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Teacher’s Strategies in Promoting The 21st Century Learning Skills on Online Class in Tourism Vocational High School Rezandy, Made Aditya Pras; Artini, Luh Putu; Dewi, Ni Luh Putu Eka Sulistya
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 4 No. 3 (2020): Oktober 2020
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v4i3.28037

Abstract

This study aimed to analyze the strategies of promoting 21st century learning skills used by English teachers on online class in tourism vocational high school. The strategies in promoting 21st century learning skills used by the English teachers were described using qualitative descriptive research design. The instruments used by teacher to collect the data were observation sheet to use for observing the strategies appeared during the online class activities; and interview guide to know the perspective of the English teacher about the supporting and the challenging factors in using the strategies. The findings showed that from 9 strategies, 7 of them are used by the teachers. The most used strategy is the first strategy: using relevant material and topic. On the other hand, the seventh strategy: Enhancing teamwork as the outcome is not used by all the subjects of this research. The reason which is told by most of the teachers is because of the difficulty they faced in conducting teamwork project during online class effectively due to the recent issue. From 9 strategies, using relevant material and exploiting technology into class activities are the most used by the teachers among others. And from Nine strategies provided, 8 strategies used by the English teachers. The only strategy which is not used is the seventh strategy: Teamwork as the outcome. The teachers stated that creating group work based activities through online is not easy.
The Implementation of Literacy Activities in Primary School Prawira, Ni Nyoman Pradnyani; Artini, Luh Putu; Marsakawati, Ni Putu Era; Padmadewi , Ni Nyoman; Ratminingsih , Ni Made; Utami, I G A Lokita Purnamika
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 7 No. 1 (2023): Maret 2023
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v7i1.56108

Abstract

School Literacy Movement is a program which has been voiced by the Indonesian Minister of Education and Culture since 2015. This program aimed to promote and support reading culture in school due to consistent unsatisfactory result of Program of International Student Assessment indicate the need for special effort to improve the young generation’s literacy skills.  This study aimed at analyzing such efforts in the school level. The study employed a qualitative research design which explored the types of literacy activities implemented in the school to support literacy movement program. Classroom observation and interview were conducted to collect the data from Bali Kiddy School. There were 2 teachers who gave their consent to be involved in this study. The data were analyzed descriptively. These phases include categorizing the data, presenting the findings, and evaluating and validating the data. The finding reveals that the schools have some strategies to engage students to read non-subject books, write reading response journal, do spelling and writing activities. To encourage children's literacy development, building a literacy environment where they are highly exposed to the language is essential.
The Implementation of Independent Reading Literacy Activities in Secondary Education Cahya, Wahyu Dwi; Padmadewi, Ni Nyoman; Artini, Luh Putu
Journal of Education Reseach and Evaluation Vol 4 No 1 (2020): February
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.
The Effect of E-Portfolio in Project-Based Learning toward Learner Autonomy and Writing Competency Devi Ariningsih, Ni Ketut; Artini, Luh Putu; Marsakawati, Ni Putu Era
Journal of Education Reseach and Evaluation Vol 5 No 1 (2021): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (315.91 KB) | DOI: 10.23887/jere.v5i1.29982

Abstract

The National Education objectives can be achieved through learning process and a valid assessment process. Assessment has a strong involvement in the learning process. The purpose of this study is to investigate the effect of e-portfolio in project-based learning toward learner autonomy and writing competency experienced by X MIPA students of SMA Negeri 7 Denpasar. The research design was post-test only control group design. The research instruments used were questionnaire and writing test. Questionnaire was used to test learner autonomy, while writing test was used to test students’ writing competency. Data were analyzed by employing One-way Anova and Manova. The results of this study showed that there is a significant effect of E-portfolio in Project-Based Learning toward learner autonomy and writing competency of X MIPA students of SMA Negeri 7 Denpasar. The mean score of students who were taught by using e-portfolio in project-based learning strategy is higher than the mean score who were taught by using conventional strategy. E-portfolio in Project-Based Learning also revealed potentially promotes students’ creativity, problem solving skills, and communication through technology skills. 
Teaching the 21st Century Skills (4Cs) in English Literacy Activities Ratama, I Putu; Padmadewi, Ni Nyoman; Artini, Luh Putu
Journal of Education Reseach and Evaluation Vol 5 No 2 (2021): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (398.696 KB) | DOI: 10.23887/jere.v5i2.30849

Abstract

This study aimed to investigate the kinds of 21st century skills (4Cs) in English literacy activities. The design of this research was descriptive qualitative. The subjects of this research were 120 students and 3 teachers in this school. The techniques of data collection were observation, interview, note taking, document analysis and documentation. The finding showed that there were five English literacy activities implemented in this school namely, reading response journal, news reading program, guiding object commentary, travel itinerary writing and cooperative literacy program. In the implementation of those English literacy activities, the teachers taught the 21st century skills (4Cs). In reading response journal, the 21st century skills taught were critical thinking, collaboration and communication skills. In news reading program and cooperative literacy program, all of those 21st century skills (4Cs) were taught.  In, guiding object commentary, there were three 21st century skills were taught namely critical thinking, creativity and communication skills. At last, there were three skills were taught in travel itinerary writing namely critical thinking, collaboration and creativity skills. In teaching the 21st century skills, the teachers still had challenges in teaching critical thinking, collaboration and communication skills. There was no challenge in teaching creativity skill in English literacy activities. This research was expected to be beneficial for the policymaker, schools, and teachers who had big effort in implementing effective literacy program in schools. Those activities and ways of teaching the 21st century skills could be adopted in order to enhance the level of literacy program.
Project-Based Learning in Teaching EFL Writing: An Analysis of the Effect on The 5 Dimensions of Writing Wardani, Ni Komang Sri; Artini, Luh Putu; Ramendra, Dewa Putu
Journal of Education Reseach and Evaluation Vol 5 No 2 (2021): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (437.254 KB) | DOI: 10.23887/jere.v5i2.31597

Abstract

Education has begun to see important constructivism in recent years to create effective teaching/learning strategies. There are several teaching models which are constructed based on constructivist theory. One of those models is Project-Based Learning. This study aims to analyze the effect of Project-Based Learning on students’ writing skill of grade IX students. This study implied embedded mixed method design, in which the quantitative data were considered as the main data. The data were collected through guided interview, observation, open-ended questionnaire, and writing test. Paired-sample t-test was used to analyze whether or not there is a significant difference in students’ writing skill before and after being taught using PBL, and Manova was used to analyze how project-based learning affected students’ writing skill in term of content, organization, structure, vocabulary, and mechanic. While the qualitative data were analyzed descriptively. The result showed that Project-Based Learning has significant effect on students’ English writing skill and it also affected the students’ writing skill in term of content, organization, structure, vocabulary, and mechanic (sig. =0.000 < α =0.05). Project-Based Learning also revealed potentially promotes students’ critical thinking, creativity, collaborative work, and enhances teacher’s satisfaction in teaching. In general, it can be concluded that Project-Based Learning significantly improves students’ writing skill of the grade IX students.
Reading Related Activities in English Textbook and How the Texts are Exploited in the Classroom Dewantara, Kadek Andre Karisma; Artini, Luh Putu; Wahyuni, Luh Gede Eka
Journal of Education Reseach and Evaluation Vol 6 No 3 (2022): August
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v6i3.48583

Abstract

Reading comprehension skill is an important requirement that must be possessed by students in learning English. To support students’ reading skill development, the role of the teacher and the learning materials are crucial. This study is an attempt to describe the reading related activities in English text book for Grade 9 and how the texts are exploited in the classroom by teacher. This study uses a descriptive qualitative which analyze the textbook used by the students and observe an English teacher who teach the ninth grade. The data of this research collected through document analysis, classroom observation, and interviews. The data were   analyzed through four processes of data analysis which involved data collection, data reduction, data display and conclusion. The study found that, there are five types of reading related activities contain in English textbook namely: skimming/scanning activities, lexical items activity, linking words activity, activating activity, and questioning activity. Besides that, the most frequent exploited text done by the teacher in the class are completing activity in the form of fill the blank, grammatical words activity, and identifying order of event activity. This research was limited in time, number of subjects and data source so further research is suggested for more generable findings.
Reading-Related Activities in English Textbook and How the Texts are Exploited in Junior High Schools Ni Kadek Yuli Cahyani; Artini, Luh Putu; Wahyuni, Luh Gede Eka
Journal of Education Reseach and Evaluation Vol 7 No 1 (2023): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v7i1.48784

Abstract

In order to make the teaching and learning reading process run effectively, it is important to consider the suitability of reading activities which contain in English textbook. This study aims to analyze reading-related activities that are available in English textbook for Grade 9 and observe how the reading texts are exploited in English classes by the English teacher. This study employed qualitative descriptive method in which the data collection was done through document analysis, classroom observation, and interview. The data were analyzed by the criteria of reading-related activities. The result showed that, there are several reading-related activities discovered from the English textbook of grade 9. Then, reading-related activities that occurred most frequently in the textbook are skimming/scanning-details (short answer) and questioning-short answer. Meanwhile, the English teacher use text exploitation strategies. According to the interview, the English teacher mostly relied on the existing reading activities in the English textbook. Thus, the use of English textbook in teaching and learning, especially the use of reading activities it is very essential in developing students' reading skill.
Peer Assessment-based Digital Literacy, EFL Students’ Reading Competency, and Engagement Lailiyah, Leni; Ratminingsih, Ni Made; Utami, IGA Lokita Purnamika; Artini, Luh Putu; Padmadewi, Ni Nyoman; Marsakawati, Ni Putu Era
Journal of Education Reseach and Evaluation Vol 6 No 4 (2022): November
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v6i4.53012

Abstract

In the 21st century, students must master digital literacy. During the COVID-19 pandemic, many students could still not use online learning support facilities. It has an impact on decreasing reading competence and student engagement. This study aims to determine the effect of peer assessment-based digital literacy on reading competency and engagement of EFL students during the post-COVID-19 pandemic. This research utilized a quasi-experimental design. A total of 10 groups of students participated in this study. Two groups of students were selected using cluster random sampling; 30 participants were assigned to the experiment, and 30 were assigned to the control group. The data instruments used two post-tests and a questionnaire. The dataset was statistically analyzed using One-way ANOVA and MANOVA, with assistance from SPSS version 26.0. The findings of this study implied that there was a significant effect of peer assessment-based digital literacy on the reading competency of EFL students; and there was a significant effect of peer assessment-based digital literacy on the EFL students' engagement. There is a simultaneous effect of peer assessment-based digital literacy on EFL students' reading competency and engagement. This study found that peer assessment-based digital literacy is one of the best ways to improve EFL students' reading competency and engagement. It is suggested that more research be done on this topic, not just on how well students read, but also on how motivated students are to learn, how students and parents see each other, how involved parents are, and what factors help and hinder students.
Instructional Media for Autistic Spectrum Disorder (ASD) Children: A Study on Need Analysis Padmadewi, Ni Nyoman; Artini, Luh Putu; Sindu, I Gede Partha; Shanmuganathan, Thilagavathi; Suarcaya, Putu; Dewi, Kadek Sintya
Journal of Education Reseach and Evaluation Vol 7 No 3 (2023): August
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v7i3.61558

Abstract

ASD children exhibit social functioning issues that indicate difficulty communicating with others and often do not understand why they have to have social interactions with other people. One way of helping them is to develop media based on their needs. This research aimed to analyze the specifications of the media required. The study is designed as a mixed-methods study. The data were collected using a questionnaire in the form of a survey and combined with interviews. The respondents to the survey consisted of 24 respondents from Malaysia, the Netherlands, Canada, and Indonesia, and include teachers from inclusive schools. The selection of the sample used purposive sampling techniques to ensure that they had background knowledge either in education, linguistics, or special education and were willing to be included in the research. The data were analyzed qualitatively and quantitatively. The results of the study show that the media have essential specifications that are: the media should be in the language that supports their learning; the media developed should be able to establish their purpose; the media developed should be able to provide learning support; the media should be in different variations to provide meaningful learning; the media should consider various factors that can affect their ability to access and benefit from different forms of media; the media should be meaningful for assessing students' progress and achievement; and the media should provide various functions. These specifications are the basis for developing the media based on the needs of students with ASD.
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