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All Journal Jurnal Pendidikan dan Pengajaran PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Lingua Scientia Journal Language and Education Journal Jurnal Pendidikan Bahasa Inggris Jurnal Pendidikan Bahasa Jurnal Pendidikan Bahasa Inggris Jurnal Pendidikan Bahasa Journal of Educational Research and Evaluation International Journal of Language and Literature Journal of Education Technology Journal of Humanities, Social Science, Public Administration and Management (HUSOCPUMENT)

I Wayan Suarnajaya

Universitas Pendidikan Ganesha

Author-ID : 210429

Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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MATHEMATICS AND SCIENCE TEACHERSâ€™ PERCEPTIONS AND COMMUNICATION STRATEGIES ON THE USE OF ENGLISH AS A MEDIUM OF INSTRUCTION AT SMP NEGERI 1 DENPASAR Sudiatmika, I Ketut; Nitiasih, Putu Kerti; Suarnajaya, I Wayan
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Abstract This study aimed at investigating the use of English as a medium of instruction (EMI) at Pre-International Standard School (RSBI) at SMP N 1 Denpasar. It includes the mathematics and science teachers? perception, the frequency of the use of English, and the communication strategies used by mathematics and science teachers. The subjects of the study were mathematics and science teachers at SMP N 1 Denpasar of grade eight. Semi-structured interview and close questionnaire were applied to gather the data of mathematics and science teachers? perception. The frequency of English and communication strategies used by the mathematics and science teachers were gathered by recording the instructional process. The findings of the study show that the mathematics and biology teachers had a good perception, but physics teacher had average perception toward the use of English as a medium of instruction. However, the proportion of English used as a medium of instruction at SMP N 1 Denpasar has not fulfilled the basic requirement of Pre-International Standard School (RSBI). Even, in its sixth year of the program implementation, the science teachers have not implemented 100% the bilingual teaching and learning process. The average percentage of English used by the Mathematics, Biology, and Physics teachers is 84.50 %, 13.72%, and 0% respectively. The data analysis also revealed that there were five types of communication strategy applied by the mathematics and science teachers, namely: language switching, pausing, use of non linguistic resources, clarification check, and comprehension check. Key words: bilingual class, teachers? perception, English frequency, communication strategies

MOOD STRUCTURE ANALYSIS OF TEACHER TALK IN EFL CLASSROOM: A DISCOURSE STUDY BASED ON SYSTEMIC FUNCTIONAL LINGUISTIC THEORY ., ZAENUL FIKRI; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Drs. I Wayan Suarnajaya,MA., Ph.D.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 2, No 1 (2014)
Publisher : Universitas Pendidikan Ganesha

Penelitian ini bertujuan menganalisis pembicaraan guru laki dan perempuan pada Mata Pelajaran Bahasa Inggris. Analisis tersebut dimaksudkan untuk menemukan realisasi dari Mood pada pembicaraan guru, realisasi Mood pada peran guru, dan perbedaan antara pembicaraan guru laki dan perempuan yang kaitannya dengan realisasi Mood. Penelitian ini merupakan penelitian kualitatif-deskreptif dan analisis diskursus. Data dikumpulkan melalui observasi seperti rekaman dan catatan lapangan. Data dianalisis dengan menggunakan Analisis Mood yang dipopulerkan oleh M.A.K Halliday. Untuk mendapatkan analisis yang lebih dalam, data ditrianggulasi dengan menginterview partisipan, dua guru senior dan satu pakar. Berdasarkan hasil analisis data, temuan penelitian ini dapat dinyatakan sebagai berikut: (1) Guru laki menggunakan tujuh jenis speech function dan guru perempuan menggunakan delapan jenis speech function selama proses interaksi di kelas. Semua speech function tersebut pada umumnya direalisasikan dalam dua jenis: Typical clause Mood dan Non-typical clause Mood. (2) penggunaan secara dominan hampir di semua speech function pada peran tertentu, misalnya sebagai pengontrol, menununjukkan bahwa ada hubungan antara peran guru dengan realisasi Mood. (3) ada perbedaan ujaran guru laki dengan guru perempuan di dalam memilih sistem Mood di dalam mengungkapkan makna interpersonal kepada siswa seperti: memberikan informasi, memberikan pertanyaan, meminta siswa melakukan sesuatu, dan menawarkan siswa sesuatu. Factor idiologi, kultur dan social dari para guru tersebut diyakini sebagai faktor yang mempengaruhi perbedaan tersebut. Kata Kunci : Mood Structure, Teacher Talk, EFL Classroom This study aims at analyzing male and female teacher talk in EFL classroom. The analysis was meant to find out the realization of Mood in teacher talk, the realization of Mood in teacher?s role, and the difference between male and female teacher talk in terms of speech functions in relation to Mood realization. It was designed as a descriptive-qualitative research, and discourse analysis. Data were collected through observations i.e. recording and note-taking as the main source. The data were analyzed using Mood structure analysis suggested by M.A.K Halliday. To gain deeper analysis, the data were triangulated by interviewing the participants, two senior English teachers i.e. male and female teachers, and one linguist. Based on the results of the data analysis, the findings of this research can be stated as follows: (1) Male teacher employed seven speech functions and female teacher employed eight speech functions during their classroom interaction. Those speech functions were commonly realized in two types: Typical clause Mood and Non-typical clause Mood in making interpersonal meaning among the students. (2) The dominant use of almost all speech functions in a certain role i.e. a controller role indicates that there is a relation between teacher?s role and Mood realization. (3) There are some differences of male and female teacher talk in selecting Mood system in expressing interpersonal meaning to the students i.e. in giving information, in asking a question, in demanding the students to do something, and in offering something to the students. Ideological, cultural and social factor of the teachers are believed as the contribution to the differences. keyword : Mood Structure, Teacher Talk, EFL Classroom

A Discourse Semantic Analysis of the Expository Paragraphs Written by the Eleventh Grade Students of SMAN 1 Kubu in the Academic Year 2013/2014 Based on Systemic Functional Linguistic Theory ., NI MADE WAHYU SUPRABA WATHI; ., Prof. Dr.I Ketut Seken,MA; ., Drs. I Wayan Suarnajaya,MA., Ph.D.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 2, No 1 (2014)
Publisher : Universitas Pendidikan Ganesha

This study aimed at describing and explaining the experiential meaning, interpersonal meaning and textual meaning as well as the nature of schematic structure in the students? writings under study. This study used descriptive qualitative approach with content analysis as its technique. In collecting the data, some techniques were used such as content analysis, document analysis and also interviewing. This study involved 24 students of the eleventh grade of SMAN 1 Kubu in the academic year 2013/2014. Thus, the object of this study was 24 students? expository writings analyzed through Systemic Functional Linguistics. From the result of the study, it was found out that the students expressed the experiential meaning by using six process types. Mostly, they used material process in their writings. The students expressed the interpersonal meaning of the text through the use of declarative, imperative, modality and personal pronoun. It was revealed that the expository texts under study were mostly constructed in declarative forms. The students expressed the textual meaning of their expository texts through developing themes and rhemes of the clauses constructing the texts. For that reason, the thematic development or progression was analyzed to recognize the textual meanings. Meanwhile, it was identified that twenty three expository writings were built in three main stages, while there is one text which was constructed in two stages or generic structures. The three stages cover introduction (thesis), main body (arguments) and conclusion (reiteration).keyword : Discourse Semantics, Expository Writing, Systemic Functional Linguistics.

THE EFFECT OF PROJECT BASED LEARNING AND STUDENTSâ€™ PERCEIVED LEARNING DISCIPLINE TOWARD THE WRITING COMPETENCY OF THE ELEVENTH GRADE STUDENTS OF SMAN 5 MATARAM IN THE ACADEMIC YEAR 2012/2013 Chikita, G.P.; Padmadewi, Ni Nyoman; Suarnajaya, I Wayan
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

ABSTRACT This experimental study aims at investigating the effect of Project Based Learning (PBL) and students? perceived learning discipline on students? writing competency of the eleventh grade students of SMAN 5 Mataram. PBL is a teaching method which underlies on project given to the students. Besides teaching method, learning discipline is taken into account because it is predicted can affect the students? achievement in learning foreign language. This research involved three type variables, namely: teaching method as independent variable, learning discipline as moderator variable, and students? writing competency as dependent variable. To conduct this research, 80 students were selected as the sample. The design of this research was 2x2 factorial design. Data were collected by an instrument called posttest which is essay type test. The acquired data were analyzed statistically by two way ANOVA. This research discovers: 1) there is a significant effect of PBL on students? writing competency, 2) there is no significant effect of the interaction between teaching methods (PBL and conventional teaching method) and students? learning discipline level (high and low levels) on students? writing competency, 3) PBL has significant effect for both high and low discipline students. Based on the analysis, PBL has positive effect on students? writing competency. So, it is recommended to apply this teaching method in writing class as an alternative way to improve students? writing competency.Key words: project based learning, learning discipline, writing competency

A STUDY ON THE IMPLEMENTATION OF PROJECT-BASED LEARNING IN TEACHING WRITING SKILL TO ENGLISH EDUCATION DEPARTMENT STUDENTS OF MAHASARASWATI UNIVERSITY DENPASAR IN ACADEMIC YEAR 2013/2014 ., I DEWA GEDE RAT DWIYANA PUTRA; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Drs. I Wayan Suarnajaya,MA., Ph.D.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 2, No 1 (2014)
Publisher : Universitas Pendidikan Ganesha

Penelitian ini bertujuan untuk mengetahui: (1) bagaimana implementasi PBL di dalam pengajaran menulis essay, (2) bagaimana respon mahasiswa terhadap aplikasi PBP pada pembelajaran menulis essay, dan (3) sejauh mana efektifitas dari pembelajaran berbasis projek dalam meningkatkan kemampuan mahasiswa dalam menulis essay. Penelitian ini adalah penelitian deskripsif yang menggunakan desain Sequential Exploratory dari penggabungan metode kwantitatif dan kwalitatif (mixed method) oleh Clark & Creswell, 2008:178-180. Subjek dari penelitian ini adalah 20 mahasiswa jurusan pendidikan Bahasa Inggris, Universitas Mahasaraswati Denpasar pada tahun ajaran 2013/2014. Fokus dari penelitian ini adalah aplikasi PBP dalam pengajaran menulis essay. Data dikumpulkan dengan menggunakan recana pembelajaran, test menulis, rubrik penilaian, catatan lapangan, dan kemudian dianalisa menggunakan Paired Sample t-Test dan interpretasi kualitatif data. Hasil dari penelitian ini adalah: (1) Aplikasi PBP di kelas mendukung proses pembelajaran menulis, (2) Pembelajaran Berbasis Projek mampu meningkatkan kemampuan siswa dalam 5 aspek menulis yaitu; ?main idea?, ?on topic?, ?details?, ?parts of essay?, and ?word choice?, dan (3) Mahasiswa memberikan respon yang positif terhadap penggunaan PBP di kelas menulis, setelah mengaplikasikan beberapa modifikasi. Hasil penelitian ini memiliki kontribusi penting untuk pendidikan Bahasa Inggris sebagai bahasa asing secara umum dan pembelajaran berbasis projek secara khusus.Kata Kunci : Kemampuan Menulis, Pembelajaran Berbasis Projek, Respon Mahasiswa This study aimed at investigating: (1) how is the implementation of Project-Based Learning in essay writing classroom, (2) how do students respond to the application of PBL in teaching essay writing, and (3) to what extent is the effectiveness of PBL approach in improving students? essay writing skill. This study is a descriptive study which is employed Sequential Exploratory Design of mixed method by Clark & Creswell, 2008:178-180. The subjects of this study were 20 adult learners in English Education Department of Mahasaraswati University Denpasar in academic year 2013/2014. The focus of this research is the application of PBL in teaching essay writing. The data were collected by the means of lesson plan, writing test, scoring rubrics, and field notes which were analyzed using Paired Sample t-Test and qualitative data interpretation. The results indicated that: (1) The implementation of PBL supports the instructional process of essay writing, (2) PBL is effective in improving students? ability in 5 domains of writing, those are; ?main idea?, ?on topic?, ?details?, ?parts of essay?, and ?word choice?, and (3) Students gave positive responses toward the application of PBL after several modifications of implementations. These findings have important contribution to EFL pedagogy in general and the PBL application in particular.keyword : Essay Writing Skill, Project-Based Learning, Students? Response

The Effect of R.A.F.T Strategy and Anxiety upon Writing Competency of The Seventh Grade Students of SMP Negeri 3 Mengwi in Academic Year 2013/2014 ., NI MADE ELIS PARILASANTI; ., Drs. I Wayan Suarnajaya,MA., Ph.D.; ., Drs. Asril Marjohan,MA
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 2, No 1 (2014)
Publisher : Universitas Pendidikan Ganesha

This research aimed at investigating the effect of RAFT strategy and anxiety upon writing competency. It was an experimental research with 2x2 factorial design. The result showed that (a) there was significant difference in writing competency between the students taught by RAFT strategy and those taught by conventional strategy,b) there was an interactional effect between the implementation of RAFT strategy and the students? anxiety, (c) there was significant different in the writing competency between the students? with high anxiety, taught by RAFT strategy and those who are taught by conventional technique, (d) there was significant different in the writing competency between the students? with low anxiety, taught by implementing RAFT strategy and those who are taught by conventional strategykeyword : anxiety, RAFT strategy, writing competency.

The Relatioship Between Discourse And Grammar In Discourse Functional Approach And Its Implication In Language Teaching Suarnajaya, I Wayan
Jurnal Pendidikan dan Pengajaran Vol 42, No 2 Jul (2009)
Publisher : Universitas Pendidikan Ganesha

Artikel ini bermaksud untuk mengungkapkan secara singkat konsep gramatika menurut pendekatan fungsional yang berlandaskan pada wacana (diskos). Konsep gramatika menurut pendekatan fungsional sangat berbeda dengan konsep grammar seperti yang diperkenalkan oleh pendekatan formal atau otonomis. Para tokoh dari pada pendekatan fungsional sangat yakin bahwa gramatika bermula dari wacana. Para pengikut pendekatan formal meyakini bahwa keberadaan gramatika tidak tergantung pada penggunaan secara komunikatif gramatika itu. Dengan mengacu kepada pandangan penganut pendekatan fungsional, pembicaraan tentang gramatika hendaknya memperhitungkan berbagai aspek wacana, seperti : struktur wacana, sikap pembicara, faktor-faktor interaksi, dan hakikat kategori analisis. Pembahasan tentang gramatika fungsional dalam tulisan ini disertai dengan implikasi dari pendekatan gramatika fungsional dalam pengajaran bahasa. Kata kunci: grammar, wacana, pendekatan fungsional, dan pendekatan otonomis.

THE PROBLEMS FACED BY THE TEACHERS OF ENGLISH AT SMP I SINGARAJA IN TEACHING ENGLISH ON THE BASIS OF COMPETENCY-BASED CURRICULUM Suarnajaya, I Wayan
Prasi: Jurnal Bahasa, Seni, dan Pengajarannya Vol 6, No 12 (2010): Periode Juli-Desember 2010
Publisher : Universitas Pendidikan Ganesha

Tulisan ini menyajikan secara singkat hasil penelitian yang bertujuan untuk mengetahui: (1) Kendala-kendala yang dihadapi oleh guru bahasa Inggris di SMP Negeri I Singaraja dalam mengajarkanbahasa Inggris berdasarkan kurikulum 2004 yang berbasis kompetensi; (2) Keberadaan supportsystem dalam mengatasi masalah pengajaran berbasis kompetensi; (3) Harapan pengajar untukmengoptimalkan pelaksanaan Kurikulum Berbasis Kompetensi (KBK) di sekolah yang bersangkutan.Data penelitian ini diperoleh dengan cara mewawancarai sejumlah guru bahasa Inggris SMP Negeri ISingaraja tentang pelaksanaan pengajaran bahasa Inggris berbasis kompetensi. Dokumen-dokumenseperti silabus, buku kurikulum 2004, dan materi pelatihan bahasa Inggris juga merupakan sumberdata penelitian ini. Kemudian data yang sudah dikumpulkan itu dianalisa secara deskriptif kualitatif.Hasil analisa data menunjukkan bahwa secara umum guru bahasa Inggris di SMP Negeri I Singarajamerasakan bahwa pelaksanaan pengajaran bahasa Inggris berbasis kompetensi belum bisa dilaksanakansecara optimal. Berikut ini adalah sejumlah faktor penyebab ketidakoptimalan dari penerapanKBK, seperti: (1) Terbatasnya pengetahuan guru tentang konsep-konsep dasar yang melandasiKBK; (2) Terbatasnya jumlah buku-buku sumber, media, dan fasilitas-fasilitas pendukung lainnya disekolah; (3) Kondisi lab bahasa yang tidak represetatif untuk penyelenggaraan aktifitas peningkatanketrampilan mendengarkan; Jumlah murid yang besardalam satu kelas dan terbatasnya waktu untukmelatih ketrampilan berbahasa; (5) Sistem administrasi dan evaluasi yang jauh lebih kompleks.Meskipun terdapat banyak kendala dalam pelaksanaan KBK, pengajaran bahasa Inggris berbasiskompetensi ini perlu terus dipertahankan karena dirasakan mampu meningkatkan kemampuan siswadalam berkomunikasi. Agar pelaksanaan KBK selanjutnya bisa berjalan sesuai dengan harapan, perludiadakan pengembangan fasilitas-fasilitas yang dianggap sebagai kendala optimalisasi pelaksanaanKBK. Pelatihan KBK bagi guru bahasa Inggris dan monitoring pelaksanaan KBK secara berkelanjutanharus menjadi perhatian utama.Kata kunci: kendala-kendala, KBK

AN ANALYSIS OF DERIVATIONAL AND INFLECTIONAL MORPHEMES IN NUSA PENIDA DIALECT Mantra, I Ketut; Budasi, I Gede; Suarnajaya, I Wayan
Prasi: Jurnal Bahasa, Seni, dan Pengajarannya Vol 8, No 16 (2013)
Publisher : Universitas Pendidikan Ganesha

Penelitian ini bertujuan untuk mendeskripsikan awalan dan akhiran di Dialek Nusa Penida (DNP) yang termasuk derivasi dan infleksi. Penelitian ini merupakan penelitian deskriptif kualitatif. Dua informan dari Nusa Penida telah dipilih berdasarkan kriteria yang telah ditentukan. Data dikumpulkan berdasarkan tiga teknik, yaitu: observasi, teknik perekaman, dan teknik wawancara (mendengarkan dan mencatat). Hasil penelitian menunjukkan bahwa ada dua jenis awalan derivasi di DNP; awalan {mÎ›-} dan {m-} dan ada lima jenis awalan infleksi di DNP; awalan {n-}, {Å‹-}, {Ã±-}, {m-} dan {Î›-}. Ada dua jenis akhiran derivasi di DNP; akhiran {-Î›Å‹} dan {-In} dan ada tiga jenis akhiran infleksi di DNP; akhiran {-Ä“}, {-Î›Å‹}, dan {-In}. Awalan dan akhiran di Dialek Nusa Penida yang termasuk derivasi adalah awalan {mÎ›-} dan {m-} dan akhiran {-Î›Å‹}, dan {-in}. Awalan dan akhiran di Dialek Nusa Penida yang temasuk infleksi adalah awalan {n-}, {Å‹-}, {Ã±-}, {m-}, dan {Î›-} dan akhiran {-Ä“}, {-Î›Å‹}, dan {-In}.Kata-kata Kunci: morfem derivasi, morfem infleksi, dialek Nusa Penida

An Analysis of Grammatical Errors in Writing Recount Text Committed by the 8th Grade Students of SMP Negeri 1 Seririt ., Putu Pipin Septiari; ., Drs. I Wayan Suarnajaya,MA., Ph.D.; ., Dr. I Gede Budasi, M.Ed.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.12124

Dirancang sebagai penelitian deskriptif-kualitatif, studi ini ditujukan untuk mengetahui jenis-jenis kesalahan yang dilakukan oleh siswa-siswa kelas 8 SMP Negeri 1 Seririt beserta sumber-sumber kesalahan yang mempengaruhinya. Subjek penelitian ini adalah 30 orang siswa kelas 8 SMP 1 Seririt dan objek penelitian ini adalah kesalahan-kesalahan gramatikal yang dilakukan oleh siswa. Dalam penelitian ini, tulisan siswa dianalisis dengan menggunakan taksonomi Azar mengenai tipe-tipe kesalahan dan klasifikasi sumber kesalahan oleh Brown. Hasil studi ini menunjukkan bahwa ada total 447 kesalahan gramatikal yang dilakukan oleh siswa. Tipe kesalahan yang paling dominan ditemukan adalah kesalahan bentuk kata kerja (verb tense) sebanyak 22.82%, diikuti dengan kesalahan diksi (word choice) sebanyak 16.33%, pengurangan kata (omit a word) sebanyak 11.19%, penambahan kata (add a word) sebanyak 10.51%, kapitalisasi (capitalization) sebanyak 7.38%, ejaan (spelling) sebanyak 5.82%, tunggal-jamak (plural-singular) sebanyak (4.47%),tanda baca (punctuation) sebanyak (4.47%), arti tidak jelas (meaning not clear) sebanyak 4.25%, bentuk kata (word form) sebanyak 4.03%, kalimat beruntun (run on sentence) sebanyak 3.36%, kalimat tidak lengkap (incomplete sentence) sebanyak 2.91%, susunan kata (word order) sebanyak 2.01% dan kesalahan artikel (article error) sebanyak 0.45%. Sedangkan sumber kesalahan yang paling dominan ditemukan adalah faktor intralingual (interlingual factor) sebanyak 62.67%, diikuti oleh strategi komunikasi siswa (communication strategy) sebanyak 29.42%, faktor interlingual (interlingual factor), dan konteks pembelajaran (context of learning) sebanyak 0.68%.Kata Kunci : kesalahan gramatikal, analisis kesalahan, teks recount. Designed as descriptive qualitative study, this research aimed at investigating the types of grammatical errors committed by the 8th grade students of SMP Negeri 1 Seririt in writing recount text as well as the sources of error affecting their writing. The subjects of this study were 30 grade 8 students of SMP Negeri 1 Seririt and the objects were grammatical errors committed by the students. In this research, studentsâ€™ writings were analyzed by using Azarâ€™s taxonomy of types of error and Brownâ€™s classification of sources of error. The result of the study showed that there were 447 total grammatical errors committed by the students. The most frequent type of error committed was verb tense error (22.82%). It was followed by word choice error (16.33%), omit a word error (11.19%), add a word error (10.51%), capitalization error (7.38%), spelling error (5.82%), plural-singular error (4.47%), punctuation error (4.47%), meaning not clear (4.25%), word form error (4.03%), run on sentence (3.36%), incomplete sentence (2.91%), word order error (2.01%) and article error (0.45%). As for the sources of error, intralingual factor was found as the most common source of error affecting the students in writing recount text (62.67%). Then, it is followed by studentsâ€™ communication strategy (29.41%), interlingual factors (7.42%), and context of learning (0.68%). keyword : grammatical errors, error analysis, recount text.

Co-Authors ., Anak Agung Istri Yurika Kanya Paramita D ., Anak Agung Istri Yurika Kanya Paramita D ., COKORDA ISTRI ITA ARIATI ., DR. LUH PUTU ARTINI, M.A. ., Dr. Sudirman, M.L.S ., Dr. Sudirman, M.L.S ., Ester Adi Wiryani ., Ester Adi Wiryani ., Gusti Komang Dewi Tirtayani ., Gusti Komang Dewi Tirtayani ., Gusti Ngurah Adi Kusuma ., Gusti Ngurah Adi Kusuma ., Husnul Lail ., I Dewa Made Yuda Mahendra ., I Dewa Made Yuda Mahendra ., I Gede Juliadnyana ., I Gede Juliadnyana ., I Gede Wira Wiguna ., I Gede Wira Wiguna ., I Gusti Agung Putu Samiasri ., I Gusti Agung Putu Samiasri ., I Gusti Ayu Ngurah Shanti Ningrum ., I Gusti Ayu Ngurah Shanti Ningrum ., I GUSTI AYU RIAN KESUMAYANTI ., I Gusti Ngurah Bagus Aryana ., I Gusti Ngurah Bagus Aryana ., I Gusti Ngurah Budaartha ., I Gusti Ngurah Putu Angga Sri Pranatha ., I Gusti Ngurah Putu Angga Sri Pranatha ., I Kadek Aristyawan ., I Kadek Aristyawan ., I Kadek Sudarma ., I Made Partha Sarathi ., I Made Partha Sarathi ., I Made Pebri Artono ., I Nengah Pastikayana ., I Putu Ratama ., Kadek Puspa Ariantini ., Kadek Puspa Ariantini ., KADEK WAHYUTRIYUNI ., KADEK WAHYUTRIYUNI ., Kadek Windayanti ., Komang Sri Wahyuni ., KOMANG TRY WAHYUNI DEWI ., Luh Nik Sudiyanti ., Luh Nik Sudiyanti ., Luh Winda Cipta Pratiwi ., Made Gede Viktor ., Made Gede Viktor ., MADE PUTRI ARI SUSANTHI ., Made Wikrama ., Made Wikrama ., MADE WINNY PARAMITHA ., Mashita Amellia Kartika Sari ., NI KADEK DWI EKA JAYANTHI AYU ., Ni Kadek Dwi Sanjiwani ., Ni Kadek Dwi Sanjiwani ., NI KETUT AYU SUPUTRI ., Ni Luh Putu Linda Sumariyanthi ., Ni Luh Putu Linda Sumariyanthi ., Ni Nengah Nitiadhi ., Ni Putu Ayu Sriratna Dewipayani ., Ni Putu Ayu Sriratna Dewipayani ., Ni Putu Trisna Sari Putri ., NI PUTU YENI YULIANTARI ., Ni Wayan Paramita Dewi ., Ni Wayan Paramita Dewi ., Niluh Sri Hendrayani ., Niluh Sri Hendrayani ., Nyoman Suci Triasih ., PROF. DR. I NYM. ADI JAYA PUTRA, M.A. ., PROF. DR. I NYM. ADI JAYA PUTRA, M.A. ., Putu Dwitya Pranata ., Putu Dwitya Pranata ., Putu Eka Dambayana S., S.Pd., M.Pd. ., Putu Mas Juliatmadi ., Putu Mas Juliatmadi ., Putu Pipin Septiari ., Putu Rika Pramayani ., Putu Rika Pramayani ., Putu Sutarma ., Putu Sutarma ., Putu Wita Pradnya Dhari ., Putu Wita Pradnya Dhari ., SARI DEWI NOVIYANTI ., Siti Juliani Putri Sulandari ., Siti Juliani Putri Sulandari ., Sophiarini Putu Yulia Adex Palos Agustin Dwicahya . Adnyani, Ni Luh Putu Sri Anak Agung Istri Mas Diah Utari Dewi Anak Agung Istri Ngr. Marhaeni Anis Azizah Hidayati . Artini, Putu Astuti, Kadek Wedi Danu Wijaya ., Danu Wijaya Dewa Ayu Eka Agustini Dewa Komang Tantra Dewa Putu Ramendra Drs. Asril Marjohan,MA . Elsie, Kadek Fredina G.A.P. Suprianti G.P. Chikita Gede Irwandika . Gede Mahendrayana I Dewa Gede Rat Dwiyana Putra I Gede Bryan Permana Yasa ., I Gede Bryan Permana Yasa I Gede Budasi I Gusti Agung Anom Maruti Putra ., I Gusti Agung Anom Maruti Putra I Gusti Ayu Ketut Yustriantari ., I Gusti Ayu Ketut Yustriantari I Ketut Mantra I Ketut Mantra . I Ketut Sudiatmika I Komang Alit Putra ., I Komang Alit Putra I Komang Sesara Rakayana . I Made Adi Widarta Kusuma I Nyoman Adi Jaya Putra I Nyoman Pasek Hadi Saputra I Putu Galan Brahmanusi ., I Putu Galan Brahmanusi I Putu Indra Kusuma I Putu Sidiasa . I Wayan Agus Anggayana I Wayan Rusdiana . I Wayan Swandana I Wayan Wikajaya ., I Wayan Wikajaya Ida Bagus Putu Kusuma Adi . Ida Bagus Putu Suryadiputra . Ida Kadek Satria Wardana ., Ida Kadek Satria Wardana Iin Pramunistyawaty ., Iin Pramunistyawaty Jaya, Putu Wira Jelimun, Maria Olga KADEK DEVY MARLENI . Kadek Fredina Elsie Kadek Sari Wahyuni ., Kadek Sari Wahyuni Kadek Sintya Dewi Kadek Sonia Piscayanti Komang Adi Wiradnyana ., Komang Adi Wiradnyana Kurniawati . Luh Putu Artini LUKI ARIMESTI DWIHANDINI . M.A. ., PROF. DR. I KETUT SEKEN, M.A. M.Pd. ., Made Hery Santoso, S.Pd, M.Pd. Made Hery Santosa Mantra, I Ketut May Anggara Jiwa Hanuraga ., May Anggara Jiwa Hanuraga Mayori, Winda Ni Kadek Dinda Saraswati Ni Kadek Heny Sayukti ., Ni Kadek Heny Sayukti Ni Kadek Indah Dili Yanti Indah Dili Ni Komang Arie Suwastini Ni Komang Sri Wahyuni ., Ni Komang Sri Wahyuni Ni Luh Putu Elly Trikayanti . Ni Made Christina Wijaya . NI MADE ELIS PARILASANTI . Ni Made Ernila Junipisa Ni Made Putri Saraswathy . Ni Made Ratminingsih NI MADE SRI AGUSTINI . NI MADE WAHYU SUPRABA WATHI . Ni Putu Astiti Pratiwi Ni Wayan Desi Ariani . Ni Wayan Novi Suryati Ni Wayan Surya Mahayanti Nyoman Karina Wedhanti Praptono, Gede Sudana Prayuda, Putu Edy Prof. Dr. A. A. I. Ngurah Marhaeni,MA . Prof. Dr. Ni Nyoman Padmadewi,MA . Prof. Dr.I Ketut Seken,MA . Putu Adi Krisna Juniarta Putu Edi Kusuma ., Putu Edi Kusuma Putu Eka Dambayana Suputra Putu Indah Partami Putri . Putu Kerti Nitiasih Putu Nada Dita Pratama Ratih Apriliani Ratih Utari Purnama Dewi . S.Pd. I Putu Ngurah Wage M . S.Pd. Putu Eka Dambayana S. . Utari Dewi, Anak Agung Istri Mas Diah Widarta Kusuma, I Made Adi Widayanti, Ni Komang Ayu Wikajaya, I Wayan Yudistian, Randi Yundari, Yundari ZAENUL FIKRI .

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