading), Reading II (Intepretive Reading), Reading III (Critical Reading) and, Advanced Reading (Reading from the Media). The research was inspired by preliminary findings about unclear transition and focus of each serial of reading course. These include the degree of complexity and coverage of the texts, instructional strategies and teaching strategies. As a matter of fact, reading is a stepping stone for developing other language skills such as writing, speaking and listening (Guthrie& Kirsch, 2007). The first year of the research has resulted in the adapted syllabus and blueprint for the material development. In the second year the instructional materials for levelled reading courses were developed and validated and was checked its relevance and readability. Data analysis found that the product was highly relevant to the syllabus and provide with Engliah language teaching. This indicates that the quality of the product can be categorized as very good and as systematic gradation, focus, depth and scope.
The Implementation of Independent Reading Literacy Activities in Secondary Education Cahya, Wahyu Dwi; Padmadewi, Ni Nyoman; Artini, Luh Putu
Journal of Education Research and Evaluation Vol 4, No 1 (2020)
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (932.644 KB) | DOI: 10.23887/jere.v4i1.23515

Abstract

The present study aimed at describing the implementation of independent reading literacy activities at SMA N Bali Mandara and how it affects students’ English literacy skills. This study followed case study design, and the primary data were obtained through interview, observation, and document analysis. The results of the study revealed that the implementation of independent reading literacy activities was applied in three stages: 1) the habituation stage; 2) the development stage; and 3) the learning stage. In the habituation stage, the school used silent reading to form reading habits. This positive habit maintained by providing students real-world literacy activities in the development stage to develop their reading interest through storybook writing and cooperative literacy program. In the last stage, the teachers implemented reading for enjoyment in the learning process through news reading and book review. The students’ average score in storybook writing was 90.6, in cooperative literacy program was 90.36, in news reading program was 90.2, and in book review was 90.47. The findings of this study indicate that independent reading literacy activities are effective to enhance students’ English literacy skills.
EFL Teachers’ Perception and Strategies for Integrating Character Education into the Lesson Putri, Ni Putu Julia Eka; Artini, Luh Putu; Wahyuni, Luh Gede Eka
Jurnal Pendidikan dan Pengajaran Vol 53, No 1 (2020): April 2020
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v53i1.19172

Abstract

The recent phenomena of moral degradation of Indonesian youth are responded by policy in moral and character education. Character education in schools is included in the curriculum and it must be integrated into the subjects matter. This study aims at investigating how English teachers perceive character education in the context of teaching English as well as the strategies in inserting character education into the lesson by conducting explanatory sequential mixed method design. The participants of this study were seventh and eighth grade English teachers in SMPN 6 Singaraja. The data were collected by means of questionnaire, observation sheet, and interview guide. As the result, this study revealed that English teachers had sufficient knowledge of Character Education concept. The way they implemented the character education did not really represent how character education should be inserted. Furthermore, they also were not sure of its impact to the students’ character development. It indicates that they had lack understanding of character education and the implementation of character education. The way English teachers integrate character education into further learning is discussed in a research discussion. Furthermore, enriching their knowledge of the character education should be the first step done.
Teachers' Readiness in Inserting the 21st Century Skills in the Lesson Plan in Teaching English Luciana, Ni Luh Ratih; Padmadewi, Ni Nyoman; Artini, Luh Putu; Budiarta, Luh Gd Rahayu
Jurnal Pendidikan dan Pengajaran Vol 53, No 2 (2020): JULY 2020
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v53i2.26406

Abstract

The 21st-century learning outcomes are essential to be achieved by the students nowadays. A lesson plan is one of the mediums used to insert the skills of the 21st century, which needed to be improved by the students. This study examined English teachers’ readiness in inserting the 21st-century skills in planning the lesson in the city area and suburb area of Badung Regency. This study belonged to a case study and was conducted using a sequential embedded mixed-method, in which mixed the quantitative results with qualitative results to get more valid data. A questionnaire consisted of 17 items used to know the readiness of English teachers, combined with the results on document analysis. Based on the results of the investigation, it showed inconsistent answers of English teachers in the city area and suburb area based on the results on questionnaire and document analysis. English teachers perceived they were ready to insert the 21st-century skills but, based on results on document analysis, it showed English teachers mostly added learning and innovation skills and information, media, and technology skills in the lesson plan. It is suggested English teachers should be more ready by looking up at the standardization of the 21st-century education then combined it with attending seminars on related topics about the implementation of the 21st-century skills.
PEMANFAATAN METODE LECTURING COMMITTEE DALAM MENINGKATKAN KUALITAS PERKULIAHAN Artini, Luh Putu
Jurnal Pendidikan dan Pengajaran Vol 43, No 3 (2010): Oktober 2010
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (63.052 KB) | DOI: 10.23887/jppundiksha.v43i3.126

Abstract

Penelitian ini bertujuan untuk meningkatkan kualitas perkuliahan dengan menerapkanmodifikasi metode ceramah (lecture) dalam perkuliahan Teaching English as a Foreign Language(TEFL) yaitu perkuliahan dipandu oleh panitia kuliah (Lecturing Committee) yang terdiri dari dosendan sejumlah mahasiswa. Dosen mengantarkan perkuliahan secara umum dan masing-masinganggota panitia mendapat bagian untuk menjelaskan secara terfokus dengan simulasi contohcontohyang riil untuk setiap konsep-konsep yang disampaikan. Metode ini berhasil membangunatmosfir baru dalam perkuliahan dimana setiap mahasiswa merasa termotivasi untuk mendengardan berpartisipasi dalam perkuliahan. Apalagi pada akhir setiap perkuliahan, panitia memberikankuis tentang materi yang telah disampaikan sehingga setiap mahasiswa mengembangkan strategibelajar mandiri sebelum perkuliahan berlangsung. Ini berdampak pada peningkatan hasil belajarpada mata kuliah TEFL tersebut.Kata-kata kunci: metode lecturing committee, kualitas perkuliahan, teaching English as aForeign Language
THE EFFECT OF BIG BOOKS AS TEACHING MEDIA ON THE THIRD GRADE STUDENTS’ READING COMPREHENSION IN EAST BALI ., I Putu Chandra Guna Krisna; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Ni Wayan Surya Mahayanti, 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.v5i2.15050

Abstract

Ini merupakan sebuah penelitian eksperimental yang bertujuan untuk mengetahui apakah ada atau tidak perbedaan yang signifikan pada pemahaman membaca siswa kelas 3 SD Baruna Gianyar. Penelitian ini berbentuk Quasi Experimental of Posttest Only Control Group Study. Populasi yang digunakan adalah siswa kelas 3 di SD Baruna Gianyar. Terdapat dua kelas yang dipilih sebagai sampel. IIIA ditetapkan sebagai kelompok eksperimental dan mendapat Big Book sebagai teaching media sedangkan kelas IIIB ditetapkan sebagai kelompok control yang diajar menggunakan media conventional dalam proses belajar mengajar. Data yang diperoleh dianalisis t-test melalui SPSS 16.0. data hasil dari analisis menunjukan bahwa siswa yang diajar menggunakan Big Books sebagai teaching media memperoleh nilai rata-rata yang lebih baik dibandingkan dengan kelompok control. yang mana kelompok eksperimental memperoleh nilai rata-rata 83.8571 sedangkan kelompok control memperoleh nilai rata-rata 78.8571. Hasil dari t-test juga menunjukkan bahwa nilai dari t-observed (tobs) adalah 2.068 dan nilai dari t-critical value (tcv) adalah 1.7334 . Hal itu menunjukkan bahwa nilai dari tobs lebih tinngi dari nilai tcv. Oleh karena itu, dapat disimpulkan bahwa ada perbedaan yang signifikan pada pemahaman mebaca siswa kelas 3 antara siswa yang diajarkan menggunakan Big Books sebagai media dan siswa yang diajarkan menggunakan media konvensional.Kata Kunci : Big Book, media, pemahaman membaca, pembelajaran anak-anak. This is an experimental study that aims to investigate whether or not there is a significant difference in reading comprehension between students who are taught using Big Books as teaching media and thus who were taught using conventional media in grade 3 SD Baruna Gianyar. This quasi experimental study employed Posttest Only Control Group design. The population was taken from the third graders in Baruna Gianyar Elementary School. Two classes were selected as samples in this study class IIIA was designated as experimental group and got Big Books as teaching media while class IIIB was designated as a control group using conventional media in teaching and learning process. The data obtained were analyzed using t-test via SPSS 16.0. The result of the data analysis showed that the students who were taught using Big Books as teaching media gained better average score in comparison to the control group. The experimental was 83.8571 while the control group obtained the average score of 78.8571. The result of t-test also shows that the value of t-observed (tobs) is 2.068 and the value of t-critical value (tcv) is 1.7334. in other words the value of the tobs is higher than the value of tcv. Therefore, it can be concluded that there is a significant effect of the use of Big Books as teaching media on students’ reading comprehension at third grade of elementary school students in SD Baruna Gianyar.keyword : Big Book, Media, Reading Comprhension, teaching young learner.
DEVELOPING HIDDEN OBJECT MEDIA FOR TEACHING ENGLISH AT THIRD GRADE ELEMENTARY STUDENTS IN SD LAB UNDIKSHA SINGARAJA ., Ida Ayu Putu Putri Gita Sari; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Ni Wayan Surya Mahayanti, 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.v5i2.12230

Abstract

Penelitian ini bertujuan untuk (1) mengembangkan ‘Hidden Object Media’ dalam pembelajaran Bahasa Inggris kelas tiga Sekolah Dasar dan (2) mengetahui kualitas dari penggunaan ‘Hidden Object Media’ untuk pembelajaran Bahasa Inggris kelas tiga di SD Lab Undiksha Singaraja. Subjek dari penelitian ini ialah tiga puluh tujuh siswa kelas III Sekolah Dasar di SD Lab Undiksha Singaraja pada semester genap tahun ajaran 2016/2017. Penelitian ini termasuk dalam jenis penelitian pengembangan yang berdasarkan pada lima prosedur ADDIE oleh Branch (2010) meliputi Analisis, Desain, Pengembangan, Implementasi dan Evaluasi. Dalam pelaksanaanya, penelitian ini menggunakan beberapa instrumen yaitu panduan wawancara, lembar observasi, kuesioner, rubrik dan catatan. Pada akhir penelitian ini, dihasilkan prototipe produk yaitu Hidden Object Media dalam bentuk handout. Hasil dari penelitian ini ialah empat buah Hidden Object Media yang dikembangkan berdasarkan silabus kompetensi, silabus analisis serta karakteristik dari media dengan topik Animals serta Body Parts. Setiap media yang dikembangkan terdiri dari panduan guru, cerita pendek, Hidden Object Handout, dan daftar kegiatan lanjutan yang dapat diterapkan. Dalam hal kualitas media, berdasarkan hasil dari pengujian ahli serta kuesioner guru, Hidden Object Media termasuk dalam kategori media yang sangat bagus. Maka dari itu, media ini cocok digunakan untuk pengajaran Bahasa Inggris kelas tiga Sekolah Dasar. Kata Kunci : hidden object media, handout, pembelajaran Bahasa Inggris untuk anak - anak This research aimed to (1) develop ‘Hidden Object Media’ in teaching English for third-grade of elementary school and (2) investigate the quality of ‘Hidden Object Media’ for teaching English at third-grade elementary students in SD Lab Undiksha Singaraja. The subject of this research was thirty seven of third grade students in SD Lab Undiksha Singaraja at even semester academic year 2016/2017. This research categorized as ‘Research and Development’ (R & D) in which it was following five procedures of ADDIE based on Branch (2010). The five procedures consist of Analyze, Design, Development, Implementation and Evaluation. In executing the procedures, some instruments were used to conduct this research. There was interview guide, observation sheet, item of questionnaire, rubric, and notes. In the end of this research, there was a prototype product named hidden object media which was in a form of handout. The result of this research is four hidden object media that were developed based on syllabus competences, syllabus analysis as well as characteristics of media developed based on two topics which are animals and body parts. Each media consist of teacher’s guidelines, brief story, hidden object handout, and list of possible post activities. In term of quality, based on the result of expert judgment and teacher’s questionnaire it was found that hidden object media were categorized as excellent media. Thus, this media was proper to use for teaching English for third grade students. keyword : hidden object media, handout, teaching English for young Learners
An Analysis of Male and Female Teachers’ Verbal Interaction in English Classes of Grade 11 at SMK Negeri 2 Denpasar ., Ni Putu Ekayanthi; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Dra. Luh Putu Artini, MA., Ph.D.
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.v5i2.11182

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan antara guru laki-laki dan perempuan di kelas bahasa Inggris dalam menggunakan verbal interaksi kepada siswa khususnya di kelas XI di SMK Negeri 2 Denpasar. Penelitian ini merupakan penelitian deskriptif kualitatif. Subjek yang digunakan yaitu guru bahasa Inggris laki-laki dan perempuan yang terdiri dari 2 guru bahasa Inggris laki-laki dan 2 guru bahasa Inggris perempuan. Penelitian ini menggunakan teori dari Flander yang di kenal dengan FIACS (Flanders Interaction Analysis Category System). Terdapat 10 kategori dari FIACS yaitu (1) Accepting feeling, (2) Praises or encouragement, (3) Accepts or uses ideas of students, (4) Ask questions, (5) Lecturing, (6) Giving direction, (7) Criticizing or justifying authority, (8) Students’ talk response, (9) Students’ talk initiation, (10) Silent or confusion. Penelitian ini menggunakan metode observasi dengan merekam kejadian di dalam kelas, kartu data dan wawancara terhadap guru sebagai data pendukung. Hasil yang didapat pada penelitian ini bahwa kategori tertinggi yang muncul yaitu kategori “students’ talk response” dimana siswa lebih dominan dalam verbal interaksi di dalam kelas pada saat proses belajar dan mengajar. Penelitian ini mengungkapkan bahwa tidak ada perbedaan yang signifikan antara guru laki-laki dan perempuan di SMK Negeri 2 Denpasar.Kata Kunci : Verbal interaksi, proses belajar mengajar, guru laki-laki dan perempuan. This study aims to describe the differences between male and female teachers’ verbal interaction in English classes in grade 11 at SMK Negeri 2 Denpasar. This research was qualitative descriptive, which involves 2 male and 2 female English teachers. This qualitative descriptive research used the theory by Flander which called FIACS (Flanders Interaction Analysis Category System). There were ten categories of this theory, they are (1) Accepting feeling, (2) Praises or encouragement, (3) Accepts or uses ideas of students, (4) Ask questions, (5) Lecturing, (6) Giving direction, (7) Criticizing or justifying authority, (8) Students’ talk response, (9) Students’ talk initiation, (10) Silent or confusion. This study used the method of video recording, observation sheet and interview to support the data. The finding reveals that the category with the highest frequency of occurrences was “students’ talk response” where the students more dominant in verbal interaction in the classroom during teaching and learning process, and there was no significant difference between male and female teachers at SMK Negeri 2 Denpasar.keyword : Verbal interaction, teaching and learning process, male and female teachers.
The Effect of Audio Visual Media on The Tenth Grade Students' Speaking Ability at SMA N 1 Sawan ., MADE DYAN WIDHIADNYANI KUNDE; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Nyoman Karina Wedhanti, 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.v5i2.18784

Abstract

ABSTRAK Penelitian ini bertujuan untuk mengetahui apakah ada pengaruh yang signifikan dari media audio visual pada kemampuan berbicara siswa di SMA N 1 Sawan. Penelitian ini adalah penelitian eksperimental yang menggunakan post-test only control group design. Populasi penelitian ini adalah 248 siswa dan sampel penelitian ini adalah kelas X IPA 1 dan kelas X IPB 1, di mana 36 siswa kelas X IPA 1 berada dalam kelompok eksperimen dan kelas X IPB 1 yang terdiri dari 36 siswa berada dalam kelompok kontrol. Instrumen yang digunakan untuk mengumpulkan data adalah tes berbicara, rencana pelajaran dan rubrik berbicara untuk menilai siswa berbicara. Data dianalisis secara deskriptif dan inferensial dengan menggunakan program SPSS 24. Hasil penelitian menunjukkan bahwa skor rata-rata kelompok eksperimen adalah 78,61 sedangkan skor rata-rata kelompok kontrol adalah 73,88. Ini berarti bahwa skor rata-rata pada kelompok eksperimen lebih tinggi daripada skor rata-rata pada kelompok kontrol. Hasil uji t menunjukkan 0,039 (Sig.2-tailed). Ini menunjukkan ada pengaruh signifikan media audio visual pada kemampuan berbicara siswa di SMA N 1 Sawan. Disarankan bahwa guru bahasa Inggris yang memiliki masalah serupa harus mencoba menggunakan media audio visual untuk mengajar berbicara. Kata Kunci : berbicara, mengajar berbicara, media audio visual ABSTRACT This study aimed to investigate whether there was a significant effect of audio visual media on the students’ speaking ability at SMA N 1 Sawan. The present study was an experimental research that used post-test only control group design. The population of this study were 248 students and the sample of this study was class X IPA 1 and class X IPB 1, where 36 students of class X IPA 1 was in experimental group and class X IPB 1 that consisted of 36 students was in control group. The instruments used for collecting the data were speaking test, lesson plan, teaching scenario for the treatment and speaking rubric for assessing speaking. The data were analyzed descriptively and inferentially by using SPSS 24 program. The result of the study showed that the mean of experimental group was 78.61 while the mean of control group was 73.88. It means that mean score in the experimental group is higher than mean score in control group. The result of t test showed .039 (Sig.2-tailed). This indicated there is a significant effect of audio visual media on the students’ speaking ability at SMA N 1 Sawan. It is suggested that English teachers who have similar problems should try using audio visual media for teaching speaking. keyword : speaking, teaching speaking, audio visual media
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