p-Index From 2021 - 2026
17.881
P-Index
This Author published in this journals
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
Claim Missing Document
Check
Articles

Little Global Nomads: Preparing Expatriate Children to Become Citizens of The World Esamada Rose Nursaputri; Luh Putu Artini
Aulad: Journal on Early Childhood Vol. 9 No. 2 (2026): Maret-Agustus 2026
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/aulad.v9i2.1421

Abstract

There is still limited research on how early expatriate childhood experiences shape Third Culture Kids (TCKs) into future global citizens. Global citizens are individuals who demonstrate intellectual growth, openness, tolerance, respect, and responsibility toward themselves, others, and the environment. Therefore, this study aims to review existing literature to understand how TCKs can be effectively prepared to become global citizens. This study is a qualitative study that employed a literature review approach on how expatriate children who experience social, cultural, and linguistic transition are prepared to be citizens of the world. The analysis was organized into three key concepts: the role of the family, the role of schools, and the role of the environment. Findings underline that these three elements influence expatriate children's ability to adapt, develop intercultural competence, and internalize global citizenship values. Altogether, they form an interconnected support system that supports resilience, cultural understanding, and global awareness in expat children as they navigate diverse contexts.
Exploring Differences in Teaching Methods and Classroom Management Between Novice and Experienced Teachers Marta Afrida Sampurna; Luh Putu Artini; Ni Luh Putu Eka Sulistia Dewi
Journal of Educational Study Vol. 5 No. 2 (2025): December
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v5i2.988

Abstract

The objective was to examine and contrast the teaching practices of novice and experienced teachers, focusing on affective strategies, classroom structure, feedback, content enrichment, and cooperative learning. A qualitative observational method was employed to analyze classroom behaviors, assessment techniques, and student interactions. Data were gathered from multiple sessions conducted by teachers at different career stages, allowing for in-depth comparison. Findings revealed that novice teachers prioritize creating supportive, emotionally engaging, and interactive environments, while experienced teachers tend to adopt more structured, discipline-focused, and academically rigorous methods. Feedback strategies also differed, with novices using collaborative assessments and experienced teachers favoring teacher-led correction. Differences were influenced by factors such as teaching experience, pedagogical confidence, professional development, and institutional expectations. In conclusion, the study underscores the evolving nature of teaching practices, highlighting the need for targeted professional development and mentorship programs to support novice teachers in transitioning toward experienced, effective instructional methods.
Teacher–Student Relationships in EFL Classrooms: Insights into Students’ Engagement and Enjoyment from Teachers’ and Students’ Perception Ni Putu Tasya Sukmapratiwi; Luh Putu Artini; Luh Indrayani
Journal of Educational Study Vol. 6 No. 2 (2026): Upcoming
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v6i2.1163

Abstract

Teacher–student relationship (TSR) has been recognized as an important factor influencing students’ academic and emotional experiences in language learning. However, previous studies have often examined teacher–student relationships, engagement, and enjoyment separately, with limited attention to the perspectives of both teachers and students. Therefore, this study explored teachers’ and students’ perceptions of teacher–student relationships in English classes and investigated how these relationships influence students’ learning engagement and enjoyment. A qualitative case study was conducted at a public junior high school in Bali, Indonesia, involving two English teachers and approximately 70 eighth-grade students. Data were collected through open-ended questionnaires, semi-structured interviews, and classroom observations, and analyzed using thematic analysis with methodological triangulation to enhance trustworthiness. The findings revealed that teachers viewed positive teacher–student relationships as being built through supportive interactions, constructive conflict management, and emotional connection. Students associated positive relationships with supportive teacher attitudes, effective communication, engaging classroom activities, and a comfortable learning environment. Overall, positive teacher–student relationships promoted students’ participation, confidence, engagement, and enjoyment in English learning by creating supportive and meaningful classroom experiences. These findings highlight the multidimensional nature of teacher–student relationships and emphasize their importance in fostering effective EFL teaching and learning.for improving the quality and sustainability of inclusive English education for deaf learners.
The The Effect of Project-Based Learning Activities on Students’ Learning Engagement and Achievement in English Classroom at Junior High School I Made Duta Kharisma; Ni Nyoman Padmadewi; Luh Putu Artini
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6911

Abstract

The current research focused on examining the implementation of project-based learning activities to improve students’ learning engagement and learning achievement at Junior High School. Mix-Method approach was adapted by employing sequential explanatory design. There were 62 of eighth-grade students were involved as research samples. They were selected by using cluster random sampling which were divided into control and experimental group. The data were collected from test, questionnaire survey, and interview. The instruments used were speaking and writing rubric assessment, close-ended questionnaire, and interview guide. The quantitative data were analyzed through inferential statistics which was MANOVA analysis meanwhile qualitative data were by adapting Qualitative Data Analysis. The findings revealed that the project-based learning had a significant effect on students’ learning engagement and achievement as well as the implementation was perceived positively by the students.
The Impact on the STAD Cooperative Learning Method on Speaking Ability among Young English Language Learners Ni wayan eka oktaviani; Luh Putu Artini; Ni Luh Putu Sri Adnyani
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.1721

Abstract

This study investigates the implementation of the Student Teams Achievement Division (STAD) cooperative learning method and its influence on young English language learners’ speaking ability in a primary school context. The introduction outlines the persistent challenges faced by students in developing speaking proficiency, including low confidence, limited vocabulary, and teacher-centered instructional practices. Using a qualitative case study design featuring an ex post facto perspective, data were collected through classroom observations, semi-structured interviews with teachers and students, and documentation analysis at SD Bali Kiddy. The results show that STAD fosters a supportive, interactive learning environment that significantly enhances students’ speaking confidence, fluency, vocabulary use, and pronunciation. Heterogeneous grouping enables peer scaffolding, allowing lower-ability learners to benefit from modeling and corrective feedback from their peers. The study also identifies students’ positive emotional responses, including reduced anxiety and increased willingness to participate in oral activities
Language Attitudes and Classroom Language Performance of an Indonesian-Filipino Student in an Indonesian Elementary School Bella Oktariana; Luh Putu Artini; Ni Luh Putu Sri Adnyani
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 4 (2026): Article in Press
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i4.5639

Abstract

The existence of bilingualism in formal education requires students to develop a deeper understanding of language attitudes and the process of linguistic adaptation. This study aims to explore language attitudes, linguistic adaptation, and bilingual language performance among students from mixed Indonesian-Filipino families within the context of Indonesian education. This research employs a qualitative approach, with data collected through in-depth interviews, direct observations, reflective anecdotal notes, and document analysis of student learning outcomes. The validity of the data is ensured through source and technique triangulation. The collected data were analyzed using the Miles and Huberman model, namely data reduction, data display, and conclusion drawing. The results of the study found that students demonstrated positive attitudes toward both languages, which were influenced by the intensity of language exposure, affective factors, linguistic competence, learning environment, instructional support, and personal learning preferences. Regarding academic achievement in the classroom, students’ reading ability was stronger than their speaking ability, with English proficiency consistently more dominant and higher than Indonesian language proficiency. The main challenges affecting effective language use in the classroom include affective barriers, vocabulary limitations, communication difficulties, and the need for scaffolding in spontaneous communication. In conclusion, multicultural backgrounds contribute to strong English language preferences due to dominant exposure, while the development of Indonesian language proficiency is constrained by vocabulary limitations and confidence-related challenges. Therefore, students need adaptive instructional support, an inclusive affective approach, and interactive learning stimulation to strengthen their speaking confidence and expand their mastery of Indonesian vocabulary.
Teaching Strategy Preferences Of Novice And Experienced English Teachers In SMPN 1 Sukasada Komang Diraja Indrarajasa Mahatma Wijana Putra; Luh Putu Artini
Indonesian Journal of Innovation Multidisipliner Research Vol. 4 No. 3 (2026): Juli - September
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v4i3.1117

Abstract

The implementation of the Merdeka Curriculum requires teachers to apply teaching strategies that support student-centered learning and the development of 21st-century skills. This study aimed to investigate and compare the teaching strategy preferences of novice and experienced English teachers at SMPN 1 Sukasada, Buleleng Regency, Bali. A descriptive qualitative design was employed. Data were collected through classroom observations, interviews, teaching strategy checklists, anecdotal notes, and document analysis. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings revealed that novice teachers implemented various teaching strategies; however, their use was relatively inconsistent and focused mainly on basic classroom management and content delivery. In contrast, experienced teachers consistently employed social/affective strategies, project-based learning, discovery learning, cooperative learning, and active learning, which promoted greater student participation and interaction. The study also found that teaching experience, student characteristics, learning objectives, teachers’ understanding of instructional strategies, and the availability of learning facilities influenced strategy selection. Overall, experienced teachers demonstrated greater flexibility and effectiveness in implementing teaching strategies aligned with the principles of the Merdeka Curriculum.
Exploring the Role of English Movies in Language Learning: Senior High School Students' Perceptions Ni Putu Wulan Dewayanti; Luh Putu Artini; I Putu Indra Kusuma
Jurnal Multidisiplin Indonesia Vol. 5 No. 8 (2026): Jurnal Multidisiplin Indonesia
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jmi.v5i8.2882

Abstract

English proficiency has become an essential skill in the 21st century, necessitating effective learning strategies that provide meaningful exposure to authentic language use. Conventional learning methods based primarily on textbooks may not always provide sufficient opportunities for students to experience natural communication contexts. English-language movies, as authentic audiovisual media, offer potential support for language learning by presenting real conversations, pronunciation, vocabulary, cultural expressions, and communication situations. This study aims to explore senior high school students' perceptions of the role of English-language movies in English learning, including the benefits gained, challenges encountered, and students' views regarding their use as a learning medium. This research employed a qualitative approach with a descriptive design. The participants were six 10th-grade students from a senior high school in Indonesia, selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using the Miles, Huberman, and Saldaña interactive model, consisting of data reduction, data presentation, and conclusion verification. The findings reveal that English-language movies contribute to vocabulary development, listening comprehension, pronunciation improvement, speaking confidence, and increased learning motivation. However, students experienced difficulties related to fast-paced dialogue, accent variation, idioms, slang, and cultural references. To overcome these challenges, students utilized subtitles, replayed scenes, consulted dictionaries, and sought additional explanations. In conclusion, English-language movies are perceived as an effective supplementary medium for English learning, as they provide authentic language exposure and encourage more engaging and independent learning experiences
Developing a Digital Bilingual Storybook for Teaching English with The Insertion of Spirituality Value in Fifth Grade Students I Made Dharma Prananta; Luh Putu Artini; Kadek Sintya Dewi
Edu-Ling: Journal of English Education and Linguistics Vol. 9 No. 2 (2026): July
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v9i2.5657

Abstract

This study aimed to develop a digital bilingual storybook integrating spirituality values for Grade 5 elementary school students and evaluate its quality as an instructional medium for English language learning. This study employed a Design and Development (D&D) model adapted from Huhta et al. (2013), consisting of two stages: design and development. The design stage involved conducting a needs analysis through document analysis and interviews, whereas the development stage included designing the storyline, writing the story script, developing the prototype, and conducting expert validation. The digital bilingual storybook developed in this study is titled Jojo and His Amazing Body. Spirituality values were integrated through the storyline, dialogues, illustrations, and pre-reading, while-reading, and post-reading activities. The product was evaluated by two experts in English pedagogy. The quantitative evaluation results showed that the two experts assigned scores of 149 and 148 out of 150, respectively, and both scores fell into the “Excellent” category. Furthermore, the qualitative feedback indicated that the developed storybook was relevant, engaging, visually appealing, linguistically appropriate for the students’ characteristics, and supportive of English language learning and the reinforcement of spirituality values. Therefore, the developed digital bilingual storybook was considered highly appropriate as an instructional medium for Grade 5 elementary school students while simultaneously promoting spirituality values.
Novice vs. Experienced Teachers: A Study of English Language Teaching Strategies Luh Putu Artini; Ni Nyoman Padmadewi; Ni Made Ratminingsih; I Gede Yoga Permana
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 15, No 2 (2025)
Publisher : Fakultas Ilmu Pendidikan dan Humaniora (FIPH), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.15.2.2025.300-319

Abstract

The strategies employed by teachers in teaching English as a foreign language play a crucial role in determining students’ success in mastering the language. Prior research has consistently indicated that teachers’ instructional strategies are influenced by their learning experiences, formal education, and length of teaching experience. Studies in language pedagogy suggest that experienced teachers tend to demonstrate greater flexibility and pedagogical awareness in selecting and implementing teaching strategies, while novice teachers often rely more heavily on prescribed frameworks. Grounded in this literature, the present study aims to examine the differences in strategy selection and implementation between novice and experienced English teachers. This study adopted a mixed-methods approach involving self-rating questionnaires, classroom observations, and semi-structured interviews. The participants consisted of novice and experienced English teachers teaching at the secondary school level. Quantitative data from the questionnaires were supported and elaborated by qualitative data obtained from observations and interviews. The findings reveal both similarities and clear differences in the strategies used by novice and experienced teachers. Novice teachers tended to follow structured and predefined strategies aligned with their personal teaching standards, whereas experienced teachers demonstrated greater adaptability by modifying, combining, and contextualizing strategies to meet students’ needs and classroom dynamics. These findings highlight the importance of pedagogical flexibility in effective English language teaching. In conclusion, this study underscores the need for teacher education programs to emphasize reflective practice, differentiated strategy training, and mentorship to better prepare novice teachers for diverse instructional contexts.
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