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All Journal Jurnal Psikologi PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH) Jurnal Pendidikan Teknologi dan Kejuruan Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Bahasa Inggris Jurnal Pendidikan Indonesia Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan IJEE (Indonesian Journal of English Education) TARBIYA : Journal Education in Muslim Society 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 Journal of Educational Research and Evaluation International Journal of Language and Literature WIDYA LAKSANA Journal of Education Technology JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Journal on Education Voices of English Language Education Society Psychology, Evaluation, and Technology in Educational Research Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Jurnal Review Pendidikan dan Pengajaran (JRPP) JOSSAE (Journal of Sport Science and Education) Borneo Educational Journal (Borju) ELEMENTARY : Jurnal Inovasi Pendidikan Dasar The Art of Teaching English as a Foreign Language (TATEFL) Journal of English Language and Education JSIKTI (Jurnal Sistem Informasi dan Komputer Terapan Indonesia) Journal of Educational Study International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) EDULIA: English Education, Linguistic and Art Journal Jurnal Locus Penelitian dan Pengabdian TEACHER : Jurnal Inovasi Karya Ilmiah Guru Measurement In Educational Research Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat PEMA: Jurnal Pendidikan dan Pengabdian Kepada Masyarakat JELL (Journal of English Language Learning Innovative: Journal Of Social Science Research Jurnal Riset Rumpun Ilmu Pendidikan (JURRIPEN) Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan PESHUM
Ni Wayan Surya Mahayanti
Universitas Pendidikan Ganesha
Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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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.
Improving Students’ Pronunciation Skill Using Cake Application I Kadek Berli Arya Sujana; Made Hery Santosa; Ni Wayan Surya Mahayanti
Journal of English Language Learning Vol. 8 No. 2 (2024)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v8i2.10148

Abstract

English language competency is crucial for success in the classroom and in the workplace in today's worldwide society. This study examines how sixth-grade students at SD N 1 Baktiseraga can improve their English pronunciation skills by using the CAKE application, a mobile-assisted language learning tool. Utilizing Classroom Action Research (CAR) over two cycles, this research involved 25 students and aimed to improve pronunciation through interactive and interesting technological methods. Initial observations indicated low levels of engagement and pronunciation challenges among students. This intervention involves a learning plan that incorporates the CAKE application, with a focus on everyday conversations and practical speaking exercises. Data collection includes pre-test and post-test to measure progress as well as observation data to assess student participation and engagement. The results showed significant improvements in students' pronunciation skills and increased class participation. Uniformity of pronunciation abilities among students also increased, indicating reduced variation in skills. This research shows the effectiveness of integrating mobile technology into language education, highlighting the role of the CAKE app in improving student pronunciation and engagement. These findings suggest that such technological tools can significantly improve language learning outcomes and should be considered for wider educational use.
Bridging Cognition and Pedagogy: A Transcendental Meditation-Based Deep Learning Model in English Language Teaching Ni Wayan Surya Mahayanti; Ni Wayan Monik Rismadewi; Nice Maylani Asril; Luh Ayu Tirtayani
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.v6i1.1142

Abstract

Recent advances in English Language Teaching (ELT) emphasize deep learning approaches that promote higher-order thinking skills; however, insufficient attention has been given to students’ cognitive readiness as a prerequisite for meaningful engagement. While Transcendental Meditation (TM) has been widely reported to enhance psychological wellbeing and attention, existing studies largely focus on general outcomes rather than its integration within subject-specific pedagogy and its effect on higher-order literacy processes. Addressing this gap, the present study aims to (1) design a TM-based deep learning instructional model for ELT and (2) examine students’ perceptions of its integration in learning. This study employed a design-based research approach combined with qualitative inquiry, involving Grade 10 students. Data were collected through a student perception questionnaire, reflective journals, and focus group discussions (FGDs). The intervention model was implemented through a structured five-phase learning cycle: cognitive centering (TM), activation of prior knowledge, deep engagement, collaborative knowledge construction, and reflective metacognition. Data were analyzed using descriptive statistics and thematic analysis. The findings reveal that the TM-based model effectively supports students’ concentration, emotional stability, and readiness to learn, which subsequently enhances their engagement in complex literacy tasks. Students perceive TM as an integral component of learning that facilitates clearer thinking, reduced anxiety, and deeper comprehension. The study contributes a novel pedagogical framework that integrates cognitive preparation with deep learning processes in ELT. Pedagogically, the findings suggest that embedding TM within instructional design can optimize students’ cognitive conditions, enabling more effective engagement with higher-order language tasks. This highlights the importance of incorporating cognitive-affective readiness into contemporary ELT practices for future research, including investigating long-term impacts and broader classroom applications.
From Ecological Disruption to Environmental Awareness: Palemahan Values in Roald Dahl's Billy and The Minpins Kadek Sadwi Sawitriyunita Dewi; Ni Komang Arie Suwastini; Ni Wayan Surya Mahayanti; Ni Nyoman Artini
International Journal of Language and Literature Vol. 10 No. 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v10i1.112828

Abstract

Environmental degradation and low ecological awareness among the younger generation highlight the importance of integrating environmental values into education. One possible approach was to integrate the Palemahan concept (the relationship between humans and nature) in children’s literature, particularly novels. This study analyzed how little Billy’s characterization in Billy and the Minpins by Roald Dahl represented Palemahan values. The method used was an interpretive qualitative method by Miles, Huberman, and Saldana (2014) involving data collection, data condensation, data display, and conclusion drawing. The findings showed three stages of Palemahan values: violation, punishment, and internalization. Violations included disrespecting plantations, reckless curiosity, and delayed ecological awareness. These led to punishment in the form of consequences such as risk awareness and ecological awareness, disruption, and consequences, which later developed into internalization, including ecological creativity, environmental awareness, life appreciation, ecological harmony, and harmony restoration. The result of this study confirmed that children’s literature could serve as an effective educational medium, and it is recommended that such literary works be used in character education to foster ecological awareness.
The Internalization of Pawongan Values in Roald Dahl’s The Giraffe, the Pelly and Me Putu Virna Yanti; Ni Komang Arie Suwastini; Ni Wayan Surya Mahayanti
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 5 No. 2 (2026): Juni 2026
Publisher : Lembaga Riset Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59086/jkip.v5i2.2017

Abstract

This study examines how the Pawongan values of Tri Hita Karana are reflected in Roald Dahl’s The Giraffe, the Pelly, and Me. While previous studies have explored moral values in children’s literature, few have interpreted Western literary works through the lens of Balinese local wisdom and their relevance to English as a Foreign Language (EFL) learning. Addressing this gap, this study employs an interpretive qualitative approach using the interactive data analysis model of Miles, Huberman, and Saldaña. Data were collected through close reading and classified into sequences and sub-sequences to identify social interactions among the characters. The findings reveal that respect, helpfulness, cooperation, caring, appreciation, and perseverance consistently reflect the Pawongan values in fostering social harmony. The novelty of this study lies in applying the Tri Hita Karana framework to interpret a Western children’s novel. These findings suggest that the novel can serve as culturally responsive EFL teaching material that integrates Balinese local wisdom with character education.   Studi ini mengkaji bagaimana nilai-nilai Pawongan dari Tri Hita Karana tercermin dalam The Giraffe, the Pelly, and Me, karya Roald Dahl. Sementara penelitian sebelumnya telah mengeksplorasi nilai-nilai moral dalam sastra anak-anak, hanya sedikit yang menafsirkan karya sastra Barat melalui lensa kearifan lokal Bali dan relevansinya dengan pembelajaran bahasa Inggris sebagai Bahasa Asing (EFL). Mengatasi kesenjangan ini, penelitian ini menggunakan pendekatan kualitatif interpretatif menggunakan model analisis data interaktif Miles, Huberman, dan Saldaña. Data dikumpulkan melalui pembacaan dekat dan diklasifikasikan ke dalam urutan dan sub-urutan untuk mengidentifikasi interaksi sosial di antara karakter. Temuan tersebut mengungkapkan bahwa rasa hormat, suka membantu, kerja sama, kepedulian, penghargaan, dan ketekunan secara konsisten mencerminkan nilai-nilai Pawongan dalam menumbuhkan kerukunan sosial. Kebaruan penelitian ini terletak pada penerapan kerangka Tri Hita Karana untuk menafsirkan novel anak-anak Barat. Temuan ini menunjukkan bahwa novel ini dapat berfungsi sebagai bahan ajar EFL yang responsif secara budaya yang mengintegrasikan kearifan lokal Bali dengan pendidikan karakter.
Bilingual Big Book with Integrated SDGs Content to Enhance Reading Skills and Understanding of Sustainable Development Values among Upper Elementary Students Ni Wayan Surya Mahayanti; Putu Kerti Nitiasih; Ni Luh Era Adnyayanti; I Nyoman Adi Jaya Putra; Jiang Li; Luh Putu Dian Kresnawati
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.
The Use of Digital Comics in the EFL Contexts: A Systematic Review of Quantitative Studies Komang Icha Sri Handayani; Ni Wayan Surya Mahayanti; Ni Luh Putu Era Adnyayanti
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.
IDENTIFYING TEACHERS’ AND STUDENTS’ NEEDS ON ZERO HUNGER-BASED BIG BOOK FOR SHARED READING ACTIVITIES Gede Gunawan; Ni Wayan Surya Mahayanti; Luh Gd Rahayu Budiarta
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v6i3.13289

Abstract

ABSTRACT Creating shared reading experiences that sustain preschool children's behavioral engagement remains challenging when literacy media do not adequately accommodate children's visual needs or integrate sustainability values into meaningful learning contexts. This study was therefore conducted to identify the needs of teachers and preschool children as the foundation for developing a Big Book based on Zero Hunger (SDG 2) at Girikarnika Montessori Preschool. The research represents the needs analysis stage of a Design and Development (D&D) study and was carried out using a descriptive qualitative approach. Data were gathered through classroom observations, semi-structured interviews with two teachers, documentation, and field notes, and subsequently analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing, supported by source triangulation to enhance credibility. The findings revealed that children's sustained engagement during shared reading was influenced by the size of the reading media, the dominance of visual illustrations, the simplicity of the textual content, opportunities for interaction, and the relevance of the story to children's everyday experiences. Teachers also emphasized the need for instructional media featuring large illustrations, concise sentences, participatory learning activities, and narratives that promote healthy eating habits through collaborative partnerships between schools and families. These findings provide the conceptual foundation for developing the Nutritional-Literacy Shared Engagement Framework (NLSE-Framework) as a framework for designing literacy media that simultaneously strengthens early literacy, behavioral engagement, and sustainability values in early childhood education. ABSTRAK Kegiatan shared reading pada pendidikan anak usia dini belum sepenuhnya mampu mempertahankan behavioral engagement anak ketika media yang digunakan memiliki keterbatasan visual dan belum mengaitkan pengalaman membaca dengan nilai keberlanjutan. Situasi tersebut mendorong dilakukannya penelitian ini untuk memetakan kebutuhan guru dan anak prasekolah sebagai landasan pengembangan media Big Book berbasis Zero Hunger (SDG 2) di Girikarnika Montessori Preschool. Penelitian ini merupakan tahap analisis kebutuhan dalam penelitian Design and Development (D&D) yang dilaksanakan menggunakan pendekatan deskriptif kualitatif. Data diperoleh melalui observasi kelas, wawancara semi-structured terhadap dua guru, dokumentasi, dan catatan lapangan, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña melalui proses kondensasi data, penyajian data, serta penarikan kesimpulan yang diperkuat dengan triangulasi sumber. Temuan memperlihatkan bahwa keberlangsungan keterlibatan anak selama shared reading dipengaruhi oleh ukuran media, dominasi ilustrasi, kesederhanaan teks, peluang berinteraksi, dan kedekatan isi cerita dengan pengalaman sehari-hari. Guru juga mengharapkan media yang menghadirkan ilustrasi berukuran besar, kalimat singkat, aktivitas partisipatif, serta narasi yang menanamkan kebiasaan makan sehat melalui kolaborasi sekolah dan keluarga. Keseluruhan temuan tersebut menjadi dasar konseptual bagi pengembangan Nutritional-Literacy Shared Engagement Framework (NLSE-Framework) sebagai acuan perancangan media literasi yang mengintegrasikan penguatan literasi awal, behavioral engagement, dan nilai keberlanjutan sejak usia dini.
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 Putu Era Amanda, Si Luh Nyoman Julia Tria Anak Agung Gede Yudha Paramartha Anggara, I Putu Dipa Anggreni Kaita Ana Wulang 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 Fumiko Kagiura G.A.P. Suprianti Gede Aritona Gede Gunawan Gede Irwandika . Gede Mahendrayana Gede Rasben Dantes Hua, Liang Huizhao, Zhuo I Dewa Sri Agung Oktaviyanti Puspita Dewi I Gede Angga Sukaryawan . I Gede Surya Mertha . I Gusti Agung Sri Rwa Jayantini I Gusti Ngurah Agung Wijaya Mahardika I Kadek Berli Arya Sujana I Kadek Pasek Aditya I Kadek Sastra Oksto Wibawa I Kadek Supriawan Adinatha ., I Kadek Supriawan Adinatha I Kadek Teddy Jaya Nugraha I Ketut Resika Arthana I Made Bhanu Aditya Parameswara I Nyoman Adi Jaya Putra I Nyoman Pasek Hadisaputra I Putu Andika Putra I Putu Indra Kusuma I Putu Indra Kusuma I Putu Ngurah Wage Myartawan I Wayan Suarnajaya I.A.M.I. Utami I.G.A. Lokita Purnamika 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 Jiang Li 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 Kinanti, Gusti Ayu Anggita Komang Febrinayanti Dantes Komang Icha Sri Handayani Komang Sri Vidyartika Putri Kusuma, I.P.I. Laba, Made Ajiswara 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 Luh Putu Dian Kresnawati Luh Putu Dian Kresnawati M. Joko Purnomo ., M. Joko Purnomo M.L.S ., Dr.Sudirman, M.L.S Made Hery Santosa Made Riki Ponga Kusyanda Maharani, Putu Rima Minxia, Zhu Muhammad Handi Gunawan Nathanael, William Akwila Netiasih, Putu Kerti Ni Kadek Ariasih . Ni Kadek Chandra Maharani Ni Kadek Githa Valentina Ni Km Punia Antari ., Ni Km Punia Antari Ni Komang Arie Suwastini Ni Komang Fina Sasmita Sari ., Ni Komang Fina Sasmita Sari Ni Luh Era Adnyayanti 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 Made Wening Dwi Shartika Ni Nyoman Artini Ni Putu Anggi Natalia Sugita 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 Padmadewi . Paramita, Ni Ketut Catur Pratama, Putu Yoga Sathya Pratomo Widodo Prof. Dr. Anak Agung Istri Ngr. Marha . Purwanti, Ni Komang Ratna Putra, I Kadek Krisna Dharma Putu Kerti Nitiasih Putu Kerti Nitiasih Putu Riesty Masdiantini Putu Virna Yanti Resika Arthana, S.T., M.Kom, I Ketut Riastini, Putu Nancy Rio Arif Pratama Setyawati, Ni Luh Eka Siregar, Merry Amadea Situmorang, Lidya Cristina Febriani Suantari, Ni Luh Putu Mira Suantari, Ni Luh Putu Mira 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 Yudiarta, Gede Raditya Stava Yukiko Masumoto