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A COMPARATIVE STUDY ON THE IMPLEMENTATION OF DEFENDS AND PLEASE STRATEGIES TOWARD STUDENTS WRITING COMPETENCY IN SMP N 2 SINGARAJA ., Ni Luh Karisma Dewi; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Kadek Sonia Piscayanti, 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.v5i2.13586

Abstract

Penelitian ini adalah penelitian eksperimen yang menginvestigasi perbedaan signifikan dalam kompetensi menulis siswa dengan membandingkan kelas dengan strategi DEFENDS dan kelas dengan strategi PLEASE. Untuk bisa menjalankan penelitian ini, siswa kelas 7 di SMPN 2 Singaraja dipilih untuk digunakan sebagai sample. 2 kelas diberikan perlakuan yang berbeda dengan mengimplementasikan DEFENDS and PLEASE strategy. Pre Test dan Post Test Non Group Design diimplementasikan dalam penelitian ini. Data mengenai kompetensi menulis siswa dikumpulkan melalui post test. Penelitian ini menunjukkan bahwa terdapat perbedaan yang signifikan dalam hal kompetensi mengajar antara murid yang diajar dengan strategi DEFENDS dan kelas yang diajar dengan strategi PLEASE. Ini dapat dilihat dari Sig (2-tailed) yang dibawah 0.05 yang berarti kompetensi menulis siswa dengan strategi DEFENDS (76.35) lebih tinggi dari strategi PLEASE (70.27). Hasil penelitian ini menunjukkan bahwa strategi DEFENDS lebih efektif digunakan dalam mengajar menulis, kususnya dalam menulis teks deskripsi. Kata Kunci : Strategi DEFENDS, Strategy PLEASE, Kemampuan Menulis This study was an experimental study investigated the significant difference in writing competency between the students taught by using DEFENDS and PLEASE strategies. To conduct this research the seventh grade students of SMP N 2 Singaraja in the academic year 2017/2018 were selected to be sample. Two classes were treated differently by implementing DEFENDS and PLEASE strategies. Pre Test-Post Test Non Control Group Design was implemented in this experiment. The data of students’ writing competency were collected by using post test. This research discovers that there is a significant difference in writing competency between the students’ taught by using DEFENDS strategy and those taught by PLEASE strategy. It is known from the probability value or Sig.(2-tailed) of 0.000 which is lower than 0.05. The mean score of the students writing competency taught by DEFENDS strategy (76.35) was higher than the mean score of the students writing competency (taught by using PLEASE strategy (70.27). This finding demonstrating that DEFENDS strategy is more effective for teaching writing, especially in the content of descriptive text.keyword : DEFENDS Strategy, PLEASE Strategy, Writing Competency
The Effect of Peer Feedback Technique on Students' Writing Achievement at Eleventh Grade Students in SMA Negeri 1 Kubutambahan ., Ni Ketut Arie Suasti Wahyuni; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Kadek Sonia Piscayanti, 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.v5i2.13591

Abstract

THE EFFECT OF PEER FEEDBACK TECHNIQUE ON STUDENTS' WRITING ACHIEVEMENT AT ELEVENTH GRADE STUDENTS IN SMA NEGERI 1 KUBUTAMBAHAN By I Ketut Arie Suasti Wahyuni, Nim 1312021236 English Education Department Ganesha University of Education ABSTRACT The aim of this research was to find out the effect of Peer Feedback technique toward students’ writing achievement of Eleventh grade students in SMA Negeri 1 Kubutambahan. This study was a quasi-experimental research which used post-test only control group design. The population of this study was 178 students from eleventh grade of SMA Negeri 1 Kubutambahan. The samples of this study were 34 students of XI MIPA2 and 32 students of XI MIPA3 of eleventh grade in SMA Negeri 1 Kubutambahan selected by administering cluster ramdom sampling technique. The data were analyzed quantitatively by using descriptive and inferential statistics analysis. It was found that the mean score of the experimental group was 85.62 while the mean score of the control group was 82.48. It means that the experimental group was better than the control group in term of their writing achievement. Additionally, the value of t-obs (sig.(3-tailed)) was 0.0001. Since the value of sig.(2-tailed) was less than 0.0 (p
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.
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): November
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
The Implementation of Mobile Assisted Language Learning (MALL) Strategy through Quizizz Application in Grammar Class of English Language Education UNDIKSHA ., Nyoman Ayu Purnama Dewi; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Kadek Sintya Dewi, 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.v5i2.18782

Abstract

Penilitian ini bertujuan untuk mendeskripsikan pengimplementasian strategi MALL (Mobile Assisted Language Learning) melalui aplikasi Quizizz di kelas grammar (mata kuliah Complex English Grammar) dan mengetahui bagaimana respons siswa terhadap penggunaan strategi MALL melalui aplikasi Quizizz di kelas grammar (mata kuliah Complex English Grammar). Penilitian ini merupakan penelitian deskriptif kualitatif, analisis deskriptif kualitatif digunakan untuk memberikan deskripsi detail tentang proses pembelajaran di kelas tentang pengimplementasian strategi MALL melalui aplikasi Quizizz di kelas bedasarkan data yang didapatkan melalui kelas observasi dan juga digunakan untuk mendeskripsikan respons siswa terhadap penggunaan strategi MALL melalui aplikasi Quizizz di kelas yang didapatkan melalui jurnal refleksi siswa. Penelitian ini dilakukan di kelas grammar (mata kuliah Complex English Grammar) di Jurusan Pendidikan Bahasa Inggris UNDIKSHA. Hasil dari penitian yakni; siswa-siswa mengikuti aktivitas pembelajaran dan pengajaran yang konsisten yang mana proses pembelajaran bedasarkan prosedur pembelajaran dan pengajaran, namun terdapat sedikit perbedaan pada pengadaan kuis menggunakan aplikasi Quizizz yaitu waktu yang ditentukan untuk mengerjakan kuis, topik dan sesi aktivitasnya. Sebagian besar siswa memberikan respons positif terhadap penggunaan strategi MALL melalui aplikasi Quizizz yaitu mereka merasa senang, tidak bosan, terhibur dan lain lain. Mereka juga mengaggap bahwa aplikasi Quizizz adalah aplikasi tambahan yang penting digunakan pada pembelajaran grammar. Namun, koneksi, kuota internet dan juga waktu yang terbatas dalam pengerjaan kuis menjadi hambatan dan kelemahan pada aplikasi Quizizz bagi sebagian besar siswa. Kata Kunci : Aplikasi Quizizz, Complex English Grammar, Mobile Assisted Language Learning, Strategi MALL This study aimed at describing the implementation of MALL (Mobile Assisted Language Learning) strategy through Quizizz application in grammar class and the students responses toward the use of MALL strategy through Quizizz application in grammar class (Complex English Grammar course). A descriptive qualitative analysis was used in this study to give detailed description about the implementation of MALL strategy through Quizizz application in the classroom based on the data collected from classroom observation and the students responses toward the use of MALL strategy through Quizizz application in teaching and learning process based on the data collected from students reflective journal. This study was conducted in a grammar class (Complex English Grammar course) of English Language Education UNDIKSHA. The results showed that; in implementing MALL strategy through Quizizz application in grammar class, the students followed consistent activity in which the teaching and learning process based on the teaching and learning procedure, but how the Quizizz application implemented were slightly different in terms of time allocated, topic and the session of activity to conduct Quizizz application. Most of students gave positive responses toward the use of MALL strategy through Quizizz application such as felt excited, happy, fun, not boring, entertaining, etc and also considered Quizizz as an important supplementary tool in learning grammar. However, internet connection, quota and time limitation given in answering questions became the weaknesses and limitations of Quizizz application for them. keyword : Complex English Grammar, MALL strategy, Mobile Assisted Language Learning, , Quizizz Application
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
DEVELOPING ENGLISH LITERACY-BASED ACTIVITIES FOR THE FIRST SEMESTER OF 4TH GRADE ELEMENTARY STUDENTS ., Dewa Ayu Novi Kusumawardani; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Luh Gd Rahayu Budiarta, 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.v5i2.18856

Abstract

Penelitian ini bertujuan untuk: (1) mendeskripsikan proses pengembangan Lembar Kerja Peserta Didik berbasis kegiatan literasi bahasa Inggris di kelas 4 SD semester ganjil; (2) lembar kerja berbasis kegiatan literasi bahasa Inggris untuk siswa kelas 4 SD sesmeter ganjil yang tervalidasi ; (3) menguji kualitas lembar kerja berbasis kegiatan literasi bahasa Inggris yang dikembangkan. Penelitian ini menggunakan model Design & Development (D&D). Data dalam penelitian ini dikumpulkan dengan cara: 1). Observasi; 2). Studi dokumen; 3). Kuisioner (Checklist); dan 4). Uji lapangan di Sekolah Dasar. Data yang diperoleh dianalisis secara kualitatif dan kuantitatif (uji-t). Hasil dari penelitian ini adalah: (1) deskripsi produk akhir berupa Lembar kerja Kegiatan Peserta Didik berbasis kegiatan literasi bahasa Inggris untuk siswa kelas 4 SD semester ganjil; (2) produk akhir yang dihasilkan dinyatakan valid berdasarkan penilaian ahli sebesar 140,0 yang tergolong kategori sangat baik; (3) hasil uji lapangan terbukti efektif meningkatkan keterampilan literasi bahasa Inggris siswa yang ditunjukkan melalui hasil uji-t, yaitu sebesar 6.43. Nilai uji t yang diperoleh adalah 0,000
Developing Literacy-based Activities in Teaching English as a Foreign Language for Toddlers ., Luh Putu Swasti Ayuningtyas; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Luh Gd Rahayu Budiarta, 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.v5i2.18866

Abstract

Literasi bahasa Inggris telah dianggap sebagai keterampilan yang penting bagi anak-anak. Akan tetapi, hal ini belum mendapat perhatian yang cukup dalam penerapannya, karena literasi Bahasa Inggris saat ini cenderung kurang berkaitan dengan literasi dunia nyata. Penelitian ini bertujuan untuk mengembangkan aktivitas literasi dalam mengajar bahasa Inggris sebagai bahasa asing untuk anak-anak, khususnya untuk siswa PAUD. Penelitian ini menggunakan Rancangan dan Pengembangan (D&D) sebagai desain, dimana model Richey dan Klein (2007) digunakan sebagai model dalam melakukan penelitian ini. Model ini dibentuk dalam empat tahapan yaitu analisis, desain, pengembangan, dan evaluasi. Guru dan siswa PAUD menjadi subjek dalam penelitian ini. Instrumen yang digunakan dalam mengumpulkan data adalah silabus dari TK Dwi Bahasa Aura Sukma Insani dan lembar evaluasi produk. Hasil dari penelitian menunjukkan bahwa kegiatan literasi dalam mengajar bahasa Inggris telah sesuai untuk tingkat PAUD. Ini diperoleh dari perhitungan yang menghasilkan skor 4.7 yang diklasifikasikan sangat baik. Dengan produk yang dikembangkan diharapkan buku untuk guru dapat digunakan dalam pengajaran bahasa Inggris, serta dapat meningkatkan keterampilan literasi bahasa Inggris bagi mereka.Kata Kunci : Aktivitas literasi, PAUD, buku guru. English literacy has been considered as a crucial life skill for young learners. However, this has not been given adequate attention on its implementation, as so far it was not connected to the real-world literacy. This study aimed at developing literacy activities in teaching English as a foreign language for young learners, especially for toddlers. The study used Design and Development (D&D) as the design, in which the model of Richey and Klein (2007) was used as the model in having this research done. This model consisted of four steps namely analysis, design, development, and evaluation. Teacher and students of toddlers became the subjects in this research. The instruments used in collecting the data were the analyzed syllabus from Aura Sukma Insani Bilingual Kindergarten and product evaluation sheet. This study found that the developed literacy activities for teaching has been suitable for the level of toddlers. This is confirmed from the calculation of product evaluation in the score of 4.7, meaning it is classified as Excellent. With the product developed, it was gratefully expected that the teacher’s book could be used in teaching English, as well as improving their English literacy skill.keyword : Literacy activities, toddlers, teacher’s book
TEACHER’S PERCEPTION OF SELF-DIRECTED LEARNING AND EFL STUDENTS’ LEARNING AUTONOMY DURING COVID-19 PANDEMIC Yanti, Made Dama; Artini, Luh Putu; Wahyuni, Luh Gede Eka
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 9 No. 2 (2021): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i2.32014

Abstract

The COVID-19 pandemic has forced academic institutions in Indonesia to implement online learning. As a result, teachers must prepare online learning strategies that can build students’ independent learning. This study aims to analyze teacher perceptions of independent learning, assigned activities in online learning, and independent learning components in activities. This study uses an embedded mixed-method approach. The methods used to collect data are observation, interviews, and questionnaires. The instruments used to collect data are self-rated questionnaires, observation tables, and classification tables. The technique used in analyzing the data is descriptive qualitative and quantitative statistics. The results of this study indicate that teachers feel they have knowledge about and in implementing Independent Learning. The teacher carries out the learning process in three parts: pre-activity, initial activity, and post-activity. However, there are only three components of Self-Directed Learning that are included in the action. In its activities, self-directed learning is when the teacher provides material, individual assignments, and assistance when needed. However, independent learning is no longer a reflection on post-activity because there is no feedback. Therefore, more effective and exciting learning activities are required.
Perceived Teaching Creativity and Observed Implementation of Creativity in Distance Learning Activities Adhiwiguna, I Made Agus; Artini, Luh Putu; Wahyuni, Luh Gede Eka
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 1 (2023): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v11i1.32076

Abstract

Creativity was significant in distance learning. As its importance, the teachers had to promote themselves of having a good creativity level in teaching. However, the teachers still lack variation in teaching.  Therefore, this research aimed to analyze the teachers’ perception and teachers’ observed teaching creativity in distance learning. The focus of the research was to identify the discrepancy between teachers’ perceptions and facts as observed in teaching creativity in the classroom. This research applied an embedded mix method. The data collection was done by using questionnaires, observation, and in-depth interviews. English teachers were chosen as the research subject. The data were analyzed quantitatively. The result demonstrated that  teachers perceived themselves as moderately creative in conducting distance learning. Teachers were categorized as unlikely creative in conducting distance learning. The discrepancy occurred since, on the one hand, teachers perceived themselves as moderately creative, while on the other hand, they did not meet the category of a creative teacher. It can be interpreted that teachers need to improve their creativity to avoid monotonous learning activities.
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 Agung Krsna Lila Dasa Ahmad . AHMAD MUNIR Ahmad Zamzam Alexandra, Natasha Filya Anak Agung Istri Ngurah Marhaeni andrea, kadek niko Antini, Ni Komang Ayu Audina, Ira Putri Bakti, Windy Kurnia Cahya, Wahyu Dwi Cahyani, Putu Novi Trisna Candra Dewi, Made Raninta 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 I Gede Angga Pradipta Saputra ., I Gede Angga Pradipta Saputra 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 Ketut Trika Adi Ana I MADE DWI JAYA PRADITYA . I Made Hardi Setiawan I Made Mega Adnyana I Made Sukma Adisetiawan Sukadana 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 Puspa Ariantini 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 Mera Warsini 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 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 Artini 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 Kerti Nitiasih Ni Putu Oktaviana Dewi ., Ni Putu Oktaviana Dewi NI PUTU PRASANTI DEVI . Ni Putu Sutraningsih Ni Putu Tia Mahayoni Ni Putu Wiraningsih Ni Wayan Juniari Ni Wayan Karmini . Ni Wayan Kristina . Ni Wayan Surya Mahayanti 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 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 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 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 Wardani, Ni Komang Sri 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 Zulidyana Dwi Rusnalasari