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THE EFFECT OF GUIDED WRITING STRATEGY AND STUDENTS’ ACHIEVEMENT MOTIVATION ON STUDENTS’ WRITING COMPETENCY A A, Komang, Handayani,; Dantes, N.; Ni Made, Ratminingsih,
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris

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Abstract This study aimed at investigating whether the implementation of guided writing strategy and the students’ achievement motivation gave a significant effect to the students’ writing competency. This was an experimental research which applied 2 x 2 factorial design. The population was 6 classes (134 students) of grade X in SMAN 1 Sukasada in the academic year 2012/2013. The samples were 4 classes which were choosen by using Random Sampling and were divided into two groups, i.e. experimental group and control group. The research data were analyzed by using Statistical Two-Way ANOVA and Tukey Test. The result shows that, first, there was a significant difference on the students’ writing competency between the students who were taught by using guided writing strategy and conventional writing strategy. Second, there was a significant interactional effect on the students’ writing competency between the strategies applied and the students’ achievement motivation. Third, there was a significant difference on the students’ writing competency between the students who had high achievement motivation when they were taught by using guided writing strategy and conventional strategy. Fourth, there was a significant difference between the students’ writing competency of the students who had low achievement motivation when they were taught by using guided writing strategy and conventional strategy.     Keywords: achievement motivation, guided writing strategy, writing competency.
THE EFFECT OF DISCUSSION TECHNIQUE AND ENGLISH LEARNING MOTIVATION TOWARD STUDENTS’ SPEAKING ABILITY Menggo, S.; Ketut, Seken,; Made, Ratminingsih,
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris

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ABSTRACT The aim of this study is to investigate whether there is (1) a difference in the speaking ability between students who are taught by using discussion technique and those taught by using the conventional technique; (2) an effect of interaction between the speaking techniques applied and English learning motivation toward students’ speaking ability; (3) a difference in speaking ability between students with high English learning motivation who are taught by using discussion technique  and those taught by using the conventional technique; and (4) a difference in speaking ability between students with low English learning motivation who are taught by using discussion technique and those taught by using the conventional technique. The study used a 2X2 factorial design, which involved a sample of 96 students. The data were collected by using questionnaire and a speaking test then analyzed by Two-way ANOVA. The result indicates that (1) there was a significant difference in speaking ability between the students who were taught by using discussion technique and those taught by using the conventional technique; (2) there was a significant interactional effect between the teaching techniques applied and students’ motivation toward their speaking ability; (3) there was a significant difference in speaking ability between students with high English learning motivation who were taught by using discussion technique and those taught with the conventional technique; and (4) there was significant difference in speaking ability between the students with low English learning motivation who were taught by using discussion technique and those taught with the conventional technique.   Key words:  discussion technique, motivation, speaking ability
THE EFFECT OF PROCESS AND PRODUCT APPROACHES ON THE STUDENTS’ COMPETENCY IN WRITING DIFFERENT TYPES OF TEXTS Ayu Wirawati, Ni Kadek; Tantra, Dewa Komang; Ratminingsih, Made
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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This study aims at finding the effect of process and product approaches to the eighth grade students of SMP Harapan 1 Denpasar on their  competency in writing different types of texts. This is an experimental study with post-test only comparison group design using 2 x 3 factorial design. The results of the study are: 1) there is a significant  difference of process and product approach on the students’ writing competency, 2) there is a significant difference on the students’ competency in writing narrative paragraph between process and product approach group, 3) there is a significant difference on the students’ competency in writing recount paragraph between process and product approach group, 4) there is a significant difference on the students’ competency in writing descriptive paragraph between   process and product approach group,5) there is an interaction between the writing approaches and types of texts. Keywords : Process Approach, Product Approach, Types of Texts and Writing Competency.
The Effect of Background Music and Gender Differences on Students’ Reading Comprehension in Grade Eight SMP Negeri 4 Denpasar in the Academic Year 2013/2014 Sujaya, IGB Rama; Kerti Nitiasih, Putu; Ratminingsih, Ni Made
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris

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Abstrak   Rendahnya kemampuan memahami bacaan oleh siswa SMP menjadi dasar dari penelitian ini. Tujuan penelitian adalah untuk menginvestigasi efek dari musik latar pada kemampuan memahami isi bacaan oleh siswa SMP. Selain itu, perbedaan jender siswa juga digunakan sebagai variabel moderator. Populasi penelitian tersebar pada sepuluh kelas dan melalui teknik sampel acak, di dapat dua kelas yang kemudian di kelompokkan menjadi grup eksperimen dan grup kontrol. Secara kesuluruhan, jumlah sampel yang digunakan dalam penelitian adalah 80 sampel. Untuk memeperoleh data penelitian, digunakan skor dari postes yang kemudian di olah dengan dua metode statistik yaitu statistik deskriptif dan inferensial. Di akhir investigasi, ditemukan bahwa (1) ada perbedaan yang signifikan pada kemampuan memahami bacaan anatara siswa yang diajar dengan mengunakan perlakuan musik latar dengan siswa yang diajar tanpa musik latar (2) ada perbedaan yang signifikan pada kemampuan memahami bacaan antara siswa perempuan dengan siswa laki – laki. (3) terdapat interaksi antara perlakuan musik latar dan teknik konvensional dan juga jender pada kemampuan membaca siswa SMP, (4) terdapat perbedaan yang signifikan pada siswa perempuan yang diberi perlakuan musik latar dengan siswa perempuan yang tidak diberi perlakuan musik latar, dan (5) tidak terdapat perbedaan yang signifikan pada siswa laki – laki yang diberi perlakuan musik latar dengan siswa laki – laki yang tidak diberi perlakuan dengan musik latar.   Kata Kunci: Musik latar, jender, pemahaman membaca, teknik mengajar konvensional.  
A COMPARATIVE STUDY OF PQRST AND SQ3R STRATEGIES BASED ON THE TEXT TYPES UPON THE EIGHTH GRADE STUDENTS’ READING COMPETENCY AT SMPN 4 SINGARAJA Dedy Sandiarsa Sari, Komang; Tantra, Dewa Komang; Ratminingsih, Ni Made
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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  Abstract This research aimed at investigating whether or not there is a different effect between PQRST and SQ3R strategies based on the text types upon the eighth grade students’ reading competency. This research was an experimental research with 2 X 2 factorial designs. The population was 6 classes (179 students) of grade VIII in SMPN 4 Singaraja in the academic year 2012/2013, in which 4 classes were sample of this research which was assigned into two groups, two classes with 60 students were PQRST strategy group, and two classes with 60 students were SQ3R strategy group determined by using a Multistage Random Sampling. The data were collected through reading comprehension test that were analyzed by using Statistical Two-Way ANOVA. The result shows that, first, FA = 31.533 with the significant value was 0.000 which was less than 0.5, therefore, there is a significance difference between the students who were taught by PQRST strategy than those who were taught by SQ3R strategy. Second, FAB = 2.624 with the significant value was 0.107 which was higher than 0.5, therefore, there is no interactional effect of teaching reading strategies (PQRST and SQ3R) and text types (narrative and recount) on students’ reading competency. Keywords: PQRST strategy, SQ3R strategy, Text Types, Reading Competency.
THE EFFECT OF DIFFERENTIATED INSTRUCTION AND ACHIEVEMENT MOTIVATION ON STUDENTS’ WRITING COMPETENCY Gualbertus, Endal; Nyoman, padmadewi; Made, Ratminingsih
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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This experimental study aims at investigating the effect of Differentiated Instruction and achievement motivation on students’ writing competency of tenth grade students of SMAN 2 Denpasar. The design of this research was 2x2 factorial design. Data of students’ writing competency were collected by using an essay type test. Meanwhile, data of students’ achievement motivation level were collected by using questionnaire. The acquired data were analyzed statistically by two way ANOVA and Tukey test. This research discovers: 1) there is a significant difference in writing competency between the students taught with Differentiated Instruction and those taught with conventional method, 2) there is no significant difference in writing competency between the students having low achievement motivation taught with different instruction and those taught with conventional method, 3) there is a significant difference in writing competency between the students having high achievement motivation taught with Differentiated Instruction and those taught with conventional method, and 4) there is a significant interaction effect of teaching method (Differentiated Instruction and conventional method) and achievement motivation level (high and low levels) on students’ writing competency.   Keywords: differentiated instruction, achievement motivation, writing competency
The Effect of Shared Reading Strategy Using Digital Photo Story and Achievement Motivation on Students’ Reading Comprehension ., LUH PUTU DIAN KRESNAWATI; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., Dr.Ni Made Ratminingsih, MA
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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Penelitian ini adalah penelitian eksperimen yang bertujuan untuk mengetahui perbedaan pemahaman membaca bagi siswa yang diajar dengan shared reading yang dipadu dengan digital photo story dan siswa yang diajar dengan menggunakan strategi konvensional, dengan mempertimbangkan motivasi pencapaina siswa di SMP Negeri 6 Singaraja tahun ajaran 2012/2013. Terdapat 2 variabel tidak terikat (Strategi shared reading dengan menggunakan digital photo story dan motivasi berprestasi) dan satu variabel terikat (pemahaman membaca). Data yang telah terkumpul dianalisis dengan menggunakan ANOVA dua jalur dan tes Tukey. Hasilnya menunjukkan: (1) adanya perbedaan pemahaman membaca siswa yang signifikan antara siswa yang diajarkan dengan menggunakan stategi shared reading dengan digital photo story dan mereka yang diajarkan dengan strategi konvensional, (2) adanya dampak interaksi yang signifikan antara strategi shared reading dengan menggunakan digital photo story dengan motivasi pencapaian siswa dalam pemahaman membaca, (3) adanya perbedaan yang signifikan dalam pemahaman membaca siswa antara siswa yang memiliki motivasi berprestasi tinggi ketika mereka diajar dengan menggunakan strategi shared reading dengan digital photo story dan strategi konvensional, dan (4) adanya perbedaan yang signifikan dalam pemahaman membaca siswa yang memiliki motivasi berprestasi rendah ketika mereka diajar dengan strategi shared reading dengan digital photo story dan strategi konvensional.Kata Kunci : Pemahaman membaca, strategi shared reading, digital photo story, motivasi pencapaian The main purpose of this study is to know the effect of shared reading strategy using digital photo story and achievement motivation on students’ reading comprehension. This study was conducted at SMP Negeri 6 Singaraja, specifically on the seventh grade students of the academic year 2012/2013. There were two independent variables (Shared reading strategy using digital photo story and achievement motivation) and one dependent variable (reading comprehension). The data were analyzed using two-way ANOVA and Tukey Test. The results showed that: (1) there was a significant difference on students’ reading comprehension between students who were taught by shared reading strategy using digital photo story and conventional reading strategy, and (2) there was a significant interactional effect between shared reading strategy using digital photo story and students’ achievement motivation on reading comprehension, (3) there was a significant difference between the students’ reading comprehension achievement of the students with high achievement motivation when they are taught by shared reading strategy using digital photo story and conventional reading strategy, and (4) there was a significant difference between the students’ reading comprehension achievement of the students with low achievement motivation when they are taught by shared reading strategy using digital photo story and conventional reading strategy.keyword : Reading comprehension, shared reading, digital photo story, achievement motivation
THE EFFECT OF DICTOGLOSS TECHNIQUE AND MOTIVATION ON THE WRITING ACHIEVEMENT OF THE EIGHTH GRADE STUDENTS OF SMPN I SUKASADA ., MADE SUCI SUANDARI; ., Dr.Ni Made Ratminingsih, MA; ., Dr. I Gede Budasi,M.Ed,Dip.App.Lin
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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Abstract The study aimed at investigating the effect of Dictogloss Technique and Motivation on the writing Achievement of the Eighth Grade Students of SMPN 1 Sukasada. This experimental research applied the post test only control group design by using factorial 2 x 2 factorial designs. The instruments used in this study to gain the data were the writing test, and the motivation questionnaire. The obtained data were analyzed by using two way ANOVA and Tuckey test. The findings of the study were as follows : (1) the writing achievement of the students who were taught by using Dictogloss Technique is higher than the writing achievement of those students who were taught by using Conventional Technique, 2) there is an interactional effect between the teaching techniques applied and the students’ motivation on the students’ writing achievement 3) the writing achievement of high motivation students taught by using Dictogloss Technique is higher than the writing achievement of those students who were taught by using Conventional Technique, 4) there is a significant difference on the writing achievement of low motivation students who were taught by using Dictogloss Technique and the writing achievement of those who were taught by using Conventional Technique. Therefore, it could be concluded that, Dictogloss Technique is more effective than Conventional Technique for high and low motivation students in teaching writing. Kata Kunci : Dictogloss Technique, motivation, and writing achievement Abstract The study aimed at investigating the effect of Dictogloss Technique and Motivation on the writing Achievement of the EightH Grade Students of SMPN 1 Sukasada. This experimental research applied the posttest only control group design by using factorial 2 x 2 factorial designs. The instruments used in this study to gain the data were the writing test, and the motivation questionnaire. The obtained data were analyzed by using two way ANOVA and Tuckey test. The findings of the study were as follows : (1) the writing achievement of the students who were taught by using Dictogloss Technique is higher than the writing achievement of those students who were taught by using Conventional Technique, 2) there is an interactional effect between the teaching techniques applied and the students’ motivation on the students’ writing achievement 3) the writing achievement of high motivation students taught by using Dictogloss Technique is higher than the writing achievement of those students who were taught by using Conventional Technique, 4) there is a significant difference on the writing achievement of low motivation students who were taught by using Dictogloss Technique and the writing achievement of those who were taught by using Conventional Technique. Therefore, it could be concluded that, Dictogloss Technique is more effective than Conventional Technique for high and low motivation students in teaching writing. keyword : Dictogloss Technique, motivation, and writing achievement
AN EVALUATION STUDY ON THE IMPLEMENTATION OF SCHOOL-BASED CURRICULUM (SBC) IN THE TEACHING OF ENGLISH AS A FOREIGN LANGUAGE IN SMP NEGERI 3 SAKRA TIMUR ., ABDUL MAJID; ., Prof. Dr.I Ketut Seken,MA; ., Dr.Ni Made Ratminingsih, MA
Jurnal Pendidikan Bahasa Vol 2 (2013)
Publisher : Jurnal Pendidikan Bahasa

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This research is to evaluate the implementation of English school-based curriculum (ESBC) in SMP Negeri 3 Sakra Timur. This evaluation research used Context, Input, Process, Product (CIPP) model from Stufllebeam (1986). Context variable is limited only in school’s geography, school’s vision and mission, school program, school management/organization, and school’s SWOT. Input as the supporting point of the program concerns curriculum (SBC), teachers’ characteristics, facilities, school’s environment, and school’s budgeting. Process includes program development plan, teaching practices, assessment of students’ learning, and decision making. Product or output can be measured from two aspects, namely: students’ non-academic achievement, and students’ academic achievement. There were 5 participants used as the subjects of the present study and they were headmaster, vice headmaster of curriculum, and 3 English Teachers in year 2012/2013. The data were collected by using questionnaire, guided interview, observation and document analysis. The data were analyzed using descriptive quantitative and qualitative method. The result shows that: (1) context, input, and product variables were positive ( + ) means good, (2) process variable was negative ( - ) means not good. It could be concluded that the English teachers in SMP Negeri 3 Sakra Timur in East Lombok regency were good enough in implementing school-based curriculum in academic year 2012/2013. From the evidence, it is suggested that English teachers should be facilitated to strengthen their awareness in teaching English.keyword : evaluation study, curriculum implementation, school based curriculum.
THE EFFECT OF CIRC STRATEGY AND ACHIEVEMENT MOTIVATION TOWARD STUDENTS/ READING COMPREHENSION ., LELA RAHMAWATI; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Dr.Ni Made Ratminingsih, MA
Jurnal Pendidikan Bahasa Vol 3, No 1 (2014)
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The aim of this study is to investigate (1) whether there is a difference in the reading comprehension between students who are taught by using CIRC strategy and those taught by using the conventional strategy; (2) an interactional effect between the reading strategyi applied and achievement motivation toward students’ reading comprehension; (3) a difference in reading comprehension between students with high achievement motivation who are taught by using CIRC strategy and those taught by using the conventional strategy; and (4) a difference in reading comprehension between students with low achievement motivation who are taught by using CIRC strategy and those taught by using the conventional strategy. The study administrated a 2X2 factorial design, which 175 students were involved as the sample. The data were collected by using qquestionnaire and a reading test then analyzed by Two-way ANOVA. The result indicates that (1) there is a significant difference in reading comprehension between the students who are taught by using CIRC strategy and those taught by using the conventional strategy; (2) there is an effect of the interaction between the teaching strategy applied and students’ achievement motivation toward their reading comprehension; (3) there is a significant difference in reading comprehension between students with high achievement motivation who are taught by using CIRC strategy and those taught with the conventional strategy; and (4) there was significant difference in reading comprehension between the students with low achievement motivation who are taught by using CIRC strategy and those taught with the conventional strategy.Kata Kunci : : CIRC, achievement motivation, reading comprehension The aim of this study is to investigate (1) whether there is a difference in the reading comprehension between students who are taught by using CIRC strategy and those taught by using the conventional strategy; (2) an interactional effect between the reading strategyi applied and achievement motivation toward students’ reading comprehension; (3) a difference in reading comprehension between students with high achievement motivation who are taught by using CIRC strategy and those taught by using the conventional strategy; and (4) a difference in reading comprehension between students with low achievement motivation who are taught by using CIRC strategy and those taught by using the conventional strategy. The study administrated a 2X2 factorial design, which 175 students were involved as the sample. The data were collected by using qquestionnaire and a reading test then analyzed by Two-way ANOVA. The result indicates that (1) there is a significant difference in reading comprehension between the students who are taught by using CIRC strategy and those taught by using the conventional strategy; (2) there is an effect of the interaction between the teaching strategy applied and students’ achievement motivation toward their reading comprehension; (3) there is a significant difference in reading comprehension between students with high achievement motivation who are taught by using CIRC strategy and those taught with the conventional strategy; and (4) there was significant difference in reading comprehension between the students with low achievement motivation who are taught by using CIRC strategy and those taught with the conventional strategy.keyword : CIRC, achievement motivation, reading comprehension
Co-Authors ., A.A. Istri Alit Winanda Prilia ., A.A. Istri Alit Winanda Prilia ., Aldea Pramesti Angelina ., COKORDA ISTRI ITA ARIATI ., DESAK PUTU BONITA ARYVADEVI ., Dewa Putu Nara Kusuma ., Dewa Putu Nara Kusuma ., DR. LUH PUTU ARTINI, M.A. ., DR. LUH PUTU ARTINI, M.A. ., Gusti Bagus Semara Putra ., Gusti Bagus Semara Putra ., Gusti Ngurah Arya Bayu Permadi ., I Gde Panji Naraswara ., I Gde Panji Naraswara ., I GUSTI AYU AGUNG MIRAH MEYLIANA ., I MADE DIDI DONA JULYANANTARA ., I NYOMAN SWARA MERTA ADI ., I Putu Gede Hendra Raharja ., I Putu Gede Hendra Raharja ., I Putu Wana Prasthadi ., I Putu Wana Prasthadi ., I Wayan Agus Budiarta ., I Wayan Agus Budiarta ., Ida Ayu Md Friska Setiawati ., Ida Ayu Md Friska Setiawati ., Ida Ayu Putu Puspawati ., Kadek Yoga Pramartha ., Kadek Yoga Pramartha ., Luh Gede Puspayanti ., Luh Gede Puspayanti ., LUH PUTU DIAN KRESNAWATI ., Luh Putu Yogi Indah Purnami ., Luh Putu Yogi Indah Purnami ., LUH WIDIANI ., Made Chintya Maha Yekti ., Made Dewi Setyathi ., Made Dewi Setyathi ., MAHAYU SOLINA YUDA ., MARIA YASINTA SITI ., MARTINA NOVI IRAWATI ., Md Yudyantara Risadi ., Md Yudyantara Risadi ., NI KADEK DWI EKA JAYANTHI AYU ., Ni Ketut Apriliyani ., Ni Ketut Apriliyani ., Ni Ketut Dian Permata Sari ., Ni Ketut Dian Permata Sari ., NI PUTU DIAH LAKSMI LESTARI ., NI PUTU DIAN INDRA PRATIWI ., NI PUTU EKA JUNIANI ., Ni Putu Eka Maryani Dewi ., NI PUTU EPIFANIA PUSPITAHATI ., Ni Putu Puspita Selly Aryati ., Ni Putu Puspita Selly Aryati ., Ni Putu Ratna Puspitadewi ., Ni Putu Ratna Puspitadewi ., NI PUTU WIDYA LAKSANA DEWI ., Ni Wayan Ekayani ., Ni Wayan Ekayani ., NI WAYAN MEI INDRAYANI ., Ni Wayan Putri Anggitawati ., NI WAYAN SRI NOPIANA ., PROF. DR. I NYM. ADI JAYA PUTRA, M.A. ., Pt. Febry Budi Hendrawan ., Putu Dinda Mirahayu ., Putu Eka Dambayana S., S.Pd., M.Pd. ., Putu Eka Dambayana S., S.Pd., M.Pd. ., PUTU EMY WIDNYANI ., Putu Irmayanti Wiyasa ., Putu Mursita Tenia Sari ., Putu Mursita Tenia Sari ., Putu Pendi Adnyana Putra ., Putu Pendi Adnyana Putra ., Putu Widya Savitri ., Putu Widya Savitri ., RIA WANTY DARMAWAN ABDUL MAJID . Adelina Kartika Dewi Adnyani, Ni Luh Putu Sri Adnyayanti, Ni Luh Putu Era Agustina, Noni Ahmad Zamzam Arta, Gede Juni Ayu Swati Pramitha Yuliandari, Ketut Bhasmanara, Whikanta Candra Dewi, Ni Putu Eka Chen, Yinghui Cintya Maha Yekti Costa, Yuliana Maria Da Danuarta Yoga*, I Gusti Ngurah Wahyu Dewa Ayu Eka Agustini Dewa Komang Tantra Dewa Made Cipta Dwijaya ., Dewa Made Cipta Dwijaya Dewa Putu Ramendra Dewi, Adelina Kartika Dewi, I Gusti Ayu Triska Sri Urmila Dewi, Ni Putu Desy Krisna Drs. Asril Marjohan,MA . Drs.Gede Batan,MA . Eka Anastasia Wijaya Endal Gualbertus Ferdiawan, I Komang Tyan Fitria Ningtyas . G.A.P. Suprianti Gede Juni Arta Gede Mahendrayana Gede Mahendrayana Gusti Ngurah Arya Pramana Putra . Handayani, Komang A A Hardiantini, Luh Rista I Gede Angga Pradipta Saputra ., I Gede Angga Pradipta Saputra I Gede Arya Sudira I Gede Budasi I Gede Budasi I Gede Novan Giri Prabawa . I Gede Putu Adhitya Prayoga . I Gusti Ayu Agung Bintang Permatasari I Ketut Paramarta I Ketut Seken I Ketut Trika Adi Ana I Ketut Trika Adi Ana I Ketut Trika Adi Ana I Ketut Trika Adi Ana I Made Pasek Suwarbawa ., I Made Pasek Suwarbawa I Made Setiawan . I Nyoman Adi Jaya Putra I Nyoman Pasek Hadi Saputra I Putu Andre Suhardiana I Putu Indra Kusuma I Putu Ngurah Wage Myartawan I PUTU WIMA ARINDA SAPUTRA . I Putu Yoga Purandina I Wayan Eri Kurnia ., I Wayan Eri Kurnia I Wayan Suarnajaya I.G.A. Lokita Purnamika Utami Ida Ayu Kade Putri Pradnyani . Ifan Iskandar IGA Lokita Purnamika Utami IGA Pt Novita Sari Paragae IGB Rama Sujaya Ilza Mayuni Kadek Dwi Maharani ., Kadek Dwi Maharani Kadek Kusumadewi . Kadek Mawar Sopiani Kadek Samiyanti Kadek Sintya Dewi Kadek Sonia Piscayanti Ketut Ayu Swati Pramitha Yuliandari Ketut Bayu Catur Paramahita Komang Dedy Sandiarsa Komang Dedy Sandiarsa Sari Komang Febri Riyani ., Komang Febri Riyani Lailiyah, Leni Laksmi, I Gusti Ayu Rai LELA RAHMAWATI . Lokita Purnamika Utami, I Gusti Ayu Luh Diah Surya Adnyani Luh Diah Surya Adnyani Luh Diah Surya Adnyani Luh Gede Eka Wahyuni Luh Parmawati Luh Putu Artini Luh Putu Artini LUH PUTU DIAN KRESNAWATI . Luh Siantari M.A. ., PROF. DR. I KETUT SEKEN, M.A. M.Pd ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd M.Pd. ., Made Hery Santoso, S.Pd, M.Pd. Made Hery Santosa Made Jane Purnama ., Made Jane Purnama MADE SUCI SUANDARI . Made Wahyu Mahendra . Mahayani, Putu Angelia Putri Maherni, Ni Kadek Dian Medyana Inna Sairo Meliani, Putu Ega Mella Resita Widhiastari Menggo, Sebastianus Miangtari, Nyoman Miangtari, Nyoman Milala, Natariana Br Muliadi, Nyoman Rini N. Dantes N. K. Arie Suwastini Ni Kadek Ariasih . Ni Kadek Ayu Wirawati Ni Kadek Dian Maherni Ni Kadek Suartini . Ni Ketut Ria Megawati . Ni Luh Kade Duwinitia Ningsih ., Ni Luh Kade Duwinitia Ningsih Ni Luh Putu Eka Sulistia Dewi Ni Luh Putu Era Adnyayanti Ni Luh Putu Wahyumunika Ni Made Asri Suwandesi Ni Made Ernila Junipisa Ni Made Evi Agustini ., Ni Made Evi Agustini Ni Made Suniyasih NI MADE TRIANI . Ni Nyoman Padmadewi Ni Nyoman Padmadewi Ni Putu Ari Prananti . Ni Putu Astiti Pratiwi Ni Putu Deanitha Rizki Awalia . Ni Putu Dianita Safitri Ni Putu Era Marsakawati Ni Putu Pebriyanti Ni Putu Pebriyanti Ni Putu Veni Venikagitayani . Ni Wayan Karmini . Ni Wayan Novi Suryati Ni Wayan Surya Mahayanti Nope Luh Sita Dewi Nurhasanah Halim Nyoman Karina Wedhanti Nyoman Miyangtari ., Nyoman Miyangtari Palupi, Tara Mustikaning Pande Eka Putri Pradnyani Paragae, IGA Pt Novita Sari Pasek, Made Pasek, Made Pratiwi, N. P. A Prawira, Bagus Yuda Prawisanthi, Tasya PROF. DR. A.A.ISTRI NGR.MARHAENI,M.A. . Prof. Dr. Ni Nyoman Padmadewi,MA . Prof. Dr.I Ketut Seken,MA . Purnamika Utami, I Gusti Ayu Lokita Puspitasari, Made Putra, I Kadek Swartana Putra, I Komang Janu Prianda Putu Adi Krisna Juniarta Putu Agung Wawan Widyasastrena Putu Ayu Prabawati Sudana Putu Ayu Prabawati Sudana Putu Ega Meliani Putu Eka Juniariani ., Putu Eka Juniariani Putu Hendra Kusuma . Putu Kerti Nitiasih Putu Kerti Nitiasih Putu Melia Dewi Putu Rusanti Putu Wulandari Tristananda . Rahayu, Ni Made Ririn Rahmanita, Risci Ayu Resaldi, Muhamad Ridho Rima Andriani Sari Rima Andriani Sari Ristika, Ni Putu Rika S. Menggo S.Pd. I Putu Ngurah Wage M . S.Pd. M.Pd. Ni LP. Eka Sulistia Dewi . S.Pd. Putu Eka Dambayana S. . Salsabila, Unik Hanifah Sang Ayu Made Diah Utami Putri Saputra, I Nyoman Pasek Hadi Sari Panjaitan, Polo Jumita Seken, Ketut Sita Dewi, Nope Luh Situmorang, Lidya Cristina Febriani Suhardiana, I Putu Andre Suniyasih, Ni Made Sutami Dwi Lestari Sutrisna, I Putu Edi Sutrisna, I Putu Edi Trifonia Fahik Wahyumunika, Ni Luh Putu Widiawati, Putu Shela Widyari, Ni Kadek Riska Wijaya, I Nyoman Arga Wulandari, Ni Luh Putu Titin Wulandari, Putu Ratih Yekti, Cintya Maha Yogi Setyawan Yuda Pradana, Wayan Radita Zamzam, Ahmad