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All Journal Linguistika Jurnal Psikologi HUMANIKA Jurnal Pendidikan dan Pengajaran PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Lingua Scientia Journal Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH) Jurnal Pendidikan Teknologi dan Kejuruan Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa RETORIKA: Jurnal Ilmu Bahasa Buletin Al-Turas Jurnal Pendidikan Bahasa Inggris Jurnal Ilmu Sosial dan Humaniora LiNGUA: Jurnal Ilmu Bahasa dan Sastra Journal of Education and Learning (EduLearn) International Journal of Education Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan IJEE (Indonesian Journal of English Education) TARBIYA : Journal Education in Muslim Society Lakon : Jurnal Kajian Sastra dan Budaya KEMBARA Kajian Linguistik dan Sastra JEES (Journal of English Educators Society) EDULITE: Journal of English Education, Literature and Culture JSPH (Jurnal Sosiologi Pendidikan Humanis) International Journal of Humanity Studies (IJHS) Journal of Language and Literature ETERNAL(english, teaching, learning, and Research Journal) POLYGLOT RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya IJoLE: International Journal of Language Education Edu-Ling: Journal of English Education and Linguistics Kandai Perspektif Ilmu Pendidikan Jurnal Ilmiah Pendidikan dan Pembelajaran International Journal of Language and Literature WIDYA LAKSANA Journal of Education Technology International Journal of Elementary Education Jurnal Nasional Pendidikan Teknik Informatika (JANAPATI) JOURNAL OF APPLIED LINGUISTICS AND LITERATURE DHARMASMRTI: Jurnal Pascasarjana UNHI Voices of English Language Education Society Journal of English Language Teaching and Linguistics JISAE (Journal of Indonesian Student Assesment and Evaluation) Journal of English Education and Teaching (JEET) Elsya : Journal of English Language Studies JOSSAE (Journal of Sport Science and Education) Jurnal Inovasi dan Teknologi Pembelajaran (JINOTEP) Kajian dan Riset Dalam Teknologi Pembelajaran Borneo Educational Journal (Borju) The Art of Teaching English as a Foreign Language (TATEFL) Journal of Educational Study Widyadari : Jurnal Pendidikan New Language Dimensions Litera Kultura Indonesian Journal Of Educational Research and Review Indonesian Journal of English Teaching Soshum: Jurnal Sosial dan Humaniora Academic Journal Perspective : Education, Language, and Literature Yavana Bhasha: Journal of English Language Education Electronic Journal of Education, Social Economics and Technology TELL - US JOURNAL SPHOTA: Jurnal Linguistik dan Sastra Fakultas Bahasa Asing Universitas Mahasaraswati Denpasar QOSIM: Jurnal Pendidikan, Sosial & Humaniora Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Sawerigading
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Edmund Pevensie’s Violation of Pawongan Values in The Lion, the Witch, and the Wardrobe by C.S. Lewis Ni Kadek Anggi Cahya Susaniari; Ni Komang Arie Suwastini; I Nyoman Pasek Hadi Saputra; Zhu Minxia; Ni Nyoman Artini
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.v6i1.1144

Abstract

Pawongan in Tri Hita Karana is a universal value that functions as a foundation for character education, particularly in shaping children to behave ethically and develop social awareness. Introducing positive values through Pawongan-based character education is not enough, because children also need to be introduced to actions that violate Pawongan values, so that they know which actions are wrong and as guidance for not doing those actions. This study aims to introduce these violating actions through an analysis of Edmund Pevensie's characterization in The Lion, the Witch, and the Wardrobe novel by C.S. Lewis that violates Pawongan values. This study used an interactive qualitative data analysis model by Miles, Huberman, and Saldana (2014), which includes data collection, data condensation, data display, and conclusion drawing and verification. The results of the study showed that Edmund Pevensie violates Pawongan values through selfish, betrayal, bullying, and dishonesty actions towards his siblings, which have an impact on damaged social relationships and decreased trust given by his siblings. This research is expected to enrich local wisdom-based character education in children's literature and encourage future research to explore further world literary works that contain local values.
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.
Drama-Based Pedagogy in Vocabulary Learning Through Speaking Skills: A Classroom Action-Based Research Ketut Filia Budi Agustini; Ni Komang Arie Suwastini; Ni Wayan Surya Mahayanti
International Journal of Language and Literature Vol. 9 No. 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v9i1.95352

Abstract

Low vocabulary mastery and lack of confidence in speaking English are major obstacles in the learning process. Students often have difficulty expressing ideas verbally due to limitations in their vocabulary. This study aims to analyze the effectiveness of implementing Drama-Based Pedagogy in improving students' vocabulary mastery through speaking skills by involving students' critical and creative thinking abilities (C4–C6). This study is a collaborative Classroom Action Research (CAR) with a two-cycle design consisting of planning, action, observation, and reflection stages. The research subjects were one class of ninth-grade students. Data were collected through observation, interviews, and oral tests (pre-test, cycle 1, and cycle 2). The instruments used included observation guidelines, interview guidelines, and oral test assessment sheets. The data analysis techniques used were quantitative and qualitative descriptive methods to examine changes in scores and students' and teachers' responses to the learning process. The results of the study showed an increase in the average vocabulary mastery score from 53.2 in the pre-test to 72.2 at the end of cycle 1, and reached 81.3 at the end of cycle 2. Interviews with students and teachers indicated that this approach provided an enjoyable, contextual learning experience and motivated students to actively speak. The conclusion of this study indicates that Drama-Based Pedagogy effectively improves vocabulary mastery while building students' confidence in speaking English. The implications of this study are that teachers may consider this approach as an alternative in interactive English language learning strategies focused on enhancing speaking skills.
Nationalism as Pawongan Reflection in King Tirian’s Characterization in C.S. Lewis’s The Last Battle Ni Komang Arie Suwastini; Ni Kadek Riska Aristyawati; I Nyoman Pasek Hadi Saputra; I Putu Ngurah Wage Myartawan; 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.v10i1.107189

Abstract

Literary works play an important role in instilling character values, including nationalism, but studies linking nationalist values ​​in Western literary works with Indonesian local wisdom are still limited. The character of King Tirian in The Last Battle has not been widely analysed as a representation of nationalism that can be reflected through the perspective of local wisdom. This study aims to analyse the value of nationalism as a reflection of the value of Pawongan in the characterisation of King Tirian in the novel The Last Battle by C.S. Lewis. This research is a qualitative interpretative study. The subject of this study is the story of The Chronicles of Narnia: The Last Battle by C.S. Lewis. The researcher acted as the main instrument with data collection techniques in the form of in-depth reading and recording of events and dialogues. In contrast, data analysis used the interactive model of Miles, Huberman, and Saldana, which includes data condensation, data presentation, and cyclic drawing of conclusions. The results of the study show that King Tirian internalises nationalistic attitudes by protecting the territory of Narnia, having positive leadership traits, and showing a willingness to sacrifice for the people and Narnia. This behaviour reflects a spirit of nationalism that aligns with the principle of Pawongan in the Tri Hita Karana concept, which emphasises the importance of harmony among human beings. This research implies that literary works can be a means of depicting moral and national values ​​that align with local wisdom and character education.
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.
Character Education Values Reflected in King Tirian's Characterization in C.S. Lewis's The Last Battle Ni Kadek Riska Aristyawati; Ni Komang Arie Suwastini; I Nyoman Pasek Hadi Saputra
Jurnal QOSIM : Jurnal Pendidikan, Sosial & Humaniora Vol 4 No 4 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/jq.v4i4.9252

Abstract

This study aimed to analyze how King Tirian, the protagonist in The Last Battle by C.S. Lewis, reflects the five core character values proposed in the Penguatan Pendidikan Karakter (PPK) framework by Hendarman et al. (2017). Employing a qualitative content analysis design, the study analyzed King Tirian's characterization through the interactive data analysis model of Miles et al. (2014), which consisted of data collection, data condensation, data display, and conclusion drawing. The data were obtained from King Tirian's actions, dialogues, thoughts, and interactions throughout the novel and then categorized according to the five core character values and their sub-values. The findings revealed that all five core character values were reflected in King Tirian's characterization. The religiosity was reflected through his unwavering faith in Aslan, devotion to others, and reverence for Aslan. Nationalism was reflected through his love for Narnia, commitment to protecting its people and sacred land, and willingness to sacrifice for the common good. Mutual cooperation was demonstrated through his collaborative relationships, trust in his companions, and shared responsibility in overcoming challenges in Narnia. Independence was characterized by his strategic decision-making, courage, resilience, and creative problem-solving when facing challenge. Moreover, integrity was reflected through his respect for the dignity of others, commitment to truth and justice, and consistency in upholding moral principles despite personal risks. These findings suggest that The Last Battle story provides meaningful reflections of character values through King Tirian's characterization, which indicate its potential contribution as literary material for supporting character education in educational contexts.
Binary Oppositions in the Visual Characterizations of the English Textbook for Indonesian Junior High School Students Gede Wisma Krisna Ari Aditya Blangsinga; Ni Komang Arie Suwastini; Made Hery Santosa; Zulidyana Dwi Rusnalasari
Jurnal Ilmu Sosial dan Humaniora Vol 15 No 1 (2026)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jish.v15i1.105982

Abstract

Textbooks could be used to sustain or destabilize patriarchal binary oppositions, which associate women with inferior traits and roles to men. The present study aims to evaluate the visual images of the characters in an English textbook used by Indonesian ninth-grade students in junior high school, focusing on the possibility of deconstructive characterizations in these images. This study adopted interactive data analysis from Miles, Huberman, and Saldana (2014), and Millet's (2000) conception of patriarchal binary oppositions. It was revealed that the textbook's visual images assign stereotypical feminine traits and characterizations to female characters, such as grace, domesticity, passivity, caring, and fearfulness. On the other hand, the male character was portrayed as masculine, with traits such as handsome, proud, manly, active, and strong. However, some feminine traits are also attributed to male characters, while some masculine traits are assigned to female characters. Thus, despite the pervasiveness of gendered stereotypes in the visual images analyzed, a partial and  constrained shift in deconstructing gender stereotypes is present.
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.
THE CHARACTERIZATIONS OF MISS TRUNCHBULL AS ANTAGONIST IN ROALD DAHL’S MATILDA Larassati, Ni Putu Sienna Diva; Suwastini, Ni Komang Arie; Artini, Ni Nyoman; Minxia, Zhu; Farlina, Nina
Yavana Bhasha : Journal of English Language Education Vol. 9 No. 1 (2026): Volume 9 Issue 1 (2026)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/yb.v9i1.6316

Abstract

The present study examines the antagonist in Roald Dahl’s Matilda, namely Miss Trunchbull. While previous studies focused on feminist and moral values of the protagonist, limited attention has been addressed to the antagonist’s role in shaping narrative conflict. The present study employed interpretive qualitative approach to analyze Miss Trunchbull’s traits and her role an antagonistic force in the novel. Through close reading and interactive qualitative data analysis model by Miles, Huberman, and Saldana, the findings reveal that Miss Trunchbull functions as the primary source of conflict, oppression, and fear that drives the narrative forward. Her characterizations, namely rude, authoritarian, arrogant, intimidating, malevolent, cunning, disciplined, and sturdy obstruct the protagonist’s development. The present study contributes to children’s literature criticism by highlighting the ideological significance of antagonistic characters in literary studies.
Citra Tubuh Feminis di Takarir Instagram Victoria’s Secret Kampanye “Kepositifan Tubuh" Ni Komang Arie Suwastini; Siluh Putu Sisylia Paramitha; Rina Saraswati; Ni Nyoman Artini; I Gusti Made Arya Suta Wirawan
JSPH (Jurnal Sosiologi Pendidikan Humanis) Vol. 10 No. 1 (2025): JSPH (Jurnal Sosiologi Pendidikan Humanis)
Publisher : Faculty of Social Science, Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um021v10i12025p96-113

Abstract

Penelitian ini bertujuan untuk mengidentifikasi caption postingan Instagram Victoria’s Secret tahun 2021 hingga 2022 sebagai kampanye body positivity bagi wanita di seluruh dunia. Penelitian kali ini menggunakan pendekatan analisis data kualitatif interaktif yang dikembangkan oleh Miles dan Huberman, menggunakan analisis tekstual McKee dengan perspektif feminisme mengenai citra tubuh. Studi tersebut mengungkapkan bahwa kampanye kepositifan tubuh oleh Victoria Secret di Instagram memuat pesan-pesan yang mematahkan stigma standar kecantikan patriarki dengan takarirnya wanita tidak dapat didefinisikan, meningkatkan kepercayaan diri wanita dengan meninggikan suara wanita, dan mendukung kesehatan wanita melalui pengaruh seksi tidak kurus. Oleh karena itu, meskipun tujuan utama akun Instagram Victoria's Secret adalah untuk memasarkan pakaian dan tata rias wanita, Victoria Secret juga memberikan dukungan dengan menyisipkan citra feminis mengenai tubuh perempuan, yang dapat menginspirasi perempuan untuk tidak terobsesi dengan standar kecantikan, menginspirasi perempuan untuk percaya diri, dan mendukung kesehatan wanita.
Co-Authors ., Andre Dwi Saka ., Gusti Ngurah Adi Kusuma ., Gusti Ngurah Adi Kusuma ., I Dewa Ayu Junita Sari ., I Ketut Restu Cahyadiarta ., Kadek Lina Kurniawati ., Kadek Lina Kurniawati ., Ketut Ariani ., Luh Made Mira Wirawati ., Luh Made Mira Wirawati ., Ni Kadek Ayu Mei Diah Trisnawati ., Ni Ketut Ayu Diah Oktariani ., Ni Ketut Ayu Diah Oktariani ., Ni Luh Putu Dwi Payani ., Ni Md Purnama Dwi y ., Prof. Dr. Anak Agung Istri Ngr. Marha ., Putu Wita Pradnya Dhari ., Putu Wita Pradnya Dhari ., Putu Yasamahadewi ., Putu Yasamahadewi ., Wahyu Dwi Cahya Abd. Rajab Aditana, I Kadek Arya Adnyani, Ni Luh Putu Sri Agustina, Luh Winda Agustini, I Dewa Ayu Eka Alexei Wahyudiputra Anak Agung Gede Yudha Paramartha Anak Agung Istri Ngurah Marhaeni Anak Agung Mitha Indra Dewi ., Anak Agung Mitha Indra Dewi Anak Agung Mitha Indri Dewi Anggara, I Putu Dipa Ariyani, Luh Tu Artanayasa, Wayan Artini Ni Nyoman Artini, Ni Nyoman Asri, Ni Wayan Desy Prema Audina, Ira Putri Ayuningtyas, Luh Putu Swasti Banjar, I Dewa Ayu Ogik Vira Juspita Batan, I Gede Blangsinga, Gede Wisma Krisna Ari Aditya Brenda Khanadi Cahyani, Ni Made Wahyu Suganti Cahyani, Putu Anggun Citrawati, Ni Kadek Dewa Ayu Eka Agustini Dewa Ayu Puteri Handayani Dewa Komang Tantra Dewa Putu Ramendra Dewi, Anak Agung Mitha Indri Dewi, Gusti Putu Rustika Dewi, Kadek Intan Rustiana Dewi, Ni Komang Karisma Dewi, Ni Putu Purnama Dials, Jeanette Donatus Darso Drs. Asril Marjohan,MA . Drs.Gede Batan,MA . Dwiyanti, Kadek Erlita Dzul Rachman, Dzul Eka Anastasia Wijaya Erika Citra Sari Hartanto Esamada Rose Nursaputri Farlina, Nina Fery Setiawan Fumiko Kagiura G.A.P. Suprianti Gede Aditra Pradnyana Gede Mahendrayana Gede Rasben Dantes Gede Wisma Krisna Ari Aditya Blangsinga Gusti Putu Rustika Dewi Gusti Putu Rustika Dewi Haryanti, Novi Diah Hua, Liang Huizhao, Zhuo Hutapea Jesica Vanessa Hutapea, Jesica Vanessa I Gede Batan I Gede Budasi I Gusti Agung Sri Rwa Jayantini I Gusti Ayu Agung Dian Susanthi I Gusti Ayu Diah Gita Saraswati I Gusti Ayu Mirawati I Gusti Ngurah Agung Wijaya Mahardika I Gusti Ngurah Agung Wijaya Mahardika I Gusti Ngurah Agung Wijaya Mahardika I Ketut Resika Arthana I Ketut Supir I Komang Sulatra I Made Ardwi Pradnyana I Made Arya Budiyasa ., I Made Arya Budiyasa I Made Drati Nalantha I Nyoman Adi Jaya Putra I Nyoman Adi Putra I Nyoman Pasek Hadi Saputra I Nyoman Pasek Hadi Saputra I Nyoman Pasek Hadisaputra I Putu Dipta Priyatna I Putu Ngurah Wage Myartawan I Wayan Adnyana I Wayan Heri Sumardika ., I Wayan Heri Sumardika I Wayan Juniartha I Wayan Rusdiana . I Wayan Suarnajaya I Wayan Swandana I.G.A. Lokita Purnamika Utami IDA AYU MADE ISTRI UTAMI . Ida Ayu U Wasundari Ida Ayu Utari Wasundari ., Ida Ayu Utari Wasundari Ida Bagus Gde Nova Winarta Indra Agus Eka Hariawan Ira Putri Audina Iswari, Nyoman Astari Pradnya Jayantini, I Gusti Agung Rwa Jeane Tuilan Jennet Senawati Jesica Vanessa, Hutapea Kadek Agina Purwanita Kadek Erlita Dwiyanti Kadek Eva Krishna Adnyani Kadek Lelyana Rastari Kadek Nina Harnin Kadek Puspa Ariantini Kadek Rossinta Dewi Kadek Sadwi Sawitriyunita Dewi Kadek Sonia Piscayanti Ketut Filia Budi Agustini Km Adi Nariyana p ., Km Adi Nariyana p Komang Adi Arta ., Komang Adi Arta Komang Ayu Dita Anggraeni Komang Febrinayanti Dantes Komang Tuti Irmawati ., Komang Tuti Irmawati Kultsum, Ummi Larassati, Ni Putu Sienna Diva Luh Gede Eka Wahyuni Luh Putu Artini Luh Putu Karina Febriyanti Aryawan Luh Riskayani Luh Shanti Nilayam Mihira Lulu April Farida M.L.S ., Dr.Sudirman, M.L.S Made Astawa Kusuma Mandala Made Hery Santosa Made Satya Raditya Mahardika, Anak Agung Ngurah Yudha Martin Mahardika, I Gusti Ngurah Agung Wijaya Mahayanti, Ni Mahendrayani, Kadek Leny Maheswari, Putu Ayu Masita Mihira, Luh Shanti Nilayam Minxia, Zhu Murniasih, Tri Ery Myartawan, Putu Ngurah Wage N M.G. Purnamasari Ni Kadek Anggi Cahya Susaniari Ni Kadek Githa Valentina Ni Kadek Riska Aristyawati Ni Kadek Riska Aristyawati Ni Komang Julia Dewi Ni Komang Ratna Purwanti Ni Luh Bendi Arfani ., Ni Luh Bendi Arfani Ni Luh Denmacika Widiary ., Ni Luh Denmacika Widiary Ni Luh Devi Wimayanti Ni Luh Putu Eka Sulistia Dewi Ni Made Gina Purnamasari ., Ni Made Gina Purnamasari Ni Made Rai Wisudariani Ni Nyoman Artini Ni Nyoman Artini Ni Nyoman Murniasih Ni Nyoman Padmadewi Ni Putu Dewi Ersani Ni Putu Diah Setyadewi Ni Putu Era Marsakawati Ni Putu Ines Marylena Candra Manik Ni Wayan Monik Rismadewi Ni Wayan Nilam Puspawati Ni Wayan Nilam Puspawati Ni Wayan Surya Mahayanti Ni Wayan Surya Mahayanti Nice Maylani Asril Nikova, Kartika Nitiasih, Ni Putu Kerti Nyoman Pasek Hadi Saputra Nyoman Trijaya Suparyanta Oktavirani, Ni Luh Gede Indah Pande Eka Putri Pradnyani Paramita, Ni Wayan Nita Pebriyanti, Ni Kadek Wuni Pradana, Wayan Radita Yuda Pramestika, Ni Luhde Meidy Prastika, Kadek Ayu Dewi Pratama, Putu Yoga Sathya Prof. Dr. Ni Nyoman Padmadewi,MA . Purnamasari, N M.G. Purwanti, Ni Komang Ratna Puspawati, Ni Wayan Nilam Putu Anggi Yumika Shanti Putu Desi Anggerina Hikmaharyanti Putu Dita Marantika Putu Kerti Nitiasih Putu Pande Novita Sari Putu Suarcaya Putu Virna Yanti Putu Wiraningsih Putu Yasamahadewi Radhaswati, I Dewa Ayu Agung Rahayu Budiarta Rahmayanti, Putu Rastari, Kadek Lelyana Rewa, Gde Arys Bayu Riastini, Putu Nancy Rina Saraswati Rinawati, Ni Kadek Ayu Rinawati, Ni Komang Ayu Ronald Umbas Rusnalasari, Zulidyana Dwi S.Pd. I Putu Ngurah Wage M . Sanjaya, Komang Angga Surya Saputra, I Nyoman Pasek Hadi Saputra, Nyoman Pasek Hadi Sasmita, I Made David Garcia Siluh Putu Sisylia Paramitha Sri Rahmajanti, Sri Sri Rwa Jayantini, I Gusti Agung Suciarti, Ni Ketut Suprianti, GAP Suprihatin, Christina Turut Suryandani, Putu Dinia Tienty, Luh Putu Cornea Arya Ummi Kultsum Utami, Luh Putu Restu Adi Visestayati, Ni Putu Andilia Wahyuni, Luh Putu Ari Sri Wahyuni, Ni Luh Gede Eka Wasistha, I Gusti Agung Prajna Wasundari, Ida Ayu U Wati, Ni Nengah Ade Indria Wayan Cherrie Hana Melati ., Wayan Cherrie Hana Melati Widasuari, Ni Wayan Dinda Widiastuti, Ni Putu Santhi Wijaya, Kadek Agus Krisna Wirabrata, Dewa Gede Firstia Wiraningsih, Putu Wirawan, I Gusti Made Arya Suta Yudiarta, Gede Raditya Stava Yukiko Masumoto Zhu Minxia Zulidyana Dwi Rusnalasari