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The Use of Digital Comics in the EFL Contexts: A Systematic Review of Quantitative Studies Handayani, Komang Icha Sri; Mahayanti, Ni Wayan Surya; Adnyayanti, Ni Luh Putu Era
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 5 No. 3 (2025): Oktober 2025 - Januari 2026
Publisher : Association of Islamic Education Managers (Permapendis) Indonesia, North Sumatra Province

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/edu.v5i3.2822

Abstract

The integration of technology in education has improved the efficacy of pedagogical activities, making it easier for both teachers and students. Digital comics with their captivating features could attract learners and improve outcomes in English as a Foreign Language (EFL). This systematic literature review with content analysis synthesized nine articles from educational journals (2020-2025) to investigate research trends and the effectiveness of digital comics on English language skills. The current study found that the quantitative approach with a quasi-experimental design using pre-test and post-test instruments dominated the trend, with undergraduate students as the most studied group. The application used varies between custom web-based tools and existing platforms like Webtoon. Targeted skills range from primary-level literacy to Higher-Order Thinking Skills (HOTS) for standardized tests such as the TOEFL. Finally, the findings suggest that digital comics are proven effective as media for enhancing English skills across various educational levels.
The Use of Digital Comics for Improving Reading Comprehension in English as a Foreign Language: A Systematic Review Br Kembaren, Della Primsa; Mahayanti, Ni Wayan Surya; Adnyayanti, Ni Luh Putu Era
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2283

Abstract

Reading comprehension is a crucial skill in English as a Foreign Language (EFL) learning. However, the lack of vocabulary, low interest, and uninteresting reading materials still make it difficult for many students to comprehend English texts. Digital comics have become a promising learning medium because they combine text and visuals in an interesting way. The aim of this study is to investigate the effectiveness of digital comics in enhance the reading comprehension of EFL students. This study used a Systematic Literature Review (SLR) approach guided by the PRISMA 2020 framework. Fourteen relevant studies published between 2022 and 2026 were selected from Google Scholar, ERIC, ScienceDirect, and Manual searches. The selected studies were analyzed using narrative synthesis. The results showed that students’ reading comprehension was improved by digital comic, especially when it involves comprehending important ideas, identifying specific details, learning new vocabulary, and interpreting texts. Additionally, digital comics improved student confidence, motivation, and participation in reading activities. In conclusion, digital comics are an effective and innovative learning medium for improving reading comprehension in EFL classrooms.
A NEEDS ANALYSIS OF BIG BOOK INTEGRATING GOOD HEALTH AND WELL-BEING AS READING MEDIA FOR SHARED READING ACTIVITIES IN FACILITATING PRESCHOOL STUDENTS’ READING ENGAGEMENT Putra, I Putu Andika; Mahayanti, Ni Wayan Surya; Adnyayanti, Ni Luh Putu Era
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i2.10184

Abstract

Early literacy development plays a crucial role in shaping children’s academic readiness and long-term learning success. However, limited availability of visually accessible and contextually meaningful reading materials may reduce preschool students’ reading engagement during shared reading activities. This study aimed to analyze the needs of teachers and preschool students regarding the use of Big Books integrating SDG 3 (Good Health and Well-Being) to support reading engagement. A qualitative descriptive design was employed at one of the Kindergarten in Singaraja, involving classroom observation and a semi-structured interview with the teacher. The findings revealed three primary needs: large-format and visually clear books, narrative-based integration of health themes, and interactive features to sustain students’ engagement. The study concludes that developing SDG 3–integrated Big Books is pedagogically necessary to enhance shared reading practices and foster preschool students’ reading engagement. ABSTRAK Perkembangan literasi awal memegang peranan yang sangat penting dalam membentuk kesiapan akademik anak serta keberhasilan belajar jangka panjang. Namun, keterbatasan ketersediaan bahan bacaan yang mudah diakses secara visual dan bermakna secara kontekstual dapat mengurangi keterlibatan membaca siswa prasekolah selama kegiatan membaca bersama (shared reading). Penelitian ini bertujuan untuk menganalisis kebutuhan guru dan siswa prasekolah terkait penggunaan Big Book yang mengintegrasikan SDG 3 (Good Health and Well-Being) untuk mendukung keterlibatan membaca. Penelitian ini menggunakan desain deskriptif kualitatif yang dilaksanakan di salah satu taman kanak-kanak di Singaraja, dengan melibatkan observasi kelas dan wawancara semi-terstruktur dengan guru. Temuan penelitian menunjukkan tiga kebutuhan utama, yaitu buku berukuran besar dengan tampilan visual yang jelas, integrasi tema kesehatan berbasis naratif, serta fitur interaktif untuk mempertahankan keterlibatan siswa. Penelitian ini menyimpulkan bahwa pengembangan Big Book yang terintegrasi dengan SDG 3 secara pedagogis diperlukan untuk meningkatkan praktik shared reading dan menumbuhkan keterlibatan membaca siswa prasekolah.
Bilingual Big Book with Integrated SDGs Content to Enhance Reading Skills and Understanding of Sustainable Development Values among Upper Elementary Students Mahayanti, Ni Wayan Surya; Nitiasih, Putu Kerti; Adnyayanti, Ni Luh Era; Putra, I Nyoman Adi Jaya; Li, Jiang; Kresnawati, Luh Putu Dian
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 1 (2026): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v11i1.2281

Abstract

Background: English learning that focuses solely on language structure tends to be less engaging, monotonous, and lacking contextual relevance for elementary students. On the other hand, integrating the values of the Sustainable Development Goals (SDGs) into basic education is increasingly essential to foster global awareness, empathy, and social responsibility from an early age. This research aims to develop a Bilingual Big Book that integrates SDG content into bilingual (Indonesian English) stories for use in elementary English learning. The media is expected to improve vocabulary acquisition, reading comprehension, and students' understanding of global sustainability values. Methodology: The research employed a Research and Development (R&D) approach using the ADDIE model, which consists of five stages: (1) needs analysis, (2) planning and media design, (3) development and expert validation, (4) limited trial implementation, and (5) evaluation and revision. This study recruited 32 students and 3 English teachers as the participants. Data were collected through pre- and post-tests, teacher and student perception questionnaires, classroom observations, and in-depth interviews. The data were analyzed both quantitatively and qualitatively, utilizing descriptive statistical and the Miles and Huberman interactive model for qualitative interpretation. Findings: The findings revealed that the Bilingual Big Book based on storytelling effectively increased students' interest and engagement in learning English. Quantitatively, there was a significant improved in students' reading comprehension by 28% after using the media and an increase of 31% in thematic vocabulary mastery. In addition, the questionnaire results indicated that 92% of students felt the learning process was more enjoyable and easier to understand, while 87% of teachers stated that the media helped explain language concepts more contextually and also awareness on SDGs values. Conclusion: Overall, this research contributes to the development of adaptive, contextual, and transformative English learning media, while also promoting the implementation of education oriented toward sustainable development and global awareness. The developed media not only enhances students' language proficiency but also cultivates their character to become empathetic, and environmentally conscious individuals. Originality: Previous studies on Big Books emphasized linguistic or character aspects but rarely integrated SDGs as moral and contextual frameworks. This study fills that gap by creating a bilingual storytelling medium that bridges language learning with global citizenship education, offering a novel model for sustainable literacy in elementary classrooms.
Digital Storybook and Young Learners’ Reading Behavioral Engagement: A Systematic Review Kadek Dian Nitami; Ni Wayan Surya Mahayanti; Ni Luh Putu Era Adnyayanti
Journal of Educational Study Vol. 6 No. 1 (2026): June
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v6i1.1125

Abstract

Reading behavioral engagement is an important aspect of students’ reading development, as it is reflected in observable behaviour such as attention, persistence, rereading, on task reading, and active interaction with the text. However, many young learners still struggle to maintain focus and active participation during reading activities, especially when using traditional reading material that rely heavily on text\ rather than visuals. Digital storybooks have emerged as an alternative reading material due to the integration of multimedia features that may support students’ engagement. This study employed a Systematic Literature Review (SLR) using the PRISMA framework to examine empirical studies published between 2020 and 2025 that investigated factors influencing young learners’ reading behavioral engagement through digital storybooks. Fourteen relevant articles were selected based on inclusion and exclusion criteria. The findings indicate that digital storybooks can effectively enhance students’ reading behavioral engagement when the multimedia features, such as narration, illustrations, and interactivity are well designed and aligned with pedagogical goals. Behavioral engagement is further strengthened through culturally relevant content, structured reading activities and teacher guidance. In contrast, excessive integrated multimedia may distract learners and reduce engagement. These findings provide a clearer framework for understanding how multimedia features influence young learners reading behavioral engagement. Overall, the study highlights the importance of thoughtful multimedia design and instructional support in digital reading contexts.
Digital Storybooks on Young Learners’ Reading Skills: A Systematic Literature Review Ni Putu Yunda Kirana; Ni Wayan Surya Mahayanti; Ni Luh Putu Era Adnyayanti
Journal of Educational Study Vol. 6 No. 1 (2026): June
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v6i1.1131

Abstract

This study investigates the effectiveness of digital storybooks in improving young learners’ reading skills, addressing the persistent challenges of low reading comprehension, limited vocabulary, and poor engagement in early literacy classrooms. With children increasingly growing up in digitally rich environments, traditional print-based instruction often fails to capture their attention. By creating an urgent need for instructional approaches that align with their digital experiences while supporting essential literacy skills. A Systematic Literature Review guided by the PRISMA framework was conducted. Ten empirical studies published between 2018 and 2024 were selected based on clear inclusion and exclusion criteria. These studies were analyzed to identify how digital storybooks influence reading comprehension, vocabulary development, story sequencing, and engagement. The findings show that digital storybooks significantly enhance reading comprehension, vocabulary acquisition, and engagement. Multimodal features such as text highlighting, visual cues, and audio narration help learners process information more effectively and remain motivated. Teacher guidance and well-designed materials further improve outcomes. Overall, this study underscores that urgent need to integrate digital storybooks into early literacy instruction. It provides evidence-based guidance for educators and highlights directions for future research, including investigating long-term impacts and broader classroom applications.
Instructional Methods Used in Digital Storybook Learning in EFL Classroom: A Systematic Literature Review Ni Luh Putu Devi Puspitasari; Ni Wayan Surya Mahayanti; Ni Luh Putu Era Adnyayanti
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.v11i3.2310

Abstract

While digital storybooks are increasingly popular in language classrooms, there is still a lack of consensus on which specific instructional methods yield the most effective learning outcomes. This systematic literature review aims to identify instructional methods used in digital storybook-based learning and examine the learning outcomes associated with each approach. Following the PRISMA 2020 guidelines, this review systematically searched five specific academic databases (Google Scholar, ERIC, ScienceDirect, SAGE Journals, and Taylor Francis) covering studies published between 2021 and 2026. Twelve studies met the inclusion criteria for qualitative analysis. The findings reveal three main instructional approaches: task- and project-based learning, multimodal and technology-enhanced learning, and interaction- and support-based learning. These approaches are consistently associated with positive cognitive and affective outcomes. Overall, this review demonstrates that digital storybooks are most effective when integrated with appropriate, student-centered, and interactive pedagogical strategies rather than used as stand-alone reading tools.
Video Conference Application as a Media for EFL Students in Indonesia to Learn English: A Systematic Literature Review I Kadek Teddy Jaya Nugraha; Made Hery Santosa; Ni Wayan Surya Mahayanti; Ni Luh Putu Era Adnyayanti
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.v11i3.2519

Abstract

The rapid development of digital technology has increased the use of video conferencing applications in English as a Foreign Language (EFL) learning, particularly in online and blended learning environments in Indonesia. Applications such as Zoom, Google Meet, and OmeTV have been widely used to facilitate communication, interaction, and speaking practice among EFL students. Therefore, this study aimed to systematically review previous studies regarding the use of video conferencing applications as learning media for EFL students in Indonesia. Specifically, the study investigated the impact of Google Meet, OmeTV, and Zoom on students’ English learning outcomes, particularly speaking skills, pronunciation ability, and learning motivation. This study employed a Systematic Literature Review (SLR) method to identify, assess, and interpret relevant previous studies. Using the PRISMA framework, 15 studies were selected from an initial 198 studies for further analysis. The findings revealed that video conferencing applications positively contribute to improving students’ speaking skills, pronunciation ability, and learning motivation. Furthermore, video conferencing applications provide alternative learning media that can support teachers in creating more interactive and engaging English learning experiences.
Values of Tri Hita Karana’s Palemahan in Roald Dahl’s The Twits Kadek Agina Purwanita; Ni Komang Arie Suwastini; Ni Wayan Surya Mahayanti; I Nyoman Pasek Hadisaputra; I Putu Ngurah Wage Myartawan
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 6 No. 2 (2025): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v6i2.1024

Abstract

One of the impacts of globalization is the amount of waste that damages the environment. One of the Balinese local wisdoms that can serve as a guideline for protecting the environment is the concept of Palemahan. In some studies, the value of Palemahan has been shown to enhance students' environmental care attitudes. To make it more interesting, Palemahan can be taught through novels. This study analyses the internalisation of Palemahan values reflected in the non-human protagonist characters in the book The Twits by Roald Dahl. Using the qualitative approach of Miles, et al., (2014), this study identifies how animals, such as the Muggle-Wump monkey and birds, practice key aspects of Palemahan values. The results showed that Roly Poly implemented the value of helping other animals four times, educating other animals once, and collaborating with other animals twice. At the same time, the Muggle Wump character embodies Palemahan values by longing for a harmonious habitat, showing sympathy for other animals, and occasionally helping them. This study found that The Twits contains Palemahan values that students can learn. This education guides teachers to integrate Palemahan local wisdom values through the novel The Twits, aiming to improve students' environmental awareness and develop innovative, relevant teaching materials.
Digital Storytelling on Critical Reading Skills and Students’ Responses in Vocational School Setting Ni Wayan Surya Mahayanti; Ni Luh Putu Era Adnyayanti; Gede Aritona; Jeane Tuilan; Sun Qi
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 7 No. 1 (2026): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v7i1.1143

Abstract

Critical reading remains a persistent challenge in English language learning, particularly in vocational school contexts where instruction often prioritizes functional language use over higher-order thinking. Although Digital Storytelling (DST) has gained attention as an innovative pedagogical approach, limited empirical evidence exists regarding its effectiveness in promoting students’ critical reading abilities. Using an explanatory sequential mixed-method design, this study examines the effect of DST on critical reading skills of vocational school students. Cluster random sampling was used to select two classes, an experimental class tutored using DST-based instruction and a control class taught using conventional method. The statistical outcomes indicated that the difference between the groups was significant. The DST group outperformed the control group (M = 91.00 vs. 80.90; t (70.652) = 15.838, p < .001). Thus, the DST group proved effective in improving interpretive and evaluative reading. In addition, qualitative results show that DST promoted student engagement, deeper meaning-making and critical reflection.  In student reports, multimodal elements helped with a greater understanding of the text and helped to connect real life. According to the results of this research, DST is an instructional tool that does not only captivate attention, but it is also a pedagogically meaningful way to teach reading critically especially in a vocational education context.
Co-Authors ., Destri Anu Arisandi ., Destri Anu Arisandi ., Gede Pradipta Putra ., Gede Pradipta Putra ., I Gede Made Adi Kerta Yasa ., I Gede Made Adi Kerta Yasa ., I Komang Adi Wiguna ., I Komang Adi Wiguna ., I Putu Chandra Guna Krisna ., I Putu Era Agustrawan ., I Putu Era Agustrawan ., I Putu Surya Anggana ., Ida Ayu Agung Ratih Pramesti ., Ida Ayu Agung Ratih Pramesti ., Ida Ayu Putu Putri Gita Sari ., Kadek Andi Arta Dinata ., Kadek Andi Arta Dinata ., Kadek Ayu Ratih Indriani ., Ketut Ady Ananta ., Ketut Ady Ananta ., Ketut Andi Wiraprasta ., Ketut Andi Wiraprasta ., Ketut Ariani ., Ketut Intania Anggareni Mapet ., Ketut Intania Anggareni Mapet ., Ketut Rafika Yanthi ., Komang Juni Artini ., Luh Putu Ayu Wijayanti ., Luh Putu Ayu Wijayanti ., Luh Putu Rany Prihastuti ., Luh Putu Rany Prihastuti ., Ni Kadek Ayu Mei Diah Trisnawati ., Ni Nyoman Ayu Utari Dewi ., Ni Putu Tri Martya Ersa Fridayanthi ., Ni Putu Yeni Pramita ., Ni Putu Yeni Pramita ., Ni Wayan Devi Crisnady ., Ni Wayan Devi Crisnady ., Prof. Dr. Anak Agung Istri Ngr. Marha ., Putu Dian Sukmawati ., Putu Dian Sukmawati ., Wahyu Dwi Cahya Abd. Rajab Adnyani, Ni Luh Putu Sri Adnyayanti, Ni Luh Era Adnyayanti, Ni Luh Putu Era Amanda, Si Luh Nyoman Julia Tria Anak Agung Gede Yudha Paramartha Anggara, I Putu Dipa Annisa Fitri ., Annisa Fitri Ariani, Pande Made Mela Aritona, Gede Artanayasa, Wayan Ashadi Bhujangga, N M Gea Vashya Br Kembaren, Della Primsa Budiarta, Luh Gede Rahayu Citrawati, Ni Kadek Damayanti, Komang Devi Dennis Alonzo Dewa Ayu Puteri Handayani Dewa Komang Tantra Dials, Jeanette Drs. Asril Marjohan,MA . Drs.Gede Batan,MA . Dzul Rachman, Dzul G.A.P. Suprianti Gede Aritona Gede Irwandika . Gede Mahendrayana Gede Rasben Dantes Handayani, Komang Icha Sri Hua, Liang Huizhao, Zhuo I Dewa Sri Agung Oktaviyanti Puspita Dewi I Gede Angga Sukaryawan . I Gede Surya Mertha . I Kadek Berli Arya Sujana I Kadek Sastra Oksto Wibawa I Kadek Supriawan Adinatha ., I Kadek Supriawan Adinatha I Kadek Teddy Jaya Nugraha I Ketut Resika Arthana I Nyoman Adi Jaya Putra I Nyoman Pasek Hadisaputra I Putu Andika Putra, I Putu Andika I Putu Indra Kusuma I Putu Indra Kusuma I Putu Ngurah Wage Myartawan I Wayan Suarnajaya I.A.M.I. Utami I.P.I. Kusuma IDA AYU MADE ISTRI UTAMI . Ida Bagus Putu Eka Prayoga ., Ida Bagus Putu Eka Prayoga Indra Agus Eka Hariawan Irene Puspita Sari . Jaya Putra, I Gede Ardika Jayantini, I Gusti Agung Rwa Jeane Tuilan Jeane Tuilan Kadek Agina Purwanita Kadek Dharma Jaya Wardana Kadek Diah Cahya Nita ., Kadek Diah Cahya Nita Kadek Dian Nitami Kadek Dwi Saptayani ., Kadek Dwi Saptayani Kadek Eva Krishna Adnyani Kadek Sadwi Sawitriyunita Dewi Kadek Sonia Piscayanti Kagiura, Fumiko Kinanti, Gusti Ayu Anggita Komang Febrinayanti Dantes Komang Sri Vidyartika Putri Kresnawati, Luh Putu Dian Kultsum, Ummi Kusuma, I.P.I. Laba, Made Ajiswara Li, Jiang Luh Ayu Tirtayani Luh Ayu Tirtayani Luh Diah Surya Adnyani Luh Gd Rahayu Budiarta Luh Gd Rahayu Budiarta ., Luh Gd Rahayu Budiarta Luh Made Astiti Partama . Luh Putu Artini M. Joko Purnomo ., M. Joko Purnomo M.L.S ., Dr.Sudirman, M.L.S Made Hery Santosa Made Riki Ponga Kusyanda Maharani, Putu Rima Masumoto, Yukiko Minxia, Zhu Muhammad Handi Gunawan Nathanael, William Akwila Netiasih, Putu Kerti Ni Kadek Ariasih . Ni Kadek Chandra Maharani Ni Km Punia Antari ., Ni Km Punia Antari Ni Komang Arie Suwastini Ni Komang Fina Sasmita Sari ., Ni Komang Fina Sasmita Sari Ni Luh Putu Devi Puspitasari Ni Luh Putu Era Adnyayanti Ni Luh Putu Era Adnyayanti Ni Luh Putu Maya Apsari ., Ni Luh Putu Maya Apsari Ni Made Rahayuni . Ni Made Ratminingsih Ni Nyoman Artini Ni Putu Astiti Pratiwi Ni Putu Deliana Mentari Ni Putu Kusni Ratna Cari . Ni Putu Yunda Kirana NI WAYAN ADNYANI . Ni Wayan Diantini . Ni Wayan Monik Rismadewi Nice Maylani Asril Nikova, Kartika Nitiasih , Putu Kerti Nur Hidayanto Pancoro Setyo Putro Nurjannah, Ragil Ayu Marta Paramita, Ni Ketut Catur Pratama, Putu Yoga Sathya Pratomo Widodo Prof. Dr. Anak Agung Istri Ngr. Marha . Prof. Dr. Ni Nyoman Padmadewi,MA . Purwanti, Ni Komang Ratna Putra, I Kadek Krisna Dharma Putu Kerti Nitiasih Putu Riesty Masdiantini Ratminingsih , Ni Made Resika Arthana, S.T., M.Kom, I Ketut Riastini, Putu Nancy Rio Arif Pratama Senawati, Jennet Setyawati, Ni Luh Eka Siregar, Merry Amadea Situmorang, Lidya Cristina Febriani Solly Aryza Sri Rwa Jayantini, I Gusti Agung Suantari, Ni Luh Putu Mira Suantari, Ni Luh Putu Mira Sugita, Ni Putu Anggi Natalia Sun Qi Suprianti, GAP Suryandani, Putu Dinia Utami, I.A. Made Istri Utami, I.A. Made Istri Utami, I.A.M.I. Waas, Devi Valentino Wahyuni, Luh Putu Ari Sri Widiastuti, Ni Putu Santhi Wijaya, Kadek Agus Krisna Wijaya, Kadek Krisna Windy Louisa Rosang . Wirabrata, Dewa Gede Firstia Wiranatha, Putu Andre Yudiarta, Gede Raditya Stava