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Perspectives of Educated and Less-Educated Parents on EFL Teaching for Potentially Dyslexic Second-Grade Elementary Students Dewi, Komang Rista Liani; Artini, Luh Putu; Ana, I Ketut Trika Adi
Journal of English Language and Education Vol 10, No 3 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i3.835

Abstract

This study investigates how parents with different educational backgrounds support second-grade elementary students who are potentially struggling with dyslexia in learning English as a Foreign Language (EFL). The research explores their awareness of dyslexia and the strategies they employ to assist their children's language learning. Employing a qualitative case study design, data were gathered through classroom observations and semi-structured interviews with four parents at a school in central Singaraja. The findings indicate that educated parents tend to demonstrate greater involvement, including the use of digital tools, the establishment of structured study routines, and consistent communication with teachers. In contrast, less-educated parents commonly depend on repetition-based methods and hold the belief that their children’s challenges will pass over time.These contrasts highlight the importance of parental education in shaping support strategies and the need for stronger school-parent partnerships. The study also advocates for accessible resources and training to equip parents better to support their children’s literacy development, especially in EFL contexts.
Designing Project-Based Learning in research proposal writing: Its effect, problems, and scaffolding utilized Padmadewi, Ni Nyoman; Artini, Luh Putu; Ratminingsih, Ni Made; Suhardiana, I Putu Andre; Zamzam, Ahmad; Juniarta, Putu Adi Krisna
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.27408

Abstract

Project Based Learning (PBL) is highly important to be suited to the students needs as a guide in writing research proposals. The objectives of the study were to (1) describe the PBL design based on the students needs, (2) identify the problems encountered during the project writing, (3) describe the scaffolding utilized, and (4) analyze the effect of PBL implementation on the quality of students research proposal. The research used mixed methods in the form of a research and development design using the ADDIE model (which consists of steps of analyzing needs, designing the product of PBL, developing, and implementing it, and conducting evaluation). The participants were 20 respondents during the needs analysis, two lecturers, and three intact classes of 69 students during PBL implementation. Data were collected through questionnaires, interviews, a document study, and an experiment. A needs analysis was conducted using the Organizational Element Model (OEM), from which the PBL was developed. The data were analyzed using qualitative and quantitative analyses. The findings revealed that the PBL designed based on students needs has characteristics such as it is in the form of a framework and has systematic stages of teaching, being technology friendly, and being supported with various scaffoldings. The problems encountered concerned both grammar and content. The implementation of the PBL framework was found to have a significant effect on students research proposal writing in Research Method Course and develop their independence and learning autonomy.
AN ANALYSIS OF TEACHER’S SOCIAL MEDIA AND ITS RELATION TO POLITENESS THEORY Candra Dewi, Made Raninta; Padmadewi, Ni Nyoman; Artini, Luh Putu
JURNAL KONFIKS Vol 12 No 1 (2025): KONFIKS
Publisher : LEMBAGA PENELITIAN DAN PENGABDIAN PADA MASYARAKAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/konfiks.v12i1.18515

Abstract

The involvement of social media in people’s life marks the beginning of the Industrial Revolution 5.0. The abundance of post in social media can creat a public image of a certain professional. It also includes the creation of public image of a teacher. Teachers as a part of society also upload pictures and videos, but apparently they consider their job as to create a certain perception about themselves in front of the society. This study aims to examine the language used on teachers’ social media accounts in relation to face saving theory and politeness strategy. The data was gatherered from individuals who commented on these social media posts. The study involves two teachers who are actively engaged on social media platform. It employs a basic qualitative research approach, with data collected through observation. Thematic analysis was applied to interpret the observed data. The result reveal that the teachers maintain a positive self image by showcasing their achievements, professional experiences, and personal lifestyles online. Meanwhile, their followers tend to use positive politeness strategies, such as expressing appreciation and highlighting similarities, to acknowledge and support the teachers’ positive self presentation. The finding of this study enrich the theory of the politeness strategy used by a teacher to create their public image. The perception of students toward teacher’s public image can affect how the learning process is achieved later on in practical way. 
A Study of Strategy Preferences in English Language Teaching: Novice and Experienced Teacher Laksmi, Ni Made Sintya; Artini, Luh Putu; Dewi, Ni Luh Putu Eka Sulistia
International Journal of Language and Literature Vol. 9 No. 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v9i1.96096

Abstract

Teaching strategies have evolved along with curriculum changes, especially in English language teaching. Each teacher has different preferences regarding their teaching strategies. Various factors, including the length of teaching experience, influence these differences. However, few studies still discuss the preferences of teaching strategies used by novice and experienced teachers in teaching English, especially in implementing the Merdeka Curriculum. This study aims to describe these preferences at SMPN. This study used a qualitative descriptive method. Data were collected through a checklist of teaching strategies, observations, and in-depth interviews. The subjects of this study consisted of one novice English teacher and one experienced English teacher. The results showed that both teachers applied different teaching strategies. Therefore, this study is expected to be a practical reference for choosing teaching strategies that suit the needs of students and efforts to improve the quality of education. In conclusion, there are significant differences in teaching strategy preferences between novice and experienced teachers. The implication is that the results of this study can serve as a reference for educational institutions in designing teacher development programs that emphasize hands-on practice and collaborative observation. 
Teaching Strategies Preferences of Male and Female English Teacher in SMPN 4 Singaraja Juliani, Made Dian; Artini, Luh Putu; Agustini, Dewa Ayu Eka
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 2 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i2.1906

Abstract

The aim of this research is to obtain a profile of the most frequently used teaching strategies most frequently used by teachers based on the perspectives of two different genders; male and female. The strategies being observed were focused on the teaching strategies recommended by the new curriculum; Merdeka Curriculum. Data collection were done within 3 different instruments; teaching strategy checklist, observation checklist, and in-depth interview guide. This research involved one male teacher and one female teacher, conducted in SMPN 4 Singaraja. The findings showed that male teacher is tend to applied Deductive Application of Rules, a strategy part of Grammar Translation Method. On the other hand, female teacher sowed preferences in Guided Discovery strategy. Both of the teacher stated that the reason underlying their preferences is because of the material taught on the day and the students’ characteristics. This research also found that both of the teacher frequently applied social affective strategy, where teacher maintain students’ learning process by emphasizing the socio-emotional aspects. The findings can inform teacher training programs to tailor strategy selection based on both curriculum demands and the diverse instructional preferences of educators.
LANGUAGE USED BY ENGLISH TEACHERS IN A BILINGUAL SCHOOL IN INDONESIA Antini, Ni Komang Ayu; Putu Artini, Luh; Nyoman Padmadewi, Ni
JURNAL KONFIKS Vol 12 No 3 (2025): KONFIKS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/q5twz149

Abstract

This study aims to describe how English teachers use language in the learning process in bilingual schools and explore students’ opinions on this use. This study was conducted in a private elementary school that implements a bilingual education maintenance model, with third-grade students who were not exposed to English at home. Data were collected through participant observation and semi-structured interviews, then analyzed using thematic analysis based on Gallagher (2015) theory. The results show that teachers use English as the primary language of instruction, but provide clarification in Indonesian to ensure student understanding. Interviews revealed that students feel helped by the use of bilingualism, especially in understanding the material, remembering vocabulary, and building language confidence. These findings suggest that bilingual teaching strategies can improve the quality of English learning at the elementary level.
Teaching English to Second-Grade Dyslexia-Prone Students: Perspectives of Y-Generation Parents on Foreign Language Learning in Elementary School Alexandra, Natasha Filya; Artini, Luh Putu; Ana, I Ketut Trika Adi
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 1 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i1.1769

Abstract

The aim of this research is to describe the knowledge from parents of the second-grade elementary school students who potentially dyslexic and to describe how parents support their second-grade elementary school children who potentially dyslexic in learning English. This research was conducted using qualitative methods in the form of a case study. Data collection was carried out using interview and observation. The findings showed that none of the parents had prior knowledge of dyslexia, although they were aware of their children’s difficulties that were attributed to dyslexia. Parents expressed frustration in teaching their children, often yelling or ignoring their children. Two of the Y-Generation parents in the study used YouTube and flashcards to teach, but one parent simply used her knowledge. These results highlight the need for educational programs to increase parents’ awareness of dyslexia and improve their teaching strategies. Strengthening collaboration between parents and educators is essential to fostering inclusive learning environments that enhance the literacy skills of children who are potentially dyslexic.
Teaching Strategies Preferences of Male and Female English Teacher in SMPN 4 Singaraja Juliani, Made Dian; Artini, Luh Putu; Agustini, Dewa Ayu Eka
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 2 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i2.1906

Abstract

The aim of this research is to obtain a profile of the most frequently used teaching strategies most frequently used by teachers based on the perspectives of two different genders; male and female. The strategies being observed were focused on the teaching strategies recommended by the new curriculum; Merdeka Curriculum. Data collection were done within 3 different instruments; teaching strategy checklist, observation checklist, and in-depth interview guide. This research involved one male teacher and one female teacher, conducted in SMPN 4 Singaraja. The findings showed that male teacher is tend to applied Deductive Application of Rules, a strategy part of Grammar Translation Method. On the other hand, female teacher sowed preferences in Guided Discovery strategy. Both of the teacher stated that the reason underlying their preferences is because of the material taught on the day and the students’ characteristics. This research also found that both of the teacher frequently applied social affective strategy, where teacher maintain students’ learning process by emphasizing the socio-emotional aspects. The findings can inform teacher training programs to tailor strategy selection based on both curriculum demands and the diverse instructional preferences of educators.
Does Translanguaging Enhance Learning? Examining EFL Students’ Perceptions and Success in Bali Ratminingsih, Ni Made; Padmadewi, Ni Nyoman; Nitiasih, Putu Kerti; Artini, Luh Putu; Ana, I Ketut Trika Adi
VELES Voices of English Language Education Society Vol 8 No 3 (2024): December 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i3.27261

Abstract

The integration of first and second languages in English as a Foreign Language (EFL) classrooms, termed translanguaging, is gaining recognition for its potential to improve comprehension and student engagement. This study investigates students’ perceptions of translanguaging in Bali, a unique multilingual setting, and examines its correlation with their English learning achievement. Bali’s sociolinguistic environment, where students frequently use Balinese, Indonesian, and English, offers an ideal context to explore this phenomenon. This study employed a correlational research design, involving 65 fourth-semester students aged 18 to 22, to assess perceptions of translanguaging through a structured questionnaire and their English achievement through standardized tests. Descriptive statistics showed that students held positive perceptions of translanguaging, finding it beneficial for understanding course content and encouraging participation. However, Pearson correlation analysis revealed a minimal, non-significant correlation between students’ positive perceptions and their English learning achievement (r = 0.039, sig. = 0.758). While translanguaging created a supportive and engaging learning environment, its direct influence on academic achievement was limited. These findings suggest that although translanguaging may foster an inclusive and interactive classroom setting, it does not significantly impact measurable language achievement. This study contributes valuable insights into the role of multilingual practices in EFL education and encourages further research on their complex effects on learning outcomes.
THE BENEFITS OF BEING BILINGUAL ACCORDING TO RECENT STUDIES Ariantini, Kadek Puspa; Nitiasih, Ni Putu Kerti; Artini, Ni Nyoman; Artini, Luh Putu; Rusnalasari, Zulidyana Dwi
Yavana Bhasha : Journal of English Language Education Vol. 7 No. 2 (2024): Volume 7, Issue 2 (2024)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/yb.v7i2.2332

Abstract

The 21st century has brought technology that connects people around the world, creating the necessity for bilingualism to facilitate international and intercultural communications created from the global interactions. Yet, there are still disputes on the benefits of bilingualism beyond communications and the need for achievement in language learning. Thus, the present study aimed to review previous studies on bilingualism and provide a comprehensive summary on the benefits of bilingualism. The study employed a model of library research from George (2008), where previous studies on bilingualism selected following certain criteria were then critically reviewed to synthesize their arguments on the benefits of bilingualism. The review revealed that bilingualism can benefit students’ cognitive development, problem-solving, communicative competence, academic performance, and cultural awareness. Additionally, bilingualism is also argued to provide health benefits because it can maintain brain functioning and delay degenerative cognitive function diseases, such as dementia and Alzheimer. Thus, being bilingual contributes to the development of students’ 21st Century skills.
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 Angelica Romauli Silitonga Antini, Ni Komang Ayu Ariantini, Kadek Puspa Artini, Ni Nyoman Audina, Ira Putri Bakti, Windy Kurnia Bella Oktariana 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 Andhina Maretha Putri Dewa Ayu Dyah Surya Dewi ., Dewa Ayu Dyah Surya Dewi Dewa Ayu Eka Agustini Dewa Komang Tantra Dewa Putu Ramendra 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 . Dw. Komang Tantra Dwi Susanti . EFENDI . Elizabeth Norista Era Adnyayanti Ni Luh Putu Erisyerico, Mimo Lalito Esamada Rose Nursaputri 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 Budasi I Gede Gangga Suwana . I Gede Pratama Danan Jaya . I Gede Yoga Permana 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 Ketut Trika Adi Ana I Made Dharma Prananta I Made Duta Kharisma 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 Edi Sutrisna . I Putu Indra Kusuma I Putu Ngurah Wage Myartawan I Putu Yoga Purandina 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 Nila Hendra Yani 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 . Komang Diraja Indrarajasa Mahatma Wijana Putra 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 Adi Sastrawati 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. M.Pd. S.Pd. Luh Indrayani . Made Hery Santosa Made Hery Santosa Made Surya Adi Putra Mahayana, Dwi Hendra Mahayoni, Ni Putu Tia marhaeni A.A.I.N Marta Afrida Sampurna 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 Rini Antari Ni Made Widayati Anggun Pratiwi ., Ni Made Widayati Anggun Pratiwi Ni Made Yuni Karya Dewi Ni Nyoman Padmawati Ni Putu Astiti Pratiwi Ni Putu Ayu Bella Damayanti NI Putu Ayu Niya Loviyani 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 Tasya Sukmapratiwi Ni Putu Wiraningsih Ni Putu Wulan Dewayanti Ni Wayan Desi Ratna Sari Ni wayan eka oktaviani 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 . Pam Nilan Paragae, IGAPNS Permadi, Gede Agus Prawira, Ni Nyoman Pradnyani Prof. Dr. A. A. I. Ngurah Marhaeni,MA . Prof. Dr.I Ketut Seken,MA . Purnawan, Komang Ari Purniawati, Sang Ayu Putu Ari Puspadi, Ketut Ayu Dewi 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 Sandra Yuliantari Putu Suarcaya Putu Yoga Sathya Pratama 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 . 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 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