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VIRTUAL REALITY FOR SUPPORTING AUTHENTIC LEARNING IN 21ST CENTURY LANGUAGE CLASSROOM Utami, Luh Putu Restu Adi; Suwastini, Ni Komang Arie; Dantes, Gede Rasben; Suprihatin, Christina Turut; Adnyani, Kadek Eva Krishna
Jurnal Pendidikan Teknologi dan Kejuruan Vol 18, No 1 (2021): Edisi Januari 2021
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (234.13 KB) | DOI: 10.23887/jptk-undiksha.v18i1.32376

Abstract

Pembelajaran otentik adalah konsep untuk mendekatkan dunia nyata atau pengalaman nyata kepada siswa di dalam kelas. Penggunaan pembelajaran otentik yang menghadirkan realitas di dalam kelas lebih kontekstual dengan aktivitas siswa sehari-hari. Virtual Reality (VR) menawarkan simulasi multimedia 3D kehidupan nyata interaktif, mempromosikan interaktivitas dengan dunia ciptaan, dan memungkinkan sensasi sensorik. Artikel ini mensintesis artikel penelitian sebelumnya dari jurnal terindeks SCOPUS tentang penggunaan realitas virtual untuk mendukung pembelajaran otentik di ruang kelas bahasa abad ke-21. Pendekatan yang digunakan dalam tinjauan pustaka ini adalah pendekatan yang disederhanakan oleh Aveyard (2010). Hasil tinjauan pustaka ini menemukan bahwa penggunaan virtual reality memberikan beberapa manfaat dalam pembelajaran otentik di kelas bahasa abad 21. Selain itu, penggunaan Virtual Reality di kelas bahasa abad ke-21 juga memiliki kelebihan dan kekurangan. Kajian ini mengimplikasikan bahwa implementasi Realitas Virtual di bawah kerangka teoritis dan teknik yang ada akan mempertahankan premis bahwa hasil pembelajaran dibantu oleh pengoperasian lingkungan virtual di bawah kerangka teoritis yang ditetapkan.
LUCY PEVENSIE’S CHARACTERIZATIONS IN C.S. LEWIS’ NARNIA: THE LION, THE WITCH, AND THE WARDROBE Suwastini, Ni Komang Arie; Widasuari, Ni Wayan Dinda; Wahyuni, Luh Gede Eka; Visestayati, Ni Putu Andilia
International Journal of Language and Literature Vol 4, No 1 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v4i1.30227

Abstract

As literature reflects human life, the characterizations of a fictional character in a novel can be analyzed as the reflections of the subconscious of the character in Freud's psychoanalysis. The present study will describe the characterizations of Lucy Pevensie as the main character in C.S. Lewis’ Narnia: The Lion, The Witch, and The Wardrobe and elaborate on how the main character's subconscious as reflected through her characterizations affects the plot development of the novel. Through the application of close reading with the perspective of Freudian psychoanalysis, the present study reveals that Lucy Pevensie's curious, kind,  curious, kind, truthful, caring, loyal, and brave characterizations are as reflections of her id, ego, and superego. They are affected by the behaviors and characters around her and set the plot in motion (starting from disjunction, trajectory, proleptic events, reversal, discovery, and ending). As the end of the plot was resolved with Lucy Pevensie's bravery that leads to the saving of Edmund Pevensie from his demise, Lucy Pevensie's characterizations and their effects on the plot development implies that the combination of instinct, observation of reality and a deep conscience can be beneficial for the greater good of the society.
CAUSES OF MISBEHAVIOURS AT JUNIOR HIGH SCHOOL IN AN EFL CLASSROOM: A CASE STUDY IN NORTH BALI Wati, Ni Nengah Ade Indria; Suwastini, Ni Komang Arie; Wasistha, I Gusti Agung Prajna
International Journal of Language and Literature Vol 3, No 3 (2019)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v3i3.28410

Abstract

Misbehavior becomes a vital issue in classroom management in any classes. Aiming to analyze the causes of the seventh-grade students' misbehavior at a Junior High School in North Bali, there were 35 students of 7.6 class as the subject in this study. This class was purposefully chosen because it is the class with the highest number of misbehavior in grade 7. The data were mainly collected through interviews, while secondary data were collected through observation to crosscheck the validity of the students' answers. This study shows that there were five causes of misbehavior: boredom, sleepiness, lack of motivation from the teacher, poor quality of teaching, and lack of preparation from the students. It implies that teachers need to guide the students to adapt to the new learning environment and modify their teaching style to get students' attention during classroom time.
THE CHARACTERISATIONS OF PISCINE MOLITOR PATEL IN YAN MARTELL’S THE LIFE OF PI Suwastini, Ni Komang Arie; Asri, Ni Wayan Desy Prema; Wahyuni, Luh Gede Eka; Prastika, Kadek Ayu Dewi
International Journal of Language and Literature Vol 4, No 2 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v4i2.30289

Abstract

Literature like novels can contain many moral teachings, including how a human being develops into a better person because of certain events experienced during the plot development. The present study focuses on the character development of Piscine Molitor Patel in Yan Martell's The Life of Pi as he had to survive the Pacific Ocean for 227 days on a lifeboat with a hungry tiger. By employing close reading, it is revealed that Piscine Molitor Patel was revealed as a curious, smart, competitive, empathetic, obedient, loving, and humble character. These characterizations were revealed directly through the author's description and indirectly through thought, speech, and action. From these character revelations, it can be concluded that the development of Pi’s curious, smart, competitive, empathetic, obedient, loving, and humble character had help Pi survive the Pacific Ocean and continued living as a better person. By employing Freud’s psychoanalysis, Pi’s characterizations were then classified as reflections of his id, ego, and superego. The present study concludes that Pi’s characterizations reflect the development of the balance between his id, ego, and superego, which allowed him to survive the shipwreck and grow into a better person.
RACHEL CHU AS LIBERAL FEMINIST IN KEVIN KWAN’S CRAZY RICH ASIANS (2013) Suwastini, Ni Komang Arie; Banjar, I Dewa Ayu Ogik Vira Juspita; Tienty, Luh Putu Cornea Arya; Sasmita, I Made David Garcia; Nitiasih, Putu Kerti
International Journal of Language and Literature Vol 4, No 3 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v4i3.30297

Abstract

This study aims to identify the characterization of Rachel Chu as a liberal feminist in Crazy Rich Asians, written by Kevin Kwan, published in 2013. By employing McKee's textual analysis with liberal feminism's perspective, the present study was designed in Miles' and Huberman's interactive model of qualitative data analysis. Through the repetitive and simultaneous process of data collection, data reduction, data display, and conclusion drawing, the present study elaborates on the characterizations of Rachel Chu as an attractive, intelligent, and independent woman representing Rachel Chu as a liberal feminist. Thus, it is implied that although the novel may be fairy-tale-like in the sense that it is centered in a romantic love story with a glamorous setting of the affluent society in Singapore, the novel also inserts feminist traits that can inspire its reader to be intelligent and independent like Rachel Chu as the main character in this novel.
THE EFFECT OF STORYTELLING ON FIFTH GRADE STUDENTS' LISTENING SKILL AT PRIMARY SCHOOL IN BULELENG DISTRICT ., Ni Md Purnama Dwi y; ., Kadek Sonia Piscayanti, S.Pd.; ., Ni Komang Arie Suwastini, S.Pd,M.Hum.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 4, No 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.8675

Abstract

Penelitian ini bertujuan untuk mengetahui keefektifan dari penggunaan storytelling menggunakan media pop up dan sound effect terhadap kemampuan mendengarkan siswa kelas 5 SD. Penelitian ini merupakan penelitian eksperimen yang menggunakan Posttest-Only Control Group Design sebagai desain penelitian. Terdapat 80 siswa yang digunakan sebagai sampel penelitian. Mereka dikelompokkan secara acak menjadi kelas eksperimen dan kelas kontrol menggunakan teknik undian. Grup eksperimen diberi perlakuan menggunakan storytelling. Sedangkan grup kontrol diberi perlakuan menggunakan strategi mengajar konvensional. Hasil dari data yang diperoleh kemudian dianalisis secara statistik dan inferensial menggunakan SPSS versi 16.0. Hasilnya menunjukkan bahwa kemampuan bahasa Inggris siswa yang diberi perlakuan menggunakan storytelling lebih tinggi secara signifikan daripada siswa yang diberi perlakuan menggunakan strategi mengajar konvensional. Hal ini dibuktikan dengan nilai rata-rata dari grup eksperimen yaitu 80.02 sementara nilai rata-rata grup kontrol yaitu 76.80. Selain itu, hasil dari analisis t-test menunjukkan bahwa nilai dari t-observed (tobs) yaitu 3.722. Nilai ini lebih tinggi dari nilai t-critical value (tcv) yaitu 1.9909 pada level signifikan 0.05. Disamping itu, hasil dari perhitungan effect size yaitu 0.8, yang berarti bahwa storytelling menggunakan media pop up dan sound effect mempunyai pengaruh yang tinggi terhadap kemampuan mendengarkan siswa. Hal ini juga menunjukkan bahwa null hypothesis ditolak dalam penelitian ini. Kesimpulannya, storytelling memberikan pengaruh yang signifikan terhadap kemampuan mendengarkan siswa.Kata Kunci : Storytelling, Kemampuan Mendengarkan, Pelajar Usia Dini This study was aimed at investigating the effectiveness of storytelling using pop up media and sound effect on fifth grade students’ listening skill. This study was an experimental study which adopted Posttest-Only Control Group Design as the research design. There were 80 students who were taken as the sample of the study. They were classified randomly into experimental and control group by using lottery technique. The experimental group was treated by using storytelling. Meanwhile, control group was treated by using conventional teaching strategy. The result of the obtained data were analyzed both statistically and inferentially by using SPSS version 16.0. The result showed that the English listening ability of the students who were taught by storytelling was significantly higher than the students who were taught by conventional teaching strategy. It was proven by the mean of experimental group was 80.02 while the mean score of control group was 76.80. Moreover, the result of t-test analysis showed that the t-observed (tobs) was 3.722. It was higher than the t-critical value (tcv) that was 1.9909 at the level significance 0.05. Furthermore, the result of the effect size calculation was 0.8, which means that storytelling using pop up book media and sound effect has high influence on students’ listening skill. It also indicated that the null hypothesis was rejected in this study. In conclusion, the use of storytelling gave a significant effect on students’ listening skill.keyword : Storytelling, Listening Skill, Young Learners
ASSESSMENT FOR WRITING SKILLS IN ONLINE LEARNING Dwiyanti, Kadek Erlita; Suwastini, Ni Komang Arie
Lingua Scientia Vol 28, No 1 (2021)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v28i1.29069

Abstract

Covid-19 pandemic required learning to be done online. Likewise, the assessment had to be done online. This study intended to examine the assessment of writing skills on online learning in Senior High School (SMA) in Denpasar. The study was a qualitative approach with a structured interview. Eight questions were asked to an English teacher to explore how the writing assessment in online learning done by the teacher. The findings showed that the teacher already understood the importance of assessment and already done the authentic assessment, formative assessment, and summative assessment. However, in assessing the writing, several aspects such as the organization of the writing, discourse, and mechanics (punctuation, spelling, and capitalization) were not assessed by the teacher. Additionally, the teacher faced some obstacles in terms of plagiarism/originality of students’ writing and time management in conducting writing assessments on online learning. To solve this problem, the teacher warned the students about plagiarism and used an online plagiarism checker to check the authenticity of student work. Furthermore, to solve the problem of time-management teachers divided the time strictly between planning, teaching, and assessing. The research suggested that there is a need to conduct training for teachers to do online assessment,s especially on writing skills.
BLENDED ONLINE LEARNING: COMBINING THE STRENGTHS OF SYNCHRONOUS AND ASYNCHRONOUS ONLINE LEARNING IN EFL CONTEXT Cahyani, Ni Made Wahyu Suganti; Suwastini, Ni Komang Arie; Dantes, Gede Rasben; Jayantini, I Gusti Agung Sri Rwa; Susanthi, I Gusti Ayu Agung Dian
Jurnal Pendidikan Teknologi dan Kejuruan Vol 18, No 2 (2021): Edisi Juli 2021
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (260.11 KB) | DOI: 10.23887/jptk-undiksha.v18i2.34659

Abstract

The ubiquitous use of digital technology brings the inevitability of online learning and its varying degree of teacher-student interactions, both in synchronous and asynchronous online learning modes. This present study reviews the strength and weaknesses of the two online learning modes to propose the use of blended online learning as the combination that harvests the strengths of asynchronous and synchronous modes of online learning with the opportunity to cover each other's weaknesses. The recent study employed Aveyard's literature review model as a method for gaining a comprehensive understanding of a specific topic using data and arguments from previous studies. Thirty-six articles published in reputable international journals or accredited national journals published in 2015-2020 were used. This review revealed that blended online learning combines the strengths of synchronous and synchronous learning in terms of authentic learning activities, flexibility, access, interaction, development of critical thinking, comprehension, and mastery, and student-centered nature of the learning. However, it still retains challenges in terms of network and connection issues from both online learning modes. This finding implies that blended learning can be the middle-ground to facilitate online learning with benefits from both synchronous and asynchronous online modes by minimizing the students’ exposure to the weaknesses from the two modes.
Telegram as Social Networking Service (SNS) For Enhancing Students’ English: A Systematic Review Citrawati, Ni Kadek; Suwastini, Ni Komang Arie; Jayantini, I Gusti Agung Sri Rwa; Artini, Ni Nyoman; Dantes, Gede Rasben
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(2), August 2021
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v6i2.531

Abstract

Social Networking Services (SNS) has become part of English learning, providing educators and students with free service and wide usage applicable to synchronous and asynchronous instruction. This study intended to critically review previous studies on the use of Telegram as one of the SNS platforms for enhancing students' reading, writing, speaking, and listening skills. Following George’s (2008) Literature Reviews model, 20 manuscripts were reviewed. The selection was taken from reputable International Journals indexed by Scopus quartile 1, 2, and 3, published between 2016-2020. It was revealed that Telegram is argued to have positively affect the students' four language skills in learning English. Telegram is claimed to benefit the students in terms of vocabulary, reading comprehension, content, and organization in writing, grammar, language style, pronunciation, and listening comprehension. Experts highlighted the relaxed and informal nature of Telegram as SNS to be one of the main factors that contributed positively to students' reduced anxiety and raised motivation in learning. Reflecting on those positive effects of Telegram on students' scholastics progress, the present study implies that Telegram may be an alternative for online learning and extensive learning of English.
THE CHARACTERIZATION OF AMANDA COLLIER IN NICHOLAS SPARKS’ THE BEST OF ME (2011) Dewi, Ni Komang Karisma; Suwastini, Ni Komang Arie; Jayantini, I Gusti Agung Sri Rwa
International Journal of Language and Literature Vol 5, No 3 (2021)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v5i3.34934

Abstract

People can learn human characterization by reading a novel since all characters reflect real-life human characteristics. The study aimed to describe the characterization of Amanda Collier as the female main character in Nicholas Sparks’ The Best of Me (2011). By employing qualitative data analysis from Miles, Huberman, and Saldaña, the present study incorporated the data collection, data condensation, data display and conclusion drawing into a simultaneous, interactive process that was conducted repeatedly to build the research’s trustworthiness. It was revealed that as the main character, Amanda Collier was mainly described as a pretty school girl that made her popular at her school. When she grew up, was also described as a beautiful woman. Amanda Collier was rich and had a college education. Amanda Collier had strong curiosity and she was brave and impulsive. Furthermore, she was also described as generous because she made time to volunteer in a hospital to take care of children with cancer. From this study, it is implied that while enjoying the romance, readers of Nicholas Sparks’ The Best of Me can also learn various good characters reflected in Amanda Collier’s characterizations.
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 Agustini, Ketut Filia Budi 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 Fery Setiawan G.A.P. Suprianti Gede Aditra Pradnyana Gede Mahendrayana Gede Rasben Dantes 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 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 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 Erlita Dwiyanti Kadek Eva Krishna Adnyani Kadek Lelyana Rastari Kadek Nina Harnin Kadek Puspa Ariantini Kadek Rossinta Dewi Kadek Sonia Piscayanti Kagiura, Fumiko 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 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 Mahendrayani, Kadek Leny Maheswari, Putu Ayu Masita Masumoto, Yukiko Mihira, Luh Shanti Nilayam Minxia, Zhu Murniasih, Tri Ery Myartawan, Putu Ngurah Wage N M.G. Purnamasari 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 Murniasih Ni Nyoman Padmadewi Ni Putu Dewi Ersani Ni Putu Diah Setyadewi Ni Putu Era Marsakawati Ni Putu Ines Marylena Candra Manik Ni Putu Santhi Widiastuti Ni Wayan Monik Rismadewi Ni Wayan Nilam Puspawati Ni Wayan Nilam Puspawati 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. Purwanita, Kadek Agina Purwanti, Ni Komang Ratna Puspawati, Ni Wayan Nilam Putu Desi Anggerina Hikmaharyanti Putu Dita Marantika Putu Kerti Nitiasih Putu Pande Novita Sari Putu Suarcaya Putu Wiraningsih Putu Yasamahadewi Putu Yoga Sathya Pratama Radhaswati, I Dewa Ayu Agung Rahayu Budiarta Rahmayanti, Putu Rastari, Kadek Lelyana Rewa, Gde Arys Bayu Riastini, Putu Nancy 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 Senawati, Jennet Sri Rahmajanti, Sri Sri Rwa Jayantini, I Gusti Agung 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 Wijaya, Kadek Agus Krisna Wirabrata, Dewa Gede Firstia Wiraningsih, Putu Yudiarta, Gede Raditya Stava Zulidyana Dwi Rusnalasari