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All Journal INOTEKS : Jurnal Inovasi Ilmu Pengetahuan, Teknologi, dan Seni Jurnal Pendidikan dan Pengajaran PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Lingua Scientia Journal Language and Education Journal Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH) Jurnal IKA RETORIKA: Jurnal Ilmu Bahasa Jurnal Pendidikan Bahasa Inggris Jurnal Pendidikan Indonesia Jurnal Ilmu Sosial dan Humaniora Lingua Cultura Jurnal Pendidikan Bahasa Jurnal Pendidikan Bahasa Inggris JURNAL KONFIKS Jurnal Pemuda IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ETERNAL(english, teaching, learning, and Research Journal) Jurnal Studi Pemuda Language Literacy: Journal of Linguistics, Literature, and Language Teaching Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan Jurnal Dimensi Pendidikan dan Pembelajaran Linguistic, English Education and Art (LEEA) Journal Esteem Journal of English Study Programme Jurnal Ilmiah Pendidikan dan Pembelajaran Journal of Educational Research and Evaluation International Journal of Community Service Learning International Journal of Language and Literature Journal of Education Technology Journal of Psychology and Instructions International Journal of Elementary Education Jurnal Ilmiah Pendidikan Profesi Guru Journal on Education Voices of English Language Education Society JOURNEY : Journal of English Language and Pedagogy Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Jurnal Review Pendidikan dan Pengajaran (JRPP) ACITYA Journal of Teaching & Education Thinking Skills and Creativity Journal PROJECT (Professional Journal of English Education) Journal of English Language and Culture J-REaLL Jurnal Ilmiah Spectral Indonesian Values and Character Education Journal The Art of Teaching English as a Foreign Language (TATEFL) Journal of English Language and Education JEdu: Journal of English Education Journal of Educational Study Linguistic, English Education and Art (LEEA) Journal EBONY Indonesian Journal of Instruction Indonesian Journal Of Educational Research and Review Soshum: Jurnal Sosial dan Humaniora Tamaddun Yavana Bhasha: Journal of English Language Education Studies in English Language and Education IJLHE: International Journal of Language, Humanities, and Education Journey: Journal of English Language and Pedagogy
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MEMBERDAYAKAN KETERLIBATAN ORANG TUA DALAM PEMBELAJARAN LITERASI DI SEKOLAH DASAR Ni Nyoman Padmadewi; Luh Putu Artini; Putu Kerti Nitiasih; I Wayan Swandana
Jurnal Ilmu Sosial dan Humaniora Vol. 7 No. 1 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jish-undiksha.v7i1.13049

Abstract

Literasi memegang peranan sangat penting bagi setiap orang. Keberhasilan dalam literasi siswa terutama anak-anak memerlukan peran orang tua. Tujuan penelitian ini adalah menganalisis peran orang tua dalam mendukung program sekolah terutama dalam meningkatkan literasi siswa. Penelitian dilakukan di sekolah bilingual Bali Utara yang berbasis literasi dan memiliki program melibatkan orang tua. Penelitian ini dilaksanakan dalam bentuk penelitian deskriptif kualitatif. Data dikumpulkan melalui observasi dan wawancara, dan data dianalisis secara kualitatif. Hasil analisis data menunjukkan bahwa ada 6 jenis keterlibatan orang tua yang mencakup keterlibatan dalam bentuk  parenting,  komunikasi, sukarelawan, pemberdayaan belajar di rumah, kolaborasi dengan masyarakat dan pengambilan keputusan.  Meskipun keterlibatan orang tua memiliki tantangan tersendiri tetapi telah terbukti membantu peningkatan tidak hanya literasi siswa, dalam membaca dan menulis tetapi juga literasi dalam bidang lain yang mencerminkan literasi dunia nyata. Diharapkan hasil penelitian ini bisa menginspirasi pihak terkait tentang bagaimana memberdayakan peran orang tua untuk meningkatkan literasi siswa.Kata kunci: Keterlibatan Orang Tua, Literasi
Penggunaan English as Medium of Instructions (EMI) dan Konsekuensinya Terhadap Proses Pembelajaran Ditinjau dari Persepsi Siswa Luh Putu Artini
Jurnal Ilmu Sosial dan Humaniora Vol. 2 No. 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jish-undiksha.v2i1.16577

Abstract

Penelitian ini bertujuan menjelaskan penggunaan bahasa Inggris sebagai bahasa pengantar (EMI) di kelas, bagaimana persepsi guru dan siswa tentang penggunaan bahasa tersebut dan konsekuensinya terhadap proses pembelajaran. Data dikumpulkan dari empat sekolah menengah atas unggulan di Bali melalui rekaman penggunaan bahasa di kelas, kuesioner persepsi guru dan siswa terhadap penggunaan bahasa Inggris dan wawancara. Data dianalisis secara kualitatif deskriptif. Hasil penelitian menunjukkan adanya komitmen dari guru dan siswa untuk menggunakan bahasa Inggris sebanyak mungkin dalam proses pembelajaran walaupun baik guru maupun siswa memiliki keterbatasan dalam hal penguasaan bahasa asing tersebut. Data persepsi menunjukkan bahwa guru secara umum kurang percaya diri dalam menggunakan bahasa asing tersebut dalam proses pembelajaran. Secara konsisten siswa merasa bahasa Inggris yang digunakan oleh guru dalam mengajar kurang jelas. Sebagai kosekuensinya siswa mengalami kesulitan memahami pelajaran dan pengerjaan tugas-tugas. Penelitian ini memberikan bukti empiris tentang perlunya peninjauan kebijakan tentang pendidikan bilingual dalam konteks pendidikan formal di Indonesia.
Rich Language Learning Environment and Young Learners’ Literacy Skills in English Luh Putu Artini
Lingua Cultura Vol. 11 No. 1 (2017): Lingua Cultura Vol. 11 No. 1
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v11i1.1587

Abstract

This research aimed at developing rich language learning environment to help elementary school students develop their literacy skills in English. Shortage of professional English teachers in primary school, limited time allocation, as well as the lack of tools and facilities that support English language teaching and learning for young learners had resulted in students’ low literacy skills in English. It was tried out in six primary schools across Bali involving 12 teachers and 520 students. The data were collected through questionnaires, observation, interview, English literacy tests, and students’ literacy journals. Research finds that young learners should have the opportunity to learn by doing without too much intervention so that a natural process of learning could occur. The product comprises multiple literacy experiences in the form of five different texts. The findings reveal that the readability of the material is in the category of high. The systematic exposures of these materials to beginner learners of English have been proven to have the significant impact on their literacy skills. The highest improvement is found in word level (87,1%), followed by sentence level (56,2%), and discourse level (46,8%). The improvements are all confirmed at the significance level of 0,05. The research also finds that RLLE has the positive impact on the development of self-directed learning skills.
Bahasa Inggris Gede Sutrisna; Luh Putu Artini
RETORIKA: Jurnal Ilmu Bahasa Vol. 6 No. 2 (2020): Oktober 2020
Publisher : Magister of Linguistic, Postgraduated Program, Universitas Warmadewa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (316.171 KB) | DOI: 10.22225/jr.6.2.2315.131-138

Abstract

As a typical learning method which is grounded from a scientific approach, problem-based learning (PBL) does not only enhance students’ critical thinking but also helps them actively construct their knowledge and skill. The objectives of this study were to investigate the impact of PBL on (1) students’ speaking skill and (2) their attitude toward ELL. This study employed an embedded mixed-method design which combined one-group pretest-posttest and descriptive qualitative design. It involved a group of 41 students as the sample. The quantitative data were collected through pretest-posttest and questionnaire (closed-ended). Meanwhile, the qualitative data were obtained through observation and open-ended questionnaire. The findings of the study found that students demonstrated better speaking performance after being treated through PBL activities. Besides, they exhibited more positive behavioral, cognitive, and affective attitude toward ELL.
Schemes of Scaffolding in Online Education Ni Komang Arie Suwastini; Ni Putu Dewi Ersani; Ni Nyoman Padmadewi; Luh Putu Artini
RETORIKA: Jurnal Ilmu Bahasa Vol. 7 No. 1 (2021): April
Publisher : Magister of Linguistic, Postgraduated Program, Universitas Warmadewa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (299.874 KB) | DOI: 10.22225/jr.7.1.2941.10-18

Abstract

Scaffolding in learning has been argued to facilitate the students’ progress. As the educational paradigm inevitably shifts into online modes, strategies for scaffolding provision need to be adjusted. This study aimed to understand the nature of the online learning environment and explore the aspects, types, and methods of scaffolding provision in online learning contexts by adopting George's (2008) research method into a qualitative design. The data were collected from experts' opinions and previous studies, as published in reputable international journals, using Education Resources Information Center (https://eric.ed.gov/), Google Scholar (https://scholar.google.com), and Research Gate (https://www.researchgate.net) as the databases. The research result is presented in an informal method. The review reveals that critical aspects of scaffolding are contingency, fading, and transfer of responsibility, which are applicable in synchronous and asynchronous learning with the support provided by peers, teachers, or technology through static or dynamic interaction. Based on its purpose, the four types of scaffolding are procedural, conceptual, metacognitive, and strategic, which can be performed strategically in online contexts through orientation to the course structure, access to resource and tools, critical thinking development, guidance to problem-solving, provisions of hints, sufficient examples, probing questions, and providing constructive feedback. These findings imply the importance of implementing scaffolding strategies in online learning contexts, although further studies need to be conducted to provide more comprehensive scaffolding models.
Motivasi, Pengalaman, dan Harapan Kaum Muda Bali Bekerja di Kapal Pesiar Pam Nilan; Luh Putu Artini
Jurnal Studi Pemuda Vol 2, No 1 (2013): Pemuda Diantara Ruang Transisi
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (286.629 KB) | DOI: 10.22146/studipemudaugm.32057

Abstract

Artikel ini menjelaskan fenomena bekerja di kapal pesiar di kalangan kaum muda di Indonesia, khususnya Bali. Subjek penelitian adalah 35 orang yang terbagi menjadi 3 kelompok yaitu: calon pekerja, pekerja, dan pensiunan pekerja kapal pesiar untuk men dapat gambaran yang lengkap tentang motivasi, pengalaman dan harapan generasi muda Bali bekerja di kapal pesiar. Data menunjukkan bahwa calon pekerja memiliki motivasi tinggi untuk bekerja di kapal pesiar untuk memperbaiki ekonomi keluarga dan menggapai masa depan yang cerah. Kelompok pekerja menggambarkan beratnya bekerja di kapal pesiar yang tidak sejalan dengan apa yang dibayangkan oleh calon pekerja. Sementara pensiunan yang telah memiliki modal usaha dari bekerja selama 10-12 tahun di kapal pesiar mempunyai harapan untuk memulai sebuah usaha yang memiliki prospek yang bagus. Namun dengan kurangnya pengetahuan kewirausahaan dan ketrampilan mengelola usaha, mereka memiliki keragu-raguan dan bahkan harus mengalami kegagalan. Pe nelitian ini bisa dijadikan acuan bagi instansi  terkait di Indonesia untuk mendesain bentuk pelatihan kewirausahaan yang bisa membangun investasi modal manusia dan dapat menjadi terobosan pemerataan ekonomi di kabupaten-kabupaten yang memiliki tingkat kesejahtraan kurang.Kata kunci: pekerja kapal pesiar, pelatihan kewirausahaan, pemerataan ekonomi
LANGUAGE FUNCTION AND CHOICE IN CLASSROOM LANGUAGE USED BY EFL TEACHER IN SMP NEGERI 2 GIANYAR Kadek Yunita Dewi; Luh Putu Artini; Luh Gede Eka Wahyuni
Jurnal IKA Vol. 20 No. 1 (2022)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ika.v20i1.43437

Abstract

This study aimed to describe an analysis of language function and choice toward classroom language used by the EFL teacher in SMP Negeri 2 Gianyar. This study is descriptive qualitative research. The subject of this study is one EFL teacher, and the object of this study is classroom language implemented by one of the English teachers in SMP Negeri 2 Gianyar during distance learning. This study used one instrument with a checklist table and Chamot and O’Malley’s theory about academic language function to answer the research question. The study’s conclusion was used as guidance of the prospective teacher and EFL teacher to improve them in using many kinds of language functions during the learning process. The result showed that the EFL teacher in SMP Negeri 2 Gianyar often used five language functions: seeking information, explaining or informing, persuading, solving the problem, and greeting. 
Motivasi, Pengalaman, dan Harapan Kaum Muda Bali Bekerja di Kapal Pesiar Pam Nilan; Luh Putu Artini
Jurnal Studi Pemuda Vol 2, No 1 (2013): Pemuda Diantara Ruang Transisi
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/studipemudaugm.32057

Abstract

Artikel ini menjelaskan fenomena bekerja di kapal pesiar di kalangan kaum muda di Indonesia, khususnya Bali. Subjek penelitian adalah 35 orang yang terbagi menjadi 3 kelompok yaitu: calon pekerja, pekerja, dan pensiunan pekerja kapal pesiar untuk men dapat gambaran yang lengkap tentang motivasi, pengalaman dan harapan generasi muda Bali bekerja di kapal pesiar. Data menunjukkan bahwa calon pekerja memiliki motivasi tinggi untuk bekerja di kapal pesiar untuk memperbaiki ekonomi keluarga dan menggapai masa depan yang cerah. Kelompok pekerja menggambarkan beratnya bekerja di kapal pesiar yang tidak sejalan dengan apa yang dibayangkan oleh calon pekerja. Sementara pensiunan yang telah memiliki modal usaha dari bekerja selama 10-12 tahun di kapal pesiar mempunyai harapan untuk memulai sebuah usaha yang memiliki prospek yang bagus. Namun dengan kurangnya pengetahuan kewirausahaan dan ketrampilan mengelola usaha, mereka memiliki keragu-raguan dan bahkan harus mengalami kegagalan. Pe nelitian ini bisa dijadikan acuan bagi instansi  terkait di Indonesia untuk mendesain bentuk pelatihan kewirausahaan yang bisa membangun investasi modal manusia dan dapat menjadi terobosan pemerataan ekonomi di kabupaten-kabupaten yang memiliki tingkat kesejahtraan kurang.Kata kunci: pekerja kapal pesiar, pelatihan kewirausahaan, pemerataan ekonomi
The analysis of assessment instruments in English teacher lesson plans at junior high school in Singaraja Bali Desak Ketut Indriyani; Luh Putu Artini; Luh Diah Surya Adnyani
Journal of Research on English and Language Learning (J-REaLL) Vol 2, No 2 (2021): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v2i2.10118

Abstract

Education and Culture Ministry Regulation 81A Year 2013 has demanded teachers to use authentic assessment as a method of assessing students’ competences which is applied in English teachers’ lesson plans. This research aims to describe types of assessment instruments used in lesson plans, the relevancy between the assessments and indicators in the lesson plans, and the authenticity of assessment instruments used by English teachers as demanded by Curriculum 2013. The data were collected through document analysis of 20 English teachers' lesson plans from 4 Junior High Schools in Singaraja, Bali. The research model from Miles and Huberman (1984) was adopted in data analysis process. The instruments were derived and modified from principles of authentic assessment in Education and Culture Ministry Regulation 81A Year 2013. As the result, it was found that performance assessments and project assessment were used as the assessment types in the implementation of authentic assessment. The assessment instruments were relevant to the indicator of learning and the skills’ aspects in assessment instruments used was authentic as demanded by Curriculum 2013. 
Self-Directed on English Language Learning During Covid-19 Pandemic: Analysis of Teacher Perceptions and Student Learning Autonomy I Made Hardi Setiawan; Luh Putu Artini
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 4 No. 1 (2021): Mei 2021
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v4i1.31857

Abstract

Online learning causes students to learn more independently. This study aims to analyze the perception of English teachers about independent learning, describe the activities provided by the teacher in online learning, and identify the components of independent learning that can be identified in online learning activities. This research is qualitative. The research subjects in this study were English teachers who applied online learning. Data collection was carried out using questionnaires, observations, and identification tables. Questionnaires were used to collect data on English teachers' perceptions of self-learning. There are three questionnaires to collect teacher perception data; 1) Teachers' perceptions of SDL content knowledge, 2) teachers' perceptions of SDL implementation, and 3) teachers' perceptions of the impact of SDL. Observation is used to collect data on activities assigned by the teacher in online learning. The data is described into three segments, pre-activity, while-activity, and post-activity. The results showed that teachers claimed to know about self-directed learning, often applied SDL, and claimed SDL had a very influential impact on students. Teachers still have difficulty handling online learning, especially in pre-activities and post-activities. In this study, there is a discrepancy between the teacher's perception and real action. Of the seven indicators, teachers can only apply two indicators. There are indications that the application of self-directed learning in online learning has not been effective. Based on the study results, it can be concluded that English teachers still have difficulty implementing independent learning to increase student learning independence, especially in online learning.
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