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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
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Incorporating Linguistic Landscape into Teaching: A Project-Based Learning for Language Practices at Primary School Padmadewi, Ni Nyoman; Suarcaya, Putu; Artini, Luh Putu; Munir, Ahmad; Friska, Junita; Husein, Rahmad; Paragae, IGAPNS
International Journal of Elementary Education Vol 7 No 3 (2023): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v7i3.58792

Abstract

Project-based learning (PjBL) has been widely implemented in language learning. However, no research has been conducted on its use with linguistic landscape (LL) as a pedagogical tool in primary schools. This study was therefore conducted to look into the use of PjBL with LL for language practices and values in primary school. The purpose is to analyse the kinds of PjBL incorporating LL conducted, the teaching procedures implemented, the competencies and values promoted, and teachers’ opinions about its use for primary school. The study used a mixed-methods design that relied heavily on qualitative description and was supplemented with quantitative analysis. The study was conducted at a primary school, which was selected using the purposive sampling technique. Six teachers, six experts and students of grades 4, 5, and 6 teachers were involved. The amount of 520 LL was collected during the year 2022 using direct observation, questionnaire, interviews, and document study analysis. The data were analyzed qualitatively and quantitatively. The results show that PjBL of various kinds (PLS projects, legacy students’ projects, event-based and annual projects) has been incorporated into LL for language instruction. The teacher needs to prepare, introduce the concept of LL, allow students to observe and analyze the tasks, have discussions, design and creation, presentation and display, and reflection as the teaching procedure.  Multifaceted competence and values are promoted. The teachers and experts have positive opinions about it. The study implied that PjBL with LL is very beneficial for language practices and character values.
Elementary School Teachers’ Readiness in Teaching Technology-based Literacy Padmadewi, Ni Nyoman; Artini, Luh Putu; Ratminingsih, Ni Made; Trika Adi Ana, I Ketut
International Journal of Elementary Education Vol 7 No 2 (2023): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v7i2.61675

Abstract

The Independent Curriculum requires teachers to have the ability to use technology in the learning process and improve students' literacy skills. However, there are still many teachers who experience difficulties in using technology and increasing student literacy. For this reason, this study aims to identify the effect of multimodal training on increasing teacher readiness to implement technology-based literacy learning. This research is a mixed-method study with a concurrent triangulation design involving 24 English teachers. Methods of data collection through questionnaires, interviews and observation. Data were analyzed quantitatively and qualitatively. This study found that teacher readiness in implementing technology-based literacy learning increased significantly after multimodal training. These results are supported by qualitative data showing that teachers feel better prepared to teach literacy in English. This study also found that teachers positively perceive multimodal training. It can be concluded that multimodal training positively affects teacher readiness in implementing technology-based English literacy learning. Thus, implementing multimodal training can be used as a solution to solve teacher problems in conducting the teaching and learning process using technology and increasing student literacy.
PENYIAPAN ALUMNI JURUSAN PENDIDIKAN BAHASA INGGRIS MENJADI WIRAUSAHAWAN KURSUS Artini, Luh Putu; Padmadewi, Ni Nyoman; Nitiasih, P.K.
INOTEKS: Jurnal Inovasi Ilmu Pengetahuan,Teknologi, dan Seni Vol 20, No 1 (2016)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (305.77 KB) | DOI: 10.21831/ino.v20i1.11285

Abstract

This article reports the community service project on the implementation of a training model specially designed for alumni of English Education Department (hereafter, EED), Ganesha University of Education. The gradual increase of student body in EED has been found to have a direct effect on the longer waiting time for employment. It is common that they work as part time English instructors in private English courses while waiting for permanent employment. This kind of job has been considered temporal and it is unlikely to be taken seriously. Private English courses that provide general English tuitions are abundant, therefore, to be competitive the training follows a 100-hour English for Specific Purposes (hereafter, ESP) model. The materials involve 8 ESP packages that comprise English for Policeman, for Banking, for Hotel Restaurant, Tour Guides, for Secretary, for Public Relation, and for Art shop attendants and Street Vendors. They also learn about course management and conducting fun classroom activities. All the trainers are experienced human resources in the fields. The project results in 8 material packages and strong motivation of the alumni to start entrepreneurship in ESP courses  
Does Translanguaging Enhance Learning? Examining EFL Students’ Perceptions and Success in Bali Ni Made Ratminingsih; Ni Nyoman Padmadewi; Putu Kerti Nitiasih; Luh Putu Artini; I Ketut Trika Adi Ana
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.
Teaching An Inclusive Education in EFL Setting: A Phenomenological Study Ni Nyoman Padmadewi; Luh Putu Artini; I Made Sukma Adisetiawan Sukadana
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 5 No. 2 (2024): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v5i2.905

Abstract

Inclusive education is highly essential to provide equitable quality education and is included as one of the courses in the curriculum of the English Language Education Study Program of Ganesha University of Education since the year 2021. In spite of having been a part of the curriculum for three years, no research was conducted on how the course is implemented. The purpose of this study was to investigate the strategies used by the lecturer to teach the course. The research was in the form of a phenomenological design. There were 31 students and one lecturer involved in the study. The data was collected for one semester in 2023, and the techniques of data collection were observation, deep interviews, and document study. The data were analyzed qualitatively. The findings show that in one semester, the lecturer applied a strategy of teaching and learning process abbreviated as GROWFIT, which stands for guide (orientation), research (independent study), observe (to learn from real-world environments), workshop (presenting ideas in a workshop-style setting), feedback (engaging in discussion and providing feedback), improve (reviewing and refining skills based on feedback), and think (synthesizing knowledge in final projects and showcasing critical thinking). The implementation of GROWFIT yields positive perspectives from the students, and all the students passed the course. It is implied that the GROWFIT model implemented was essentially effective in enhancing students' understanding about inclusive education.
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.
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. 
Knowledge & Treatment of Students Who are Potentially Dyslexic: Teachers Perspectives Septiani, Komang; Artini, Luh Putu; Ana, I Ketut Trika Adi
JEdu: Journal of English Education Vol 5, No 1 (2025): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jedu.v5i1.13989

Abstract

This study aims to: (1) explore classroom teachers knowledge of dyslexia in teaching English as a Foreign Language (EFL) to second-grade elementary school students who are potentially dyslexic; and (2) examine the classroom treatments or support provided for those students. A qualitative case study approach was employed, with data collected through semi-structured interviews and classroom observations at three public elementary schools in Singaraja, Bali. This method facilitated a comprehensive exploration of teachers knowledge of dyslexia and the treatments they provide to support students who are potentially dyslexic. The participants were classroom teachers responsible for teaching English to second-grade students. The study focused on teachers knowledge and the treatments offered to students showing signs of potential dyslexia. Among the three teachers interviewed, varying levels of understanding regarding dyslexia were evident. Only one teacher was able to relate certain student difficulties specifically in reading, writing, and spelling to dyslexia. In contrast, the other two teachers observed similar challenges but did not associate them with dyslexia. Furthermore, none of the participants demonstrated awareness of the broader range of dyslexia-related characteristics, such as difficulties in phonological processing, memory, or visual perception. As a result, the treatments provided were general in nature such as extended time, verbal encouragement, and individualized support but lacked specialized approaches, including multisensory techniques or assistive technologies. These findings suggest the need for targeted teacher training and inclusive practices to support potentially dyslexic students more effectively.
The Role of Parental Involvement on Students’ Readiness in Early Bilingual Education: A Qualitative Exploration Bakti, Windy Kurnia; Artini, Luh Putu; Padmadewi, Ni Nyoman
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6782

Abstract

As more parents and educators see the value in raising bilingual children, bilingual schools are growing in popularity, offering dual-language instruction from an early age. In this situation children need a student readiness when they are mentally, physically and emotionally ready to learn. Therefore, student readiness is crucial. This study examines the role of parental involvement in the readiness of early bilingual students. Conducted in Doremi preschool Denpasar, Bali, the study used a qualitative method involving interviews and observations. This research involving six parents and their kindergarten children. The interviews were conducted based on six critical aspects outlined in Epstein’s parental involvement framework. Additionally, classroom behavior observations were made to evaluate the students from these representative parents. The findings reveal that parental involvement plays a significant role in early bilingual students’ readiness. High levels of parental involvement are associated with improved language acquisition, greater academic engagement, and smoother adaptation to the bilingual environment. Conversely, low levels of involvement often result in academic struggles and difficulties with language acquisition. To promote parental involvement, the study suggests strategies such as regular parent-teacher meetings and fostering a supportive home learning environment. These findings contribute to a better understanding of the impact of parental involvement in bilingual education and offer practical recommendations for schools and educators seeking to support early bilingual students more effectively
An Analysis of Code Mixing and Code Switching Used in Maudy Ayunda's YouTube Channel Video Lestari, Ni Putu Diana Eka; Artini, Luh Putu; Sri Adnyani, Ni Luh Putu
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6888

Abstract

The phenomenon of code mixing and code switching takes place in bilingual or multilingual societies. These phenomena occur not only in direct communication but also virtually on social media platforms, such as YouTube. This study was grounded in the theoretical frameworks of Hoffman (1991), who identifies three distinct types of code mixing: intra-sentential code mixing, intra-lexical code mixing, and code-mixing involving pronunciation change. Meanwhile, types of code switching are classified into tag switching, intra-sentential code switching, and inter-sentential code switching (Wei, 2007). This study analyzed the types of code mixing and switching used in one of Maudy Ayunda's YouTube Channel videos entitled "How I manage Stress – Maudy Ayunda," published on October 21, 2020, with a duration of 10 minutes and 44 seconds. It analyzed the qualitative content of one of Maudy Ayunda's YouTube videos. Data were collected by selecting and watching the video, transcribing it, identifying code mixing and code switching within the video, and re-checking the video. Then, the data were analyzed using Miles and Huberman's theory (2014) through data reduction, data presentation, and conclusion. The study's findings revealed that code mixing and code switching were present in Maudy Ayunda's video, where 14 expressions were categorized as code mixing and 12 as code switching. The types of code mixing found in the video were intra-sentential and intra-lexical code mixing. Meanwhile, the kinds of code switching observed in the video included intra-sentential, inter-sentential, and tag switching. This study contributed to understanding how code mixing and code switching occur on social media platforms like YouTube by highlighting the different types of people commonly used in online communication. Future research is encouraged to include more videos or speakers to provide richer and more comprehensive data, as the current study is limited to a single video from a single public figure.
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