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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya 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 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 Syntax Literate: Jurnal Ilmiah Indonesia Linguistic, English Education and Art (LEEA) Journal Edu-Ling: Journal of English Education and Linguistics Cetta: Jurnal Ilmu Pendidikan 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 Aulad : Journal on Early Childhood Journal on Education Voices of English Language Education Society 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 Journal of Research on English and Language Learning (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 The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA) 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 Jurnal Riset Rumpun Ilmu Pendidikan (JURRIPEN) Journal of Innovative and Creativity Jurnal Multidisiplin Indonesia EDUJAVARE: International Journal of Educational Research Indonesian Journal of Innovation Multidisipliner Research Journey: Journal of English Language and Pedagogy English Review: Journal of English Education
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THE POWER OF DIGITAL STORYTELLING IN ENGAGING AND MOTIVATING YOUNG LEARNERS TO LEARN ENGLISH Purnawan, Komang Ari; Artini, Luh Putu; Indrayani, Luh
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol. 8 No. 1 (2026): The Journal of English Language Teaching, Literature, and Applied Linguistics (
Publisher : English Education Department of STKIP Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/jela.v8i1.198

Abstract

The development of digital technology in education offers opportunities to create more engaging and meaningful English learning for early childhood. One approach that has gained attention is digital storytelling, which integrates visual, audio, animation, and contextual narrative elements. Despite its growing use, comprehensive studies examining its role in enhancing engagement and motivation among young learners remain limited. Therefore, this study aims to systematically examine how digital storytelling enhances student engagement and motivation in English learning. This research employed a Systematic Literature Review (SLR) following the PRISMA framework. Articles published between 2020 and 2025 were collected through Publish or Perish as the primary source, supported by Google Scholar, Connected Papers, and Semantic Scholar. Based on predetermined inclusion and exclusion criteria, 12 articles were selected and analyzed using thematic analysis. The findings reveal that digital storytelling enhances engagement across behavioral, cognitive, and emotional dimensions. Students become more active in language activities, demonstrate deeper understanding, and show greater enthusiasm during learning. It also strengthens intrinsic motivation by presenting contextual and relatable stories that foster enjoyment, confidence, and a sense of ownership. Student involvement in creating digital stories further promotes creativity, critical thinking, collaboration, and responsibility. Therefore, digital storytelling is a flexible and sustainable strategy for improving engagement and intrinsic motivation in young learners’ English learning.
The Role of Local Languages in Indonesian EFL Classrooms: A Systematic Literature Review Erisyerico, Mimo Lalito; Artini, Luh Putu
PROJECT (Professional Journal of English Education) Vol. 9 No. 3 (2026): VOLUME 9 NUMBER 3, MAY 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In Indonesia, English is taught as a foreign language from elementary to university levels. The country has over 700 local languages, which bring both opportunities and challenges for teaching English. Local languages are often used to help students understand difficult concepts or materials. The local language does not seem to be considered to have a role in translanguaging to support the development of the second or foreign language learning. This study employed a systematic literature review method, analyzing sixteen research articles published between 2020 and 2025 that explore how local languages are used alongside Indonesian and English by teachers and students, as well as to identify the benefits and challenges. The results show that local languages are mostly used informally by teachers, for example, to let students plan ideas in their mother tongue, switch languages, give instructions, or explain difficult points. These practices help students participate more easily, understand lessons better, gain confidence, preserve their culture, and improve their language learning. Although there are some benefits, teachers still face problems like unclear policies, lack of materials, and limited preparation. Schools need clear rules, trained teachers, and good materials to use local languages well. Careful planning is also important for balancing the learning of English and culture.  
Integrating the Value of Independence into a Digital Storybook for Fifth-Grade Students: A Design Study Puspadi, Ketut Ayu Dewi; Artini, Luh Putu; Utami, I Gusti Ayu Lokita Purnamika
JURNAL RISET RUMPUN ILMU PENDIDIKAN Vol. 5 No. 2 (2026): Agustus: JURRIPEN : Jurnal Riset Rumpun Ilmu Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurripen.v5i2.8803

Abstract

. Studies on the use of a digital storybook for teaching English to young learners have been abundant; however, the integration of independence values into the story for elementary school students in Indonesia has received limited attention. Independence is one of the characters that educate young learners to become responsible and self-reliant. This study aims to design a digital storybook that integrates independence value into English language learning materials for fifth-grade students. Using a qualitative Design-Based Research (DBR) approach, this study employed a design framework as the main research instrument, derived from character education theory, Teaching English to Young Learners (TEYL), and multimedia learning theory. Data were collected through the analyses of curriculum policies, English textbooks, children’s literature, character education, and multimedia learning. This study produced a digital storybook entitled Lisa Can Do It, which can be expected to become a medium to learn English and at the same time educate children about independence value. Findings indicate that character-based digital storybooks demonstrate the potential to integrate language learning with character education, providing a foundation for the design and implementation of digital learning materials integrated with character in English language education in elementary schools. Further research should focus on the implementation of the product to evaluate its impact on student learning outcomes.
Bahasa Inggris Gede Sutrisna; Luh Putu Artini
RETORIKA: Jurnal Ilmu Bahasa Vol. 6 No. 2 (2020): Oktober 2020
Publisher : Program Studi Magister Ilmu Linguistik Universitas Warmadewa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22225/jr.6.2.2020.131-138

Abstract

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22225/jr.7.1.2021.10-18

Abstract

Scaffolding in learning has been argued to facilitate the students’ progress. As the educational paradigm inevitably shifts into online modes, strategies for scaffolding provision need to be adjusted. This study aimed to understand the nature of the online learning environment and explore the aspects, types, and methods of scaffolding provision in online learning contexts by adopting George's (2008) research method into a qualitative design. The data were collected from experts' opinions and previous studies, as published in reputable international journals, using Education Resources Information Center (https://eric.ed.gov/), Google Scholar (https://scholar.google.com), and Research Gate (https://www.researchgate.net) as the databases. The research result is presented in an informal method. The review reveals that critical aspects of scaffolding are contingency, fading, and transfer of responsibility, which are applicable in synchronous and asynchronous learning with the support provided by peers, teachers, or technology through static or dynamic interaction. Based on its purpose, the four types of scaffolding are procedural, conceptual, metacognitive, and strategic, which can be performed strategically in online contexts through orientation to the course structure, access to resource and tools, critical thinking development, guidance to problem-solving, provisions of hints, sufficient examples, probing questions, and providing constructive feedback. These findings imply the importance of implementing scaffolding strategies in online learning contexts, although further studies need to be conducted to provide more comprehensive scaffolding models.
Visualizing Spirituality as Character Education in Indonesian Grade 4 ELT Textbook Ni Made Rini Antari; Luh Putu Artini; Luh Indrayani
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2312

Abstract

This study investigates the presentation of spirituality as a character education value in the Grade 4 ELT students’ book entitled “My Next Word.” Employing a qualitative content analysis design, the research analyses and examines visual artifacts presented in the student’s book based on five subdimensions of spirituality, based on the dimension of faith in God Almighty of Graduate Profile Values framework. These subdimensions include spirituality in religious practice, spirituality in personal morality, spirituality in social morality, spirituality in environmental morality, and spirituality in civic morality. The findings reveal that spirituality in personal morality is the most frequently represented value in the book, reflected in visuals that emphasize discipline, cleanliness, responsibility, and self-care. This is followed by spirituality in social morality, which is evident in depictions of cooperation, respect, and helping behaviour. However, spirituality in religious practices, environmental, and civic moralities appears minimally and is not consistently highlighted throughout the book. Overall, these results indicated that the book integrated spirituality-based character education mainly through daily-life activities rather than explicit religious symbols or direct doctrinal representations, suggesting an implicit and practiced-oriented approach.
Male and Female Youth’s Opportunities to Attend Higher Education: Gender Equality Perspective in the Village Ni Wayan Desi Ratna Sari; Luh Putu Artini; Dewa Putu Ramendra
Syntax Literate Jurnal Ilmiah Indonesia
Publisher : Syntax Corporation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36418/syntax-literate.v11i5.64475

Abstract

This study discusses gender inequality in access to higher education among male and female youth in rural communities. Although education is a fundamental right for both men and women, social and cultural practices in many villages still prioritize males in obtaining higher educational opportunities. Economic limitations, patriarchal values, and traditional perceptions regarding gender roles often influence parents’ decisions in supporting their children’s education. Therefore, this research aims to analyze the opportunities of male and female youth to continue higher education from a gender equality perspective in the village context. This study employed a qualitative descriptive approach conducted in a village in Sekotong, West Lombok, Indonesia. The participants consisted of 26 individuals, including 10 parents and 16 students (8 male and 8 female students). Data were collected through in-depth interviews and analyzed using transcription, coding, and thematic analysis. The findings reveal that parents generally provide stronger support for sons to pursue higher education because men are considered future family breadwinners and decision-makers. In contrast, daughters are often expected to focus on domestic responsibilities after marriage. Economic hardship also contributes to the unequal educational opportunities experienced by female youth. In conclusion, gender inequality in rural education remains strongly influenced by patriarchal culture and financial limitations, which continue to restrict equal access to higher education for women.
Fostering Higher-Order Thinking Skills through Deep Learning in EFL Classrooms: A Teacher’s Perspective Luh Putu Adi Sastrawati; Luh Putu Artini; Dewa Putu Ramendra
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1537

Abstract

The cultivation of Higher-Order Thinking Skills (HOTS) has emerged as a fundamental priority in modern education, particularly in the context of English as a Foreign Language (EFL) learning. Educational discourse increasingly emphasizes the need for learners to develop analytical, evaluative, and creative capacities that extend beyond the acquisition of linguistic knowledge. Within this framework, deep learning, conceptualized as a pedagogical approach that prioritizes meaningful understanding, inquiry, and active knowledge construction, is widely regarded as an effective pathway for enhancing cognitive engagement. Despite its theoretical appeal, empirical examinations of how deep learning facilitates HOTS in real classroom environments remain relatively scarce, especially when viewed through the lens of teachers’ experiences. This study adopted a qualitative descriptive methodology to investigate the enactment of deep learning practices in an EFL classroom at SMA Negeri 7 Denpasar. Data were obtained through classroom observations, semi-structured interviews with an English teacher, and analysis of instructional documents. Thematic analysis was employed to interpret recurring instructional patterns and cognitive processes. The findings reveal that deep learning strategies, including student-centered activities, inquiry-based questioning, collaborative interaction, and contextualized tasks, were associated with the development of HOTS. These results underscore deep learning’s potential to foster cognitively rich and reflective language learning experiences
Bilingual Instruction in SMAN Bali Mandara: Student's Perspective Ni Putu Ayu Niya Loviyani; Ni Nyoman Padmadewi; Luh Putu Artini
Soshum: Jurnal Sosial dan Humaniora Vol. 14 No. 1 (2024): March 2024
Publisher : Unit Publikasi Ilmiah, P3M, Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/soshum.v14i1.74-81

Abstract

This research aimed to investigate 11th-grade students' perceptions regarding the utilization of bilingual instruction at SMAN Bali Mandara. Employing a qualitative approach, the researcher analyzed data obtained through questionnaires and interviews to gain deeper insights into student perspectives. Analysis revealed that the majority of responses clustered around central tendencies, with seven statements garnering over 80% agreement, while the remaining two statements received lower agreement rates of 46% and 42%, respectively. Overall, students expressed a positive view of bilingual instruction, viewing it as a beneficial tool for enhancing their learning experiences. Consequently, this study contributes to the understanding of the significance and effectiveness of bilingual instruction in language education, with the potential to improve students' language skills.
Identifying Code-Mixing by Influencers in Captions on Social Media: Instagram Dewa Ayu Andhina Maretha Putri; Ni Nyoman Padmadewi; Luh Putu Artini
Soshum: Jurnal Sosial dan Humaniora Vol. 14 No. 3 (2024): November 2024
Publisher : Unit Publikasi Ilmiah, P3M, Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/soshum.v14i3.235-240

Abstract

People’s ability to communicate with another person through a combination of verbal and non-verbal means is called language. This study recognizes the use of language in code-mixing in societies of social media. The objective of this study is to identify and analyze the types of code-mixing that are used by bilingual influencers. The researcher adopted a qualitative approach using an observation schedule and sheet. The result showed there is the domination of one type of code-mixing that is used in the Instagram captions of the participant. According to Suwito (1983), there are four kinds of forms of code-mixing.  The four types of code-mixing are word insertion, phrase insertion, hybrid, and repetition. Phrase insertion became the most frequent type of codemixing that occurred in Instagram captions of those three influencers reaching 33.3%.
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