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All Journal Jurnal Ilmu Pendidikan Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Jurnal Pendidikan dan Pengajaran PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Lingua Scientia Journal Language and Education Journal Jurnal Pendidikan Bahasa dan Sastra Indonesia Undiksha Jurnal Penelitian dan Pengembangan Pendidikan Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Jurnal Pendidikan Bahasa Inggris Jurnal Pendidikan Indonesia Jurnal Pendidikan Bahasa Jurnal Pendidikan Bahasa Inggris IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Tell : Teaching of English Language and Literature Journal Script Journal: Journal of Linguistic and English Teaching LLT Journal: A Journal on Language and Language Teaching Jurnal Dimensi Pendidikan dan Pembelajaran Linguistic, English Education and Art (LEEA) Journal JET (Journal of English Teaching) Adi Buana Journal of Educational Research and Evaluation International Journal of Language and Literature WIDYA LAKSANA Journal of Education Technology Journal of Psychology and Instructions International Journal of Elementary Education Jurnal EDUTECH Undiksha JSHP (Jurnal Sosial Humaniora dan Pendidikan) Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Voices of English Language Education Society JOURNAL OF ENGLISH FOR ACADEMIC Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Jurnal Onoma: Pendidikan, Bahasa, dan Sastra ACITYA Journal of Teaching & Education Yavana Bhasha : Journal of English Language Education Journal of English Language Teaching Innovations and Materials (Jeltim) E-Link Journal Parameter Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP The Art of Teaching English as a Foreign Language (TATEFL) Journal of English Language and Education Journal of English Development Journal of Educational Study Jurnal Penelitan Mahasiswa Indonesia New Language Dimensions Linguistic, English Education and Art (LEEA) Journal Jurnal Riset Madrasah Ibtidaiyah (JURMIA) Jurnal Locus Penelitian dan Pengabdian Indonesian Journal of Instruction Indonesian Journal Of Educational Research and Review Soshum: Jurnal Sosial dan Humaniora JASL - Journal of Applied Studies in Language JEELS (Journal of English Education and Linguistics Studies) ELOQUENCE: Journal of Foreign Language Jurnal Ilmiah Ilmu Terapan Universitas Jambi Jurnal Penelitian Ilmu Pendidikan Indonesia Yavana Bhasha: Journal of English Language Education Studies in English Language and Education Riwayat: Educational Journal of History and Humanities SEAQIL Journal of Language Education Journal of Educational Studies GLENS: Global English Insights Journal
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Do Gender and Academic Anxiety Associate with AI Utilization in English Grammar Courses? I Komang Adiartha Negara; Ni Made Ratminingsih; Kadek Sintya Dewi
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.v11i3.2126

Abstract

The growing use of artificial intelligence (AI) in English grammar learning has brought new attention to the role of internal factors in students' use of technology. Although previous studies have focused on demographic and affective variables, the relevance of these factors in a routine academic context still needs to be reviewed. This study examines the relationship between gender and academic anxiety with students’ use of AI-based applications in English Grammar courses. An ex post facto quantitative design was employed involving 123 fourth-semester students majoring in English Education at a public university in North Bali. Data were collected through a survey with questionnaires on academic anxiety and AI utilization, and were analyzed using multiple linear regression. The findings show a relatively similar pattern of AI use among students, indicating that AI functions as an institutionalized learning practice. These results highlight the importance of context and learning design in AI-assisted language learning.
Negotiating In-Group and Out-Group Identities through Translanguaging in English Area Communities: Menegosiasikan Identitas Kelompok Dalam dan Kelompok Luar Melalui Translanguaging di Komunitas Berbahasa Inggris Fadhlan Saini; Putu Kerti Nitiasih; Ni Made Ratminingsih; Ni Komang Arie Suwastini
ELOQUENCE : Journal of Foreign Language Vol. 5 No. 1 (2026): APRIL
Publisher : Language Development Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/eloquence.v5i1.3412

Abstract

Background: Along with the development of sociolinguistic studies and language education, the orientation of research and learning practices is shifting from a monolingual approach to a more inclusive multilingual framework. In this context, translanguaging is seen as a communicative practice that allows individuals to use the entirety of their linguistic resources dynamically to build meaning, form identity, and establish social relationships. Purpose: This study aims to explore the practice of translanguaging within English Area communities that function as Community of Practice (CoP), focusing on the role of such practices in strengthening social cohesion as well as in the identity negotiation process between core members and outsiders of the community. Method: This research applies ethnographic case study approach. Data collection was conducted through participatory observation, semi-structured interviews, and review of community documents involving various actors, ranging from core administrators, active members, new members, former members, to external observers. Data analysis was conducted using Thematic Analysis to reveal patterns of language use, linguistic norms that develop, and the dynamics of social identity formation in the community. Results and Discussion: Research findings show that the English Area acts as a community of practice that supports the collaborative and sustainable English learning process. The practice of translanguaging not only serves as a pedagogical strategy to facilitate the understanding of the material, but also as an effective strategy that contributes to decreasing language anxiety and increasing member engagement. The use of language in the community is flexible and situational, where English is applied in accordance with the goals of the activity and the level of readiness of the participants. Although the ability to speak English serves as a symbol of membership, the application of language flexibility actually strengthens the sense of community and reduces the potential for social exclusion. Conclusions and Implications: This study confirms that translanguaging plays an important role in language learning, identity formation, and the sustainability of communities of practice, and has implications for the development of more inclusive and contextual English learning practices.
A COMPARATIVE STUDY OF PQRST AND SQ3R STRATEGIES BASED ON THE TEXT TYPES UPON THE EIGHTH GRADE STUDENTS’ READING COMPETENCY AT SMPN 4 SINGARAJA Komang Dedy Sandiarsa; Dewa Komang Tantra; Ni Made Ratminingsih
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 1 No. 1 (2014)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v1i1.2401

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. 
The Effect of Gemini AI-enhanced E-portfolios on Students’ Speaking Performance: A Quantitative Analysis in ESP Context I Putu Yoga Laksana; Ni Made Ratminingsih; Made Hery Santosa; I Putu Indra Kusuma; Thijs Hemmer
Journal of Applied Studies in Language Vol. 10 No. 1 (2026): June 2026
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/jasl.v10i1.16-25

Abstract

This study investigates the quantitative impact of Gemini AI-enhanced e-portfolio assessment on English speaking performance among ESP students in a vocational education context. Despite the growing integration of artificial intelligence in language education, empirical evidence examining the effectiveness of multimodal AI systems on speaking skill development remains limited, particularly within ESP contexts where students require targeted professional language competencies. Using a one-group pretest-posttest design, 30 second-semester International Business Management students at Politeknik Negeri Bali participated in a 14-week intervention utilizing Gemini AI-integrated e-portfolio assessment. Speaking performance was measured through comprehensive assessments based on the Complexity, Accuracy, and Fluency (CAF) framework, incorporating formal business presentations and structured role-play negotiation scenarios representative of authentic professional discourse demands. Results from paired samples t-test analysis revealed statistically significant improvements following the intervention (t (29) = 15.847, p < 0.001, Cohen's d = 2.89), with mean speaking scores increasing substantially from 62.45 (SD = 8.23) to 78.67 (SD = 6.45). Component-level analysis demonstrated differential yet consistently strong effects across all CAF dimensions: fluency (d = 2.52), complexity (d = 2.27), and accuracy (d = 1.87). The very large effect sizes indicate substantial practical significance, exceeding effect sizes reported in previous technology-enhanced speaking interventions by factors of four to eight. These findings contribute critical empirical evidence supporting AI integration in vocational language education and suggest that Gemini AI-enhanced e-portfolio assessment represents a paradigm shift in ESP pedagogy, with important implications for curriculum redesign and institutional technology adoption decisions in professional preparation programs.  
Translanguaging and Its Role in English for Critical Thinking Class: Observations at STAHN Mpu Kuturan Singaraja Pande Eka Putri Pradnyani; Ni Made Ratminingsih; IGA Lokita Purnamika Utami
Soshum: Jurnal Sosial dan Humaniora Vol. 15 No. 2 (2025): July 2025
Publisher : Unit Publikasi Ilmiah, P3M, Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/soshum.v15i2.165-172

Abstract

This research is aimed to explore translanguaging practices in tertiary level, specifically in English for Critical Thinking Class at STAHN Mpu Kuturan Singaraja. The goals of this study is to find out the translanguaging types, functions, and language use by the lecturer. The translanguaging practiced by the lecturer were observed through 11 meetings. Observations were conducted to find out how the lecturer practiced translanguaging in the class. With the use of field notes and observation sheets, the data were collected and then presented in the form of table and diagram. The observations were focused on discovering translanguaging frequency, types, functions and languages use. A deductive thematic analysis was employed to analyze the research objectives. This research shows that translanguaging was practiced frequently by the lecturer in terms of pre-activity, main activity, and post-activity. There are 8 (eight) types of translanguaging found along the study that specifically used for specific teaching functions. Moreover, this finding also covers that the lecturer used 3 (three) languages in translanguaging, including English, Indonesian, and Balinese. This study implies that translanguaging as a pedagogical approach plays important roles in multilingal classrooms.
Elementary School Teachers’ Perception Using Stories in English Language Literacy Melin Cahyani, Kadek; Ni Made Ratminingsih; Made Hery Santosa
JET ADI BUANA Vol 10 No 01 (2025): Volume 10 Number 01 April 2025
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v10.n01.2025.10058

Abstract

This study aims to determine the perception of elementary school teachers on the use of stories in the learning process. This study used a mixed method involving 7 elementary school teachers from SD Negeri 3 Banjar Jawa and SD Laboratorium Undiksha as samples. Data collection was carried out through questionnaires and interviews. Questionnaires and interviews were made based on the theory of perception. Perception theory consists of behavioral, emotional, and cognitive engagement. The study results showed that most teachers had a very positive perception, with an average value of 23.90 on the use of stories. The results of the interview also stated that the results were very positive. In terms of behavior, teachers are able to involve themselves in the learning process to help increase students' interest in reading. In addition, emotionally, teachers are also able to organize the learning process so that students are comfortable and can teach moral values ​​to students through stories. Furthermore, in the cognitive aspect, teachers are very able to guide students in completing tasks that are arranged according to targets during the learning process. Based on the results of this study, researchers strongly recommend the use of stories to improve literacy. Teachers can use learning media that are relevant to the story and create a fun learning atmosphere.
The Implementation of Task-Based Digital Storytelling to Enhance Students’ Speaking Competency in Primary School Ni Kadek Winda Hapsari Dewi; Ni Made Ratminingsih; Luh Gede Eka Wahyuni
Jurnal Penelitian Ilmu Pendidikan Indonesia Vol. 5 No. 1 (2026)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpion.v5i1.1092

Abstract

This study aims to investigate the effect of implementing Task-Based Digital Storytelling through the Technology-Mediated Task-Based Language Teaching (TMTBLT) approach on improving primary school students’ speaking competency. This research employed a quantitative approach using a pre-experimental design with a one-group pre-test and post-test model. The participants of this study were 36 sixth-grade students at a primary school in Bali. Data were collected through speaking tests administered as pre-test and post-test and assessed using a speaking rubric covering pronunciation, grammar, vocabulary, fluency, and comprehension. The data were analyzed using descriptive statistics, normality testing, and a paired sample t-test. The findings revealed a significant improvement in students’ speaking competency after the implementation of Task-Based Digital Storytelling. The mean score increased from 59.44 in the pre-test to 75.89 in the post-test. The paired sample t-test result showed a significance value of 0.000 (p < 0.05), indicating a statistically significant difference between students’ speaking performance before and after the intervention. These findings suggest that Task-Based Digital Storytelling within the TMTBLT framework is an effective instructional strategy to enhance primary school students’ speaking competency and to create a more interactive and meaningful language learning environment.
Bantuan QuillBot dalam mendukung penulisan akademik bagi mahasiswa tingkat lanjut: Tinjauan sistematis literatur Luh Rista Hardiantini; Ni Made Ratminingsih; I Gusti Ayu Lokita Purnamika Utami; Made Hery Santosa
JURNAL DIMENSI PENDIDIKAN DAN PEMBELAJARAN Vol 13 No 2 (2025): Juli
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/dpp.v13i2.11074

Abstract

QuillBot is a tool that influences the writing quality among higher students. This tool offers beneficial features that assist the development of academic writing ability among students. Therefore, this study aims to explore the assistance of QuillBot in academic writing among higher students. The researcher adopted the SLR (Systematic Literature Review) methodology proposed by Lame and Guillaume (2019). This method employs eight steps, from developing research questions to resulting interpretations. Those steps are conducted to determine whether the previous articles are appropriate and eligible. Ten articles were found that required the inclusion of the criteria. The articles were found in reputable resources such as Google Scholar, ResearchGate, ScienceDirect, and Taylor & Francis. The findings revealed that QuillBot assists the students in creating minimum errors in writing by discovering grammatical errors, paraphrasing sentences for writing evaluation, avoiding plagiarism, and encouraging students’ motivation. Overall, the tool facilitates the students’ development of their academic writing ability. Additionally, the students’ positive perceptions of writing development support it. They showed language improvement, such as vocabulary development and grammatical ability. Therefore, QuillBot assists the students in powering their writing ability and minimizing their anxiety toward academic writing.
From Reading Journal Articles to Research Synthesis: Pre-Service English Teachers' Development of Source-Based Academic Literacy Fadhlan Saini; Ni Made Ratminingsih; Ni Luh Putu Sri Adnyani; Ni Luh Putu Eka Sulistia Dewi; Dewa Putu Ramendra
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026 (In Press)
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.740

Abstract

This study examines how pre-service English teachers develop source-based academic literacy as they move from reading journal articles to writing research syntheses. Framed by the Academic Literacies Model, it employed a qualitative descriptive design involving twelve eighth-semester students in an English Education Study Program in Indonesia. Data were collected through semi-structured interviews, reading and synthesis tasks, reflective journals, annotated articles, synthesis matrices, and students’ written work, and were analysed using reflexive thematic analysis. The findings show that development was gradual, recursive, and uneven. Students initially read journal articles for text-level comprehension, focusing on vocabulary, structure, and isolated meanings, but struggled to relate sources, transform summaries into synthesis, and construct an academic voice. This summary–synthesis gap was shaped by limited strategies, uncertainty about academic authority, and fear of misrepresenting authors’ ideas. Synthesis matrices, purposeful annotation, concept mapping, peer discussion, and reflection supported more analytical source use. The study contributes an explicit pedagogical explanation of how research synthesis can be systematically scaffolded in academic writing and research courses as both an academic literacy practice and a professional competence in English teacher education.
The Challenges Encountered by Lecturer in Translanguaging Practices in Morphosyntax Subject of English Language Education Program Ni Putu Anggi Natalia Sugita; Ni Made Ratminingsih; Ni Wayan Surya Mahayanti
Tell : Teaching of English Language and Literature Journal Vol 13 No 2 (2025): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v13i2.25794

Abstract

Translanguaging has emerged as a pedagogical approach that facilitates multilingual learners in the EFL higher education. While studies have extensively explored its benefits, limited study has examined the challenges encountered when implementing translanguaging in specific content area, such as Morphosyntax. This study addresses this gap by investigating challenges faced by a lecturer in translanguaging practices in an undergraduate of the English Language Education program. This research was belonged to qualitative research using a semi-structured interview. Based on the preliminary research, it showed that the lecturer applied translanguaging during the teaching and learning process. A semi-structured interview was conducted for 11 meetings to obtain data regarding the challenges confronted by the lecturer. The data were analyzed through a deductive thematic analysis to acquaint the objective of the research. The challenges of translanguaging were categorized into 3 aspects; situations, tasks, and problems. The findings revealed that during translanguaging practices in 3 learning phases, the lecturer did not encounter any significant challenges. Instead, the lecturer found that translanguaging practices had facilitative function to assist students in achieving the learning objectives. Therefore, this research elucidated the information about translanguaging practices as an approach that can be implemented in the English language teaching and learning.
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, Yinghuei 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 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 Fadhlan Saini 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 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 Gede Yoga Permana 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 Komang Adiartha Negara 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 Edi Sutrisna . I Putu Indra Kusuma I Putu Ngurah Wage Myartawan I PUTU WIMA ARINDA SAPUTRA . I Putu Yoga Laksana 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 Pt Novita Sari Paragae IGB Rama Sujaya Ilza Mayuni Kadek Ayu Dwipayanti Kadek Ayu Dwipayanti; Ni Made Ratminingsih; Made Hery Santosa 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 . Luh Diah Surya Adnyani Luh Diah Surya Adnyani Luh Diah Surya Adnyani Luh Gede Eka Wahyuni Luh Gede Eka Wahyuni Luh Parmawati Luh Putu Artini Luh Putu Artini LUH PUTU DIAN KRESNAWATI . Luh Rista Hardiantini Luh Siantari M. Adib Nazri M. Zaim 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 Melin Cahyani, Kadek 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 Kadek Winda Hapsari Dewi Ni Ketut Ria Megawati . Ni Komang Arie Suwastini Ni Luh Kade Duwinitia Ningsih ., Ni Luh Kade Duwinitia Ningsih Ni Luh Putu Eka Sulistia Dewi Ni Luh Putu Era Adnyayanti Ni Luh Putu Sri Adnyani 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 Anggi Natalia Sugita 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 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 Thijs Hemmer 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 Yulia Agustina Zamzam, Ahmad