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All Journal Jurnal Penelitian dan Evaluasi Pendidikan INOTEKS : Jurnal Inovasi Ilmu Pengetahuan, Teknologi, dan Seni Jurnal Pendidikan dan Pengajaran Lingua Scientia Journal Jurnal Pendidikan Bahasa Jepang Undiksha Language and Education Journal Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH) Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Jurnal Pendidikan Bahasa Inggris Jurnal Pendidikan Indonesia Jurnal Ilmu Sosial dan Humaniora Journal of Education and Learning (EduLearn) Jurnal Pendidikan Bahasa Jurnal Pendidikan Matematika Jurnal Pendidikan Bahasa Inggris JURNAL KONFIKS IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Dimensi Pendidikan dan Pembelajaran JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang IRJE (Indonesian Research Journal in Education) Jurnal Ilmiah Pendidikan dan Pembelajaran Journal of Educational Research and Evaluation International Journal of Community Service Learning International Journal of Language and Literature Journal of Education Technology International Journal of Elementary Education Voices of English Language Education Society Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Journal of English Language Teaching Innovations and Materials (Jeltim) Jurnal Inovasi dan Teknologi Pembelajaran (JINOTEP) Kajian dan Riset Dalam Teknologi Pembelajaran Indonesian Values and Character Education Journal The Art of Teaching English as a Foreign Language (TATEFL) Journal of Educational Study Jurnal Penelitan Mahasiswa Indonesia EBONY Jurnal Locus Penelitian dan Pengabdian Indonesian Journal of Instruction Soshum: Jurnal Sosial dan Humaniora Tamaddun Studies in English Language and Education TELL - US JOURNAL KONSELOR Jurnal Multidisiplin Indonesia
Prof. Dr. Ni Nyoman Padmadewi,MA .
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AN ANALYSIS OF SCHOOL PROGRAM INVOLVING PARENTS AND ITS IMPACT TOWARD THE STUDENTS’ ENGLISH EARLY LITERACY ACHIEVEMENT AT AURA SUKMA INSANI BILINGUAL KINDERGARTEN SINGARAJA ., Ni Luh Putu Sri Natalia; ., Prof. Dr. Ni Nyoman Padmadewi, M.A.; ., Dr. Sudirman, M.L.S
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.v5i2.12157

Abstract

Penelitian ini bertujuan untuk mengetahui program sekolah yang melibatkan orang tua dalam pelaksanaanya dan dampaknya terhadap prestasi literasi bahasa inggris siswa di taman kanak kanak dwi bahasa Aura Sukma Insani Singaraja. Program sekolah yang melibatkan orang tua di analisis menggunakan kerangka keterlibatan orangtua oleh Epstein et al.(2002), sedangkan dampaknya terhadap prestasi literasi dini bahasa inggris akan dilihat melalui penilaan oleh guru di sekolah tersebut. Penelitian ini menggunakan desain penelitian deskriptif kualitatif untuk menganalisis program sekolah dan dampaknya pada prestasi literasi dini bahasa inggris siswa kelas B1 di Aura Sukma Insani TK dwibahasa Singaraja. Hasil dari temuan, menyatakan bahwa (1) ada 12 program sekolah yang melibatkan orang tua di Aura Sukma Insani Bilingual kindergarten, yaitu academic counseling, parents conferences, parents meeting, and parents interview, memo book, teller book, students’ portfolio, report book, observation day for parents, book week, introductory to library, weekly assignment, individual learning plan, and school outing, dan (2) dampaknya terhadap prestasi literasi bahasa inggris siswa yaitu dapat membuat prestasi literasi dini bahasa Inggris menjadi sangat baik, dikarenakan orang tua menjadi sadar terhadap kemampuan yang dimiliki setiap anak.Kata Kunci : program sekolah, keterlibatan orang tua, prestasi literasi dini bahasa inggris This study aimed at analyzing the school programs involving parents in Aura Sukma Insani bilingual kindergarten Singaraja, and analyzing its impact toward the students’ English early literacy achievement. The school programs involving parents in this study were analyzed by using framework of Epstein et al. (2002) of six types of parental involvement. The present study used descriptive qualitative research design to analyze the school program and the English early achievement of the B1 class students. The data were collected by interviewing the school head, and teacher’s assessment on literacy worksheet analysis. By the end of data collection, it was found that (1) there are 12 school programs involving parents in Aura Sukma Insani; academic counseling, parents conferences, parents meeting, and parents interview, memo book, teller book, students’ portfolio, report book, observation day for parents, book week, introductory to library, weekly assignment, individual learning plan, and school outing. (2) The impact of school program toward the students’ English early literacy of the students in Aura Sukma Insani bilingual kindergarten is the increasing awareness of the parents about their children ability in learning which can eventually support the students English Early literacy achievement.keyword : Schook program Involving Parents, English Early Literacy Achievement
A Descriptive Study on the Implementation of the Whole Word Approach to Improve Students' Vocabulary at Aura Sukma Insani Bilingual Kindergarten ., Ni Komang Ayu Tri Purwanti; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Luh Diah Surya Adnyani, S.Pd.
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.v5i2.11613

Abstract

Bahasa Inggris sangatlah penting karena Bahasa Inggris adalah Bahasa yang paling umum diucapkan dimana saja. Bahasa Inggris digunakan dalam berkomunikasi di seluruh dunia. Bahasa Inggris juga diucapkan sebagai bahasa internasional dan Bahasa Inggris telah menjadi bahasa terpenting di seluruh bagian dunia, seperti di Bali. Untuk menguasai beberapa dasar pemahaman Bahasa Inggris lebih baik belajar Bahasa Inggris sejak usia dini. Namun, terdapat masalah dalam pengembangan kosa kata siswa di sekolah. Penguasaan kosa kata masih tetap rendah. Itu berarti bahwa kemampuan siswa dalam penguasaan kosa kata tidaklah optimal. Maka dari itu, penelitian ini bertujuan untuk mendeskripsikan tentang pengimplementasian the whole word approach untuk meningkatkan pencapaian kosata kata siswa di TK Bilingual Aura Sukma Insani. The whole word approach dapat diimplementasikan dengan banyak aktivitas yang menyenangkan dan menggembirakan. Aktivitas-aktivitas tersebut telah meningkatkan pencapaian kosa kata siswa secara efektif. Penelitian ini adalah penelitian kualitatif yang mana dilaksanakan terhadap siswa kelas B (5-6 tahun) di TK Bilingual Aura Sukma Insani. Subjek dari penelitian ini adalah siswa TK, guru-guru, and kepala sekolah TK Bilingual Aura Sukma Insani. Penelitian dikumpulkan dengan dua metode, diantaranya metode observasi dan metode interview.Kata Kunci : Whole word approach, Pencapaian kosa kata English is very important since English is the most common language spoken everywhere. It is widely used in communicating around the world, also it is spoken as an international language and it has become the most important language to many parts of the world, such as in Bali. In order to acquire some basics understanding it is better to study English from early age. However, there is problems in developing the student's vocabulary in the school. The mastery of vocabulary is still low. It means that, the student's ability is not optimal in mastering the vocabulary. This study is therefore, intended to describe about the implementation of the whole word approach for teaching students’ vocabulary achievement at Aura Sukma Insani Bilingual Kindergarten. The whole word approach could be implemented with so many fun and enjoyable activities. Those activities effectively improved students’ vocabulary achievement. This was a qualitative descriptive study which was conducted toward the B Class (age 5-6) in Aura Sukma Insani Bilingual Kindergarten. The subjects of this study were the kindergarten students, the teachers and principal of Aura Sukma Insani Kindergarten. This study was collected by two methods, such as observation method and interview method.keyword : whole word approach, vocabulary achievement
THE IDENTIFICATION OF MISBEHAVIORS OF THE TENTH GRADE STUDENTS OF SMA BHAKTIYASA SINGARAJA IN ACADEMIC YEAR 2015/2016 ., Meindy Ferawati Effendy; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Putu Eka Dambayana S., S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 4, No 2 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.9344

Abstract

Penelitian ini bertujuan untuk (1) mendeskripsikan jenis-jenis kenakalan yang dilakukan oleh siswa-siswa kelas X di SMA Bhaktiyasa Singaraja (2) menemukan kenakalan yang paling sering terjadi yang dilakukan oleh siswa-siswa kelas X di SMA Bhaktiyasa Singaraja. (3) menemukan dan mendeskripsikan penyebab kenapa kenakalan tejadi di siswa-siswa kelas X di SMA Bhaktiyasa Singaraja. Jenis penelitian ini adalah penelitian deskriptif kualitatif. Alat untuk mengumpulkan data adalah buku tulis, panduan wawancara dan perekam. Data yang telah didapat kemudian dianalisis secara kualitatif menggunakan teori Miles and Huberman. Hasil penelitian menunjukkan bahwa (1) terdapat empat jenis kenakalan yang ditemukan di siswa-siswa kelas X di SMA Bhaktiyasa Singaraja. Jenis kenakalan yang ditemukan dalam penelitian ini adalah korupsi (berlaku curang 3,12%), tidak mematuhi aturan (ribut didalam kelas 12,5%, tidak mau berbicara bahasa inggris selama pembelajaran 3.12%), tidak sopan didalam kelas (menggunakan bahasa yang tidak sopan 6,25%, menggunakan nada tinggi ketika berbicara 6,25%, berjalan-jalan di kelas 6.25%), membuang waktu (menggunakan hp saat pembelajaran 12,5%, bolos pelajaran 12,5, melamun 3,12%, tidur saat pembelajaran 6,25%, menggambar 3,12%, merokok di area sekolah 12,5%, pergi ke kantin saat pembelajaran 12,5%). (2) Ribut didalam kelas, menggunakan hp saat pembelajaran, bolos pelajaran, merokok di area sekolah, dan pergi ke kantin saat pembelajaran menjadi kenakalan yang paling sering muncul dalam penelitian ini. (3) penyebab-penyebab dari kenakalan siswa tersebut berasal dari keluarga, bosan, dan faktor-faktor dari luar.Kata Kunci : kenakalan siswa, tipe kenakalan siswa, penyebab kenakalan siswa This research aimed at (1) investigating the types of student misbehavior conducted by the tenth grade students of SMA Bhaktiyasa Singaraja (2) describing the most common misbehaviors conducted by the tenth grade students of SMA Bhaktiyasa Singaraja and (3) describing the causes why misbehaviors at tenth grade students of SMA Bhaktiyasa Singaraja occur. This research used descriptive qualitative study. The instruments of collecting data were Note book, interview guide and a recorder. The data obtained were analyzed qualitatively by using Miles and Huberman theory. The result of this study showed that: (1) there are four types of student misbehavior found at tenth grade students of SMA Bhaktiyasa Singaraja. The types of misbehavior found in this study were corruption (cheating 3.12 %), disobeying authority (avoiding to be quiet in the classroom 12.5 %, avoiding to practice speaking English during lesson 3.12 %), disrespect in the classroom (using impolite language 6.25 %, using harsh tone when speaking 6.25 %, wandering around the classroom 6.25 %), wasting time (using cell phone during lesson 12.5 %, skipping the lesson 12.5 %, daydreaming 3.12 %, sleeping during lesson 6.25 %, drawing/doing graffiti on their book 3.12 %, smoking in school area 12.5 %, going to canteen 12.5 %). (2) Avoiding to be quiet in classroom, using cell phone and skipping the lesson became the most frequent misbehaviors happened inside of the classroom and smoking in school area and going to canteen became the most frequent misbehavior happened outside of the classroom in this study. (3) The causes of their misbehavior were family, boredom and external factors.keyword : student misbehavior, types of misbehavior, causes of misbehavior
THE ANALYSIS OF PARENTS' INVOLVEMENT TOWARD STUDENTS' ENGLISH LITERACY AT SMKN 1 SINGARAJA ., Putu Yuni Damayanti; ., Prof. Dr. Ni Nyoman Padmadewi, M.A.; ., Nyoman Karina Wedhanti, S.Pd., M.Pd.
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.v5i2.18868

Abstract

Penelitian ini dimaksudkan untuk menganalisis keterlibatan orang tua terhadap literasi bahasa Inggris siswa di SMKN 1 Singaraja yang meliputi analisis terhadap pelaksanaan keterlibatan orang tua, persepsi orang tua terhadap keterlibatan orang tua dan tantangan yang dihadapi oleh guru. Analisis keterlibatan orang tua dalam penelitian ini didasari oleh enam kerangka keterlibatan orang tua oleh Epstein. Penelitian ini menggunakan model penelitian embedded mix methods. Subyek penelitian ini adalah kepala sekolah, komite sekolah dan lima guru bahasa Inggris yang mana terlibat dalam keterlibatan orang tua. Obyek penelitian ini adalah keterlibatan orang tua yang diterapkan disekolah. Data dikumpulkan melalui analysis dokumen, wawancara dan kuesioner. Data dianalysis melalui pendeketan kualitative dan kuantitative. Berdasarkan hasil analisis data ditemukan bahwa: (1) keterlibatan orang tua di SMKN 1 Singaraja diterapkan melalui beberapa strategi yaitu: workshop, pelatihan orang tua, konferensi orang tua, talkshow dan distribusi buku. Beberapa usaha juga dilakukan sekolah untuk melibatkan orang tua dalam mendukung literasi siswa yaitu dengan mengundang orang tua siswa, pengambilan raport, majalah sekolah/tabloid, sukarelawan, pemberian tugas, komite sekolah dan studi lapangan. (2). Pendapat orang tua mengenai keterlibatan orang tua sangat positif, mereka percaya bahwa program keterlibatan orang tua bisa meningkatkan prestasi siswa, sikap positif dan peningkatan literasi bahasa Inggris siswa. (3). Tantangan dikategorikan menjadi dua aspek berdasarkan tempatnya.Kata Kunci : Keterlibatan orang tua, Literasi bahasa Inggris This study is intended to analyze parents’ involvement toward students’ English literacy at SMKN 1 Singaraja which includes the analysis toward the implementation of parents’ involvement, the parents’ perception toward parents’ involvement, and the challenges faced by the teacher. Parents’ involvement activities in this study were analyzed based on Epstein’s six types of parental involvement framework. This study used embedded mixed method research design. The subjects of the study were a headmaster, school committees, and five English teachers involved in parents’ involvement. The object of the study was parents’ involvement which is practiced through the school programs. The data were collected by doing document study, interviews, and questionnaires. The data were analyzed through a qualitative and quantitative approach. The result showed that (1). Parents’ involvement at SMKN 1 Singaraja was practiced through many strategies such as a workshop, parents’ training, parents’ conference, talk show, and book distribution. Some efforts are also done to get parents involved in their children’s literacy activities through inviting parents formally, discussing about rapport, school’s tabloid/magazine, WhatsApp group, classroom volunteer, weekly homework/follow-up activities, school committee, and field study. (2). Parents’ perception toward parents’ involvement was positive, they believed that parents’ involvement program can foster students’ academic success, positive behavior, and improve students’ English literacy as well. (3). The challenges were categorized from two aspects based on the place (area). keyword : English literacy, Parents’ involvement
THE EFFECT OF CIRC STRATEGY AND ACHIEVEMENT MOTIVATION TOWARD STUDENTS/' READING COMPREHENSION ., LELA RAHMAWATI; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Dr.Ni Made Ratminingsih, MA
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 3, No 1 (2014)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (196.634 KB)

Abstract

The aim of this study is to investigate (1) whether there is a difference in the reading comprehension between students who are taught by using CIRC strategy and those taught by using the conventional strategy; (2) an interactional effect between the reading strategyi applied and achievement motivation toward students? reading comprehension; (3) a difference in reading comprehension between students with high achievement motivation who are taught by using CIRC strategy and those taught by using the conventional strategy; and (4) a difference in reading comprehension between students with low achievement motivation who are taught by using CIRC strategy and those taught by using the conventional strategy. The study administrated a 2X2 factorial design, which 175 students were involved as the sample. The data were collected by using qquestionnaire and a reading test then analyzed by Two-way ANOVA. The result indicates that (1) there is a significant difference in reading comprehension between the students who are taught by using CIRC strategy and those taught by using the conventional strategy; (2) there is an effect of the interaction between the teaching strategy applied and students? achievement motivation toward their reading comprehension; (3) there is a significant difference in reading comprehension between students with high achievement motivation who are taught by using CIRC strategy and those taught with the conventional strategy; and (4) there was significant difference in reading comprehension between the students with low achievement motivation who are taught by using CIRC strategy and those taught with the conventional strategy.Kata Kunci : : CIRC, achievement motivation, reading comprehension The aim of this study is to investigate (1) whether there is a difference in the reading comprehension between students who are taught by using CIRC strategy and those taught by using the conventional strategy; (2) an interactional effect between the reading strategyi applied and achievement motivation toward students? reading comprehension; (3) a difference in reading comprehension between students with high achievement motivation who are taught by using CIRC strategy and those taught by using the conventional strategy; and (4) a difference in reading comprehension between students with low achievement motivation who are taught by using CIRC strategy and those taught by using the conventional strategy. The study administrated a 2X2 factorial design, which 175 students were involved as the sample. The data were collected by using qquestionnaire and a reading test then analyzed by Two-way ANOVA. The result indicates that (1) there is a significant difference in reading comprehension between the students who are taught by using CIRC strategy and those taught by using the conventional strategy; (2) there is an effect of the interaction between the teaching strategy applied and students? achievement motivation toward their reading comprehension; (3) there is a significant difference in reading comprehension between students with high achievement motivation who are taught by using CIRC strategy and those taught with the conventional strategy; and (4) there was significant difference in reading comprehension between the students with low achievement motivation who are taught by using CIRC strategy and those taught with the conventional strategy.keyword : CIRC, achievement motivation, reading comprehension
A Descriptive Study of Male and Female Teachers’ Preferences of Strategies Used for Teaching Speaking in SMPN 1 Singaraja, ., NI NYOMAN ARI RATNADI; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., Prof. Dr. Ni Nyoman Padmadewi,MA
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 3, No 1 (2014)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (398.151 KB)

Abstract

Penelitian ini bertujuan untuk mendeskripsikan strategi yang dipilih oleh guru pria dan wanita dalam mengajar berbicara di SMPN 1 Singaraja. Penelitian ini menganalisis strategi yang dipilih oleh lima guru bahasa Inggris yang mengajar kelas tujuh dan delapan di SMPN 1 Singaraja. Penelitian ini dirancang sebagai sebuah penelitian deskriptif yang menerapkan teknik analisis isi (content analysis) untuk menunjukkan dan memverifikasi data yang diperlukan. Pengambilan data dilakukan dengan observasi, kuesioner, dan wawancara dengan guru pria dan wanita. Hasil penelitian ini menunjukkan bahwa guru pria dan wanita menggunakan empat dari tujuh strategi mengajar dalam mengajar berbicara pada siswa mereka. Strategi tersebut adalah instruksi langsung, diskusi, bekerja berkelompok, dan aktivitas kinerja. Alasan dari guru pria dan wanita menggunakan strategi tersebut karena strategi tersebut dapat membuat siswa aktif berpartisipasi di kelas. Siswa dapat bertukar pengetahuan, ide atau opini dalam diskusi atau bekerja berkelompok dengan siswa lainnya. Siswa juga dapat belajar berbicara lebih banyak dalam aktivitas kinerja yang dapat membuat siswa percaya diri ketika siswa harus berbicara dalam bahasa Inggris dengan orang lain. Kata Kunci : strategi mengajar, guru pria dan wanita, mengajar berbicara This study was carried out to describe male and female teachers? preferences of strategies used for teaching speaking and the reasons why male and female teachers used certain strategies for teaching speaking in SMPN 1 Singaraja. This study analyzed strategy preferences of five English teachers who taught in grade seven and eight in SMPN 1 Singaraja. This study was designed as a descriptive study by applying seven Killen?s teaching strategies that adapted content analysis technique to reveal and verify the needed data. The data collection was done through observation, questionnaire, and interviewing male and female English teachers. The results show that male English teachers used four of seven Killen?s teaching strategies in teaching speaking to their students. The strategies were direct instruction, discussion, group work, and performance activity. While female English teachers also preferred four of seven Killen?s teaching strategies used for teaching speaking in the classroom. The reasons of male and female teachers used certain strategies because those strategies made students actively participate in the class. They could share their knowledge, ideas or opinion in discussion session or in group work with their partner or their group. They also learned to speak English more in the performance activity that could make them confident when they should speak English with other people.keyword : teaching strategy, male and female teacher, teaching speaking.
THE EFFECT OF SIMULATED COMMUNICATIVE APPROACH ON STUDENTS’ WRITING COMPETENCY OF THE SEVENTH GRADE STUDENT OF SMP WIDHYA BHUANA MUNGGU BASED ON TEXT TYPE ., PANDE MADE PRADNYANA PUTRA; ., PROF. DR. DEWA KOMANG TANTRA, M.Sc.; ., PROF. DR. NI NYOMAN PADMADEWI, M.A.
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 5, No 1 (2016)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

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Abstract

this research aimed at investigatingthe effect of simulated comunicative approach in students' writing competency based on text type. it was an experimental research which implemented posttest only control group design. the population was 128 students of four classes of seventh grade students of SMP Widhya Bhuana Munggu. those subject of the research were divided into two groups they were control group and experimental group.both of the groups were given diggerent treatments and they were ended by posttest. the result of the post test was analyzedusing spss statistic. the result shows that the experimental group is higher than control group. so it can be conclude that simulated communicative approach a significant effect on the students' writing competencyKata Kunci : writing competency, text type this research aimed at investigatingthe effect of simulated comunicative approach in students' writing competency based on text type. it was an experimental research which implemented posttest only control group design. the population was 128 students of four classes of seventh grade students of SMP Widhya Bhuana Munggu. those subject of the research were divided into two groups they were control group and experimental group.both of the groups were given diggerent treatments and they were ended by posttest. the result of the post test was analyzed using spss statistic. the result shows that the experimental group is higher than control group. so it can be conclude that simulated communicative approach a significant effect on the students' writing competencykeyword : writing competency, text type
An Analysis of Reinforcement Strategies Used by Male and Female Teachers in Classroom Management at TK Model Negeri Mataram in Academic year of 2011/2012 ., Husnul Lail; ., PROF. DR. NI NYOMAN PADMADEWI, M.A.; ., DRS. I WAYAN SUARNAJAYA, M.A., P.hD
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 4, No 1 (2015):
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

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Abstract

Reinforcement merupakan salah satu aspek dari managemen kelas dipandang berguna dalam meningkatkan motivasi siswa. Oleh karena itu, guru yang terampil diharapkan efektif dalam menerapkan reinforcement. Dapat diprediksikan bahwa perbedaan ? perbedaan yang dimiliki guru dan siswa akan mempengaruhi implementasi reinforcement dalam proses belajar mengajar di dalam kelas. Perbedaan gender adalah salah satunya. Adapun yang menjadi konsentrasi penelitian ini telah diplih dua subyek yaitu seorang guru pria dan seorang guru wanita di TK Model Negeri Mataram. Data yang dikumpulkan adalah reinforcement yang digunakan oleh para guru yang dikelompokkan berdasarkan teori Arend. Data didapatkan dengan cara melakukan observasi dan interview. Hasil penelitian ini menunjukkan bahwa baik itu guru pria dan wanita melakukan jenis reinforcement yang sama; yaitu sama-sama menerapkan praise (pujian) dan negative reinforcement. Guru wanita terlihat lebih sering and lebih efektif dalam menerapkan jenis ? jenis reinforcement tersebut. Guru pria dan wanita cenderung memberikan reinforcement kepada siswa yang terlihat aktif di dalam kelas tanpa memperhatikan perbedaan gender siswa. Sebagai respon siswa terhadap reinforcement yang diberikan guru, akan memberikan reaksi berupa senyuman dan menjadi lebih aktif dalam mengikuti pelajaran. Namun, pada kasus-kasus tertentu, siwa laki-laki tidak menunjukkan respon, khususnya ketika mendapatkan hukuman dalam bentuk penguranagan nilai dan ancaman tertentuKata Kunci : Reinforcement, Gender, Perbedaan Gender Reinforcements, which belong to the aspect of classroom management, is assumed to be useful in raising students? motivation to study. Therefore, the skillful teacher is also expected to be effective in using reinforcements. It is predicted that teachers? and students? diversities influence the implementation of reinforcements in the process of teaching and learning in classroom. Gender is one of the diversities. For the concern of the study, there were two subjects chosen, male and female teachers at TK Model Negeri Mataram. The data about reinforcements used by the teachers were then classified based on Arend? theory. The data was collected through observation and interview. The findings showed that both teachers were the same in using the kinds of reinforcement; they only applied praise and negative reinforcements. Female teacher seemed to be more often and more effective in applying the kinds of reinforcement than the male teacher did. Male and female teachers tended to reinforce the students who were active in the classroom without regarding the students? gender. In responding to the reinforcements given, most students responded by smiling and becoming more active in following the next lesson. But, in certain cases, male students showed no responses, particularly when they received negative reinforcement in term of point reducing and withdrawing certain image that they hadkeyword : Reinforcement, Gender, Gender Diversities
THE EFFECT OF CONCEPT MAPPING AND SELF-REGULATION ON STUDENTS’ WRITING COMPETENCY ., I GEDE SUKRANENGRAT; ., Prof. Dr. A. A. I. Ngurah Marhaeni,MA; ., Prof. Dr. Ni Nyoman Padmadewi,MA
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 3, No 1 (2014)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

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Abstract

Abstrak Studi eksperimen ini bertujuan untuk menginvestigasi pengaruh peta konsep dan kemandirian terhadap kemampuan menulis siswa kelas delapan SMP Negeri 2 Singaraja. Penelitian ini menggunakan desain posttest only control group dengan rancangan faktorial 2x2. Sebanyak 60 siswa dilibatkan sebagai sampel penelitian. Mereka dipilih dengan teknik sampel acak. Data kemampuan menulis siswa dikumpulkan dengan instrumen yang merupakan tipe tes essay. Data tingkat kemandirian siswa dikumpulkan dengan kuesioner yang menggunakan skala Likert. Data yang diperoleh dianalisis secara statistik dengan ANAVA 2 jalur pada taraf kesalahan 5%. Temuan penelitian ini adalah 1) terdapat perbedaan yang signifikan dalam kemampuan menulis antara siswa yang diajar dengan peta konsep dengan yang diajar dengan metode konvensional. Itu dibuktikan dengan nilai probabilitas 0.00, yang lebih rendah dari 0.05. dan 2) tidak terdapat pengaruh interaksi yang signifikan antara metode mengajar (peta konsep dan konvensional) dan tingkat kemandirian (tinggi dan rendah) terhadap kemampuan menulis. Ini dibuktikan dengan nilai probabilitas 0,778. Itu berarti bahwa peta konsep sesuai untuk diterapkan bagi pengaturan diri siswa tingkat rendah dan tinggi. Hal ini dapat dibuktikan dari analisis deskriptif yang menunjukkan bahwa nilai siswa yang diajar dengan peta konsep adalah lebih tinggi daripada yang diajar dengan teknik konvensional baik untuk pengaturan diri siswa yang tinggi maupun yang rendah. Dari analisis deskriptif, nilai rata-rata tinggi pengatuaran diri siswa diajar dengan keta konsep = 85,29, sedangkan nilai rata-rata tinggi kemandiriian siswa diajar dengan teknik konvensional = 79,82. Sementara bagi siswa pengaturan-diri yang rendah, nilai rata-rata siswa yang diajar dengan peta konsep = 80,00, sedangkan nilai rata-rata pengaturan diri siswa rendah diajar dengan teknik konvensional = 73,97.Kata Kunci : Kata-kata kunci: peta konsep, kemandirian, kemampuan menulis Abstract This experimental study aims at investigating the effect of Concept Mapping and self-regulation on the writing competency of the eighth grade students of SMP Negeri 2 Singaraja. The design of this research was posttest only control group with 2x2 factorial arrangement. 60 students were selected as sample through random sampling. The data of students? writing competency were collected by using an essay type test. Meanwhile, data of students? self-regulation level were collected by using questionnaire with Likert scale. The acquired data were analyzed statistically by two way ANOVA at 5% significance level. This research discovers (1) there is a significant difference in writing competency between the students taught with Concept Mapping and those taught with conventional technique. It is proven by the probability value of 0.00, which was lower than 0.05. and (2) there is no significant interaction between the implementation of teaching technique (Concept Mapping and conventional technique) and self-regulation levels (high and low levels) on students? writing competency. It is proven by the probability value of 0.778. it means that Concept Mapping is appropriate to be implemented for low and high self-regulation students. It can be proven from the descriptive analyasis showing that the score of students taught with Concept Mapping is higher than those taught with conventional technique both for high and low self-regulation students. From the descriptive analysis, the mean score of high self-regulation students taught with Concept Mapping = 85.29; meanwhile the mean score of high self-regulation students taught with Conventional technique = 79.82. Meanwhile for low self-regulation students, the mean score of students taught with Concept Mapping = 80.00; meanwhile the mean score of low self-regulation students taught with Conventional technique = 73.97. keyword : Keywords: concept mapping, self-regulation, writing competency
The Effect of STAD Method upon The Eleventh Grade Students’ Reading Comprehension Based on Self Esteem at SMAN 1 Kediri Tabanan in Academic Year 2013/2014. ., I NYOMAN SWARA MERTA ADI; ., PROF. DR. NI NYOMAN PADMADEWI, M.A.; ., DR. NI MADE RATMININGSIH, M.A.
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 4, No 1 (2015):
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

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Abstract

Penelitian ini memiliki tiga tujuan, (1) Untuk mengetahui pengaruh STAD terhadap pemahaman bacaan siswa, (2) Untuk mengetahui perbedaan signifikan dari pengaruh metode STAD dan konvensional terhadap pemahaman membaca pada siswa yang tingkat evaluasi dirinya diatas rata-rata, (3) Untuk mengetahui perbedaan signifikan dari pengaruh metode STAD dan konvensional terhadap pemahaman membaca pada siswa yang tingkat evaluasi dirinya dibawah rata-rata. Terdapat 7 kelas XI yang menjadi populasi dalam penelitian ini, dengan menggunakan metode sampling acak, dua kelas dipilih sebagai sampel dari penelitian, dua kelas tersebut dibagi menjadi kelas eksperimen dan kelas kontrol. Pada kelas eksperimen, siswa diajar dengan menggunakan metode STAD, sedangkan pada kelas kontrol, siswa diajar dengan metode bukan STAD. Terdapat 38 siswa pada masing masing kelas. Untuk memperoleh data, peneliti menggunakan tests pemahaman membaca yang diberikan pada akhir sesi mengajar, dan kuesioner harga diri yang diberikan pada pertemuan pertama. Dalam penelitian ini terdapat dua metode statistik yang digunakan, yaitu deskriptif dan statistik inferensial. Dalam statistik infrensial, Anova satu jalur digunakan untuk menganalisis data yang diperoleh dari hasil membandingkan nilai pemahaman membaca siswa di kelas STAD dan kelas konvensional. Anova satu jalur juga digunakan untuk mengalisis nilai pemahaman membaca siswa berdasarkan tingkat evaluasi diri mereka. Sebagai hasil dari penelitian ini, ditemukan; pertama, terdapat pengaruh signifikan STAD terhadap pemahaman membaca siswa, kedua, terdapat perbedaan signifikan dari pengaruh metode STAD dan metode konvensional terhadap pemahaman membaca pada siswa yang tingkat evaluasi dirinya diatas rata-rata, ketiga terdapat perbedaan signifikan dari pengaruh metode STAD dan metode konvensional terhadap pemahaman membaca pada siswa yang tingkat evaluasi dirinya dibawah rata-rata.Kata Kunci : Divisi Prestasi Tim Siswa (DPTS), harga diri, pemahaman membaca. This research had three purposes, the first was to find out the effect of STAD on the students? reading comprehension, the second was to find out the significant difference of the effect of STAD method and conventional method on eleventh grade students? reading comprehension within above-average self esteem students and the third was to find out the significant difference of the effect of STAD method and conventional method on eleventh grade students? reading comprehension within below-average self esteem students. There were 7 classes of the eleventh grade who became the population, by using intact group random sampling, two classes were chosen as the samples of the investigation and those two classes were divided into experimental class and control class. In experimental class, students were taught by using STAD method, in control class students were taught by using conventional method. There were 38 students in each class. The instruments which were used to collect the data were reading comprehension test which was administered at the end of teaching sessions and self esteem questionnaire which was administered on the first meeting. Students? self esteem scores were measured by using Revised Janis and field scales, the measurement?s result was used to classify students into above average self esteem students and below average self esteem students. In this research there were two statistical methods were applied. Those were descriptive and inferential statistics. In inferential statistic one way Anova was used to analyze the data. As the result of the research, it was found that; first, there was significant effect of STAD on students? reading comprehension, second, there was significant difference of the effect of STAD method and conventional method on students? reading comprehension within above-average self esteem students, third, there was significant difference of the effect of STAD method and conventional method on students? reading comprehension within below-average self esteem students.keyword : Students Team Achievement Divison (STAD), self esteem, reading comprehension, conventional method.
Co-Authors ., A.A. Ari Kartini Priyanti ., Ade Putra Sujana Mahardikha ., Ade Putra Sujana Mahardikha ., Amanda Dyah Paramita Hagk ., ANAK AGUNG ISTRI HARI NINGRAT ., Ayu Nanda Septiana ., DR. ASRIL MARDJOHAN, MA. ., DR. LUH PUTU ARTINI, M.A. ., DR. LUH PUTU ARTINI, M.A. ., Dr. Sudirman, M.L.S ., Gde Arys Bayu Rewa ., Gde Arys Bayu Rewa ., Gede Aan Karisma ., Gede Aan Karisma ., HANA ANDRIANA ., Husnul Lail ., I D A Ade Upaningsih ., I Dewa Ayu Junita Sari ., I Dewa Ayu Tri Utaminingsih ., I DEWA MADE BAGUS KASUMAJAYA ., I GEDE ARIS PRATAMA PUTRA ., I Gede Made Juni Wirdana ., I Gede Soni Restiadi ., I Gede Soni Restiadi ., I Gede Yoga Pramana ., I Gede Yoga Pramana ., I Gst Ayu Lisna Listiari ., I Komang Bima Aditya Nugraha ., I Komang Bima Aditya Nugraha ., I NYOMAN SWARA MERTA ADI ., I Putu Ambara Putra ., I Putu Ambara Putra ., Ib Kd Mega Brahwija ., Ida Ayu Kade Sucia Pratiwi ., Ida Bagus Gede Suaditya ., Kadek Anggun Pradnya Sari ., Kadek Anggun Pradnya Sari ., Kadek Intan Rustiana Dewi ., Komang Ayu Dian Pertiwi ., Komang Ayu Dian Pertiwi ., KOMANG RUSMA ARI SANTHI ., LAURENSIUS PUTU VERDIKA ., Luh Eka Sumeningsih ., Luh Eka Sumeningsih ., Luh Gede Ayu Devitasari ., Luh Gede Puspayanti ., Luh Gede Puspayanti ., LUH GEDE TRISNAWATI ., Luh Putu Ayu Wijayanti ., Luh Putu Ayu Wijayanti ., Luh Putu Nia Arnida Putri ., Luh Putu Nia Arnida Putri ., Luh Ririn Sukma Dewi ., Luh Ririn Sukma Dewi ., Made Ade Krisna Kurniarta ., Made Ade Krisna Kurniarta ., Made Githa Swami Mardawati ., Made Yuliarta Sari ., Made Yuliarta Sari ., Md Gd Dwi Susantha s ., Md Gd Dwi Susantha s ., Meindy Ferawati Effendy ., MOH. ADZKIYAUNUHA ., Ni Kadek Gita Dewa Huti ., Ni Kadek Swandewi ., Ni Kadek Swandewi ., Ni Kadek Yuni Artini ., Ni Kadek Yuni Artini ., Ni Komang Ayu Tri Purwanti ., Ni Komang Santiari ., NI LUH KOMANG DUJANI ., Ni Luh Putu Lia Krisnayanti ., Ni Luh Putu Sri Natalia ., Ni Luh Ratih Cris Andini ., Ni Luh Ratih Cris Andini ., Ni Luh Sri Marini ., Ni Made Arismayanti ., NI MADE KUSUMADEWI ., Ni Md Pande Candra Sapitri ., Ni Md Pande Candra Sapitri ., Ni Putu Eka Maryani Dewi ., Ni Putu Ekayanthi ., NI PUTU PAMELA RAHAYU ., Ni Putu Puspita Selly Aryati ., Ni Putu Puspita Selly Aryati ., NI PUTU YENI YULIANTARI ., Ni Wayan Evin Yunarsia ., Pande Made Hari Sugiharta ., PANDE MADE PRADNYANA PUTRA ., PROF. DR. I NYM. ADI JAYA PUTRA, M.A. ., Putu Anastasia Mayrika ., Putu Pande Novita Sari ., Putu Pande Novita Sari ., Putu Pendi Adnyana Putra ., Putu Pendi Adnyana Putra ., Retno Dewi Satiti ., Vivien Hartini Laksmi Magga ., Vivien Hartini Laksmi Magga A.A. RATIH WIJAYANTI . A.A.A.Ngr. BELA SANGGRAHA RATU . Abd. Rasyid Syamsuri Abd. Syakur Adnyani, Ni Luh Putu Sri Agus Adi Yasmita . AHMAD MUNIR Amanda Dyah Paramita Hagk . Anak Agung Gede Yudha Paramartha Anam, Syafi'ul andrea, kadek niko Arnaya, Ida Bagus Putu Adhitya Arsani, Ni Ketut Ari Artini, Ni Nyoman Aryanata, I Made Wahyu Aryanata Ayu Nanda Septiana . Bakti, Windy Kurnia Bayu Prayogi, I Gede Blangsinga, Aditya Cahya, Wahyu Dwi Cahyani, Putu Anggun Candra Dewi, Made Raninta Cucu Ardiah Ningrum . Darmawan, Cahya Swaztine Desak Made Sri Mardani Devi, Madhu Sri Dewa Ayu Andhina Maretha Putri Dewa Ayu Eka Agustini Dewa Gede Agung Aditya . Dewa Gede Oko Wibawa . Dewa Gede Oko Wibawa ., Dewa Gede Oko Wibawa Dewa Komang Tantra Dewa Putu Ramendra Dewi, Gusti Putu Rustika Dewi, I Gusti Ayu Triska Sri Urmila Dewi, Ida Ayu Komang Trisna Dewi, Kadek Intan Rustiana Dewi, Putu Eka Sulistya Dinatha. W, Made Deni Dita Pratiwi . Dodik Wiratama, Dewa Ngakan Putu Drs.Gede Batan,MA . Duta Kharisma, I Made Dwi Susanti . Dzul Rachman, Dzul EKA ERVIN YUNI RUSTANTI . Endal Gualbertus Fitri Adji Rarasati ., Fitri Adji Rarasati G.A.P. Suprianti G.P. Chikita Gede Mahendrayana Gede Satya Hermawan, S.S.,M.Si . Gede Susila Darma . Gina Wulandari . Gusti Ayu Putu Diah Permata Sari ., Gusti Ayu Putu Diah Permata Sari Gusti Ayu Santika Dewi . GUSTI NGURAH PUTRA SUWANTARA . GUSTI NGURAH PUTRA SUWANTARA ., GUSTI NGURAH PUTRA SUWANTARA Hemas, Made Diana Ayu Hermawan, Gede Satya I D A Ade Upaningsih . I Dewa Gede Rat Dwiyana Putra I G. A. R. Sri Swaningrat . I G. A. R. Sri Swaningrat ., I G. A. R. Sri Swaningrat I Gede Andre Putra . I Gede Budasi I Gede Okta Santikacahya . I GEDE PUTRA SASTRAWAN . I Gede Putu Adhitya Prayoga . I GEDE SUKRANENGRAT . I Gede Vera Perdana . I Gede Vera Perdana ., I Gede Vera Perdana I GEDE WAYAN SUPARNA . I GUSTI AYU INDAH TRIANA JULIARI . I GUSTI AYU KADE DORIANTARI . I Gusti Ngurah Wahyu Danuarta Yoga ., I Gusti Ngurah Wahyu Danuarta Yoga I Kadek Putra Ari Jaya . I Kadek Suarsana . I KETUT RIADA . I Ketut Seken I Ketut Suada I Ketut Trika Adi Ana I Ketut Trika Adi Ana I KOMANG SURYA ASTIKA . I Made Krisna Pranata . I Made Suta Wijana Giri . I Nyoman Adi Jaya Putra I Nyoman Pasek Hadisaputra I Nyoman Purnawan I Putu Agus Juli Sastrawan ., I Putu Agus Juli Sastrawan I PUTU INDRAWAN . I Putu Ngurah Wage Myartawan I Putu Yoga Bawantara I Putu Yoga Purandina I Wayan Edi Artawan . I Wayan Edi Artawan ., I Wayan Edi Artawan I Wayan Suarnajaya I WAYAN SUTENA . I Wayan Swandana I.G.A. Lokita Purnamika Utami Ida Ayu Kade Sucia Pratiwi . IDA AYU MIRAH PRABANI . Josuharyadi, Komang Junita Friska Kadek Dian Sri Pratiwi . Kadek Dwi Saptayani ., Kadek Dwi Saptayani Kadek Eva Krishna Adnyani Kadek Kartika Suherma Yanthi ., Kadek Kartika Suherma Yanthi Kadek Lusia Andary . Kadek Lusia Andary ., Kadek Lusia Andary Kadek Maya Cyntia Dewi Kadek Ria Anestia Dewi ., Kadek Ria Anestia Dewi Kadek Sintya Dewi Kadek Yogi Parta Lesmana Ketut Susiani KOMANG TRISNA DEWI . KOMANG WIDIARSANA . Krismayanti, Ni Made Novia Kristyaningdih, Ni Komang Kusuma, Desak Anugrah Dwi Laba, Luh Nityaswari Lailiyah, Leni Laksana, I Putu Yoga Laksono, Kisyani LELA RAHMAWATI . Lestari, Ni Made Pebriyanti Loviyani, Ni Putu Ayu Niya Luciana, Ni Luh Ratih Luh Diah Surya Adnyani Luh Eka Susanti Luh Gd Rahayu Budiarta Luh Gede Eka Wahyuni Luh Putu Artini M.L.S ., Dr.Sudirman, M.L.S M.L.S Drs.Sudirman . M.Pd ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd Made Arya Putri Agung Indhira . Made Hery Santosa MADE KRISTIAN BUDIANI . Made Metha Suadnyani ., Made Metha Suadnyani MADE SUARTININGSIH . Made Yebbie Bismantara . Mahayana, Dwi Hendra Mahayoni, Ni Putu Tia Mahesuari, Kadek Diah Tantri Muhamad Nova ., Muhamad Nova Nariswari, I Gusti Ayu Nila Nariswari Nila Natalia, Putu Rosa Ndun, Lesly Narwasti NI KADEK MELINA SAPUTRA . Ni Ketut Indah Permata Sari . Ni Komang Arie Suwastini Ni Komang Santiari . Ni Luh Devi Mas Juliani . Ni Luh Gede Sukarini Novia Dartika . Ni Luh Gede Sukarini Novia Dartika ., Ni Luh Gede Sukarini Novia Dartika Ni Luh Putu Eka Sulistia Dewi Ni Luh Putu Lia Krisnayanti . Ni Luh Putu Suarnitawati . Ni Luh Putu Suarnitawati ., Ni Luh Putu Suarnitawati NI LUH PUTU WIWIEN PUSPA HARUM . Ni Luh Sri Marini . Ni Made Arismayanti . Ni Made Astiti Sari . NI MADE AYU SULASMINI . Ni Made Ayu Vinandari Safitri ., Ni Made Ayu Vinandari Safitri Ni Made Ratminingsih Ni Made Widayati Anggun Pratiwi ., Ni Made Widayati Anggun Pratiwi NI NYOMAN ARI RATNADI . Ni Putu Astiti Pratiwi NI PUTU AYU AGUSTINI . Ni Putu Deny Andari . Ni Putu Desi Wulandari Ni Putu Era Marsakawati Ni Putu Nila Kusumayanti . Ni Putu Ria Tirana Surastiani . NI WAYAN ADINIA PRASTITI . Ni Wayan Evin Yunarsia . Ni Wayan Sri Nuryani . Ni Wayan Sri Nuryani ., Ni Wayan Sri Nuryani Ni Wayan Suarini ., Ni Wayan Suarini Ni Wayan Surya Mahayanti Nimanuho, Maria Salvatrix B B Ningrum, Ida Ayu Fortuna Ningsih, Kadek Wiwin Dwipajaya Noprianti, Ni Kadek Nova, M Nyoman Karina Wedhanti P.K. Nitiasih Paragae, IGAPNS Pebri Ariati Ni Putu . Permadi, Gede Agus Pradnyadari, Ni Made Meita Pramesti, Raisha Dian Prawoco, Fajar Sandi Prayoga, Kadek Agus Prof. Dr. A. A. I. Ngurah Marhaeni,MA . Prof. Dr.I Ketut Seken,MA . Purwananda, I Gede Arda Putra, I Kadek Swartana Putra, I Komang Janu Prianda Putra, Made Surya Adi Putri Balqis, Putri Putu Adi Krisna Juniarta Putu Ayu Prabawati Sudana Putu Eka Dambayana Suputra PUTU EKA RIANI . Putu Harris Baskara Dinata . Putu Kerti Nitiasih Putu Novi Permata Sari . PUTU PRATIWI PUJI LESTARI . Putu Rony Putrawan . Putu Rusanti Putu Setia Budi Erawan . Putu Suarcaya Putu Wahyu Dianny Wijayanti . PUTU WAHYU HENDRAWAN . Putu Yuni Damayanti Raeni Susanti Ni Made . Raeni Susanti Ni Made ., Raeni Susanti Ni Made Rahmad Husein Rahmayanti, Putu Rany Prihastuti, Luh Putu Raspadewi, Ni Luh Putu Diah Ratama, I Putu Resmi, Komang Dauh Retno Dewi Satiti . Retno Susanti . Retno Susanti ., Retno Susanti Ria Rarasati ., Ria Rarasati Rikayani, Ni Putu Della Rizki Prasetya S.Pd. I Nyoman Pasek Hadi Saputra . S.Pd. Putu Eka Dambayana S. . S.S.,M.Si ., Gede Satya Hermawan, S.S.,M.Si Sandiyani, Ni Luh Kupit SANG AYU MAS TIRTANINGRUM . SANG NYOMAN OKA TRIDHARMA S. . Saputra, I Nyoman Pasek Hadi Saputra, Nyoman Pasek Hadi Sari, Yulnada Semara Putra, Gusti Bagus Setyawati, Ni Luh Eka Shanmuganathan, Thilagavathi Sindu, I Gede Partha Sintayani, Ni Luh Sri Rwa Jayantini, I Gusti Agung Suada, Putu Devita Kiranaputri Suarini, Ni Wayan Suhardiana, I Putu Andre Sukadana, I Made Sukma Adisetiawan Supariani, Ni Ketut Lilis Ayu Tantri, Ni Nyoman Tari, Nirmala Triananda, Anak Agung Ayu Novi Trisnawati, Putri Utami, I. G. A. Lokita Purnamika Utami, IGA. Lokita Purnamika Utami, Luh Putu Restu Adi Varadita Septian Nanda Dewi . Varadita Septian Nanda Dewi ., Varadita Septian Nanda Dewi Wahyudi, Gede Setia Widiastuti, Ni Luh Anis Widnyani, Ni Kadek Widyawati, Ni Kadek Priska Ayu Wiraningsih, Putu Yudha, Yohanes Satria Indra Yuliantari, I Gusti Ayu Winda ZAENUL FIKRI . Zamzam, Ahmad