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All Journal Jurnal Pendidikan dan Pengajaran Lingua Scientia Journal Jurnal IKA Jurnal Pendidikan Bahasa Inggris Undiksha ELT Worldwide: Journal of English Language Teaching Language Circle : Journal of Language and Literature Jurnal Inovasi Teknologi Pendidikan LLT Journal: A Journal on Language and Language Teaching Jurnal Ilmiah POTENSIA International Journal of Language and Literature International Journal of Elementary Education Jurnal Ilmiah Pendidikan Profesi Guru Journal of English Education, Linguistic and Literature Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Jurnal Review Pendidikan dan Pengajaran (JRPP) ACITYA Journal of Teaching & Education Journal of English Education and Teaching (JEET) PROJECT (Professional Journal of English Education) BERDAYA: Jurnal Pendidikan dan Pengabdian Kepada Masyarakat Jurnal Pedagogi dan Pembelajaran ELEMENTARY : Jurnal Inovasi Pendidikan Dasar Lingua Susastra The Art of Teaching English as a Foreign Language (TATEFL) Journal for Lesson and Learning Studies STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Journal of Educational Study Jurnal Penelitan Mahasiswa Indonesia TEACHER : Jurnal Inovasi Karya Ilmiah Guru Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Soshum: Jurnal Sosial dan Humaniora Abdi Cendekia: Jurnal Pengabdian Masyarakat JELL (Journal of English Language Learning Dharma Jnana Yavana Bhasha: Journal of English Language Education Innovative: Journal Of Social Science Research IJLHE: International Journal of Language, Humanities, and Education Al-Zayn: Jurnal Ilmu Sosial & Hukum SEAQIL Journal of Language Education MEDIA EDUKASI: JURNAL ILMU PENDIDIKAN Studies in English Language and Education Jurnal Inovasi dan Teknologi Pembelajaran
Luh Gd Rahayu Budiarta
Universitas Pendidikan Ganesha
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Need Analysis in Developing Differentiated Assessment Instrument for 7th Grade Junior High School Students Based on Learning Style in Emancipated Curriculum Ni Komang Ari Yunita Dewi; Luh Gd Rahayu Budiarta; Ida Ayu Made Istri Utami
Journal of English Language Learning Vol. 8 No. 1 (2024)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v8i1.10060

Abstract

Assessment plays a crucial role in the process of acquiring a foreign language. Assessments are crucial to conduct in order to ascertain enhancements in student learning. The assessment results can serve as a guide for creating impactful learning activities for students. Teachers need to conduct diagnostic assessments as part of the emancipated curriculum in order to ascertain students' characteristics, learning styles, and learning needs. Differentiated instruction was implemented to accommodate the diverse characteristics and learning styles of students. This approach enables students to select learning methods that align with their individual learning style. Implementing differentiated instruction will result in the implementation of differentiated assessment by teachers. Teachers must adapt the assessment process based on the specific instructions for each individual learning style. Therefore, the objective of this research is to conduct a comprehensive analysis of the needs of students and teachers throughout the learning process, with the aim of facilitating the development of differentiated assessment instrument for educators.
English Teaching in Inclusive Classrooms for Students with Intellectual Disability Dewa Ayu Gede Rias Wicha Nofitri; I. G. A. Lokita Purnamika Utami; Luh Gd Rahayu Budiarta
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.v6i1.1149

Abstract

This study investigated the implementation of English teaching in an inclusive classroom consisting of regular students and a student with intellectual disability at SMP PGRI 6 Denpasar. The study aimed to identify the teaching procedures implemented by the teacher, the challenges faced during the teaching and learning process, and the strategies used to overcome those challenges. This study employed a descriptive qualitative case study design. The participant was an English teacher who taught ninth-grade students in an inclusive classroom. Data were collected through classroom observations and interviews. The findings revealed that the English teaching procedures in the inclusive classroom generally followed three stages: pre-activity, whilst-activity, and post-activity. Although the teacher applied the same learning process to all students, additional attention was provided to the student with intellectual disability, particularly during reading, pronunciation practice, and group discussion activities. The study also found several challenges, including students’ difficulty in maintaining focus and limitations in language mastery. To address these challenges, the teacher implemented several strategies, such as group work activities, peer support, individual assistance, and assigning tasks similar to those given to regular students. The study concludes that inclusive English teaching can be implemented effectively when teachers provide equal learning opportunities while still adapting instruction to students’ individual needs.
Understanding EFL preservice teachers’ intentions and concerns of integrating AI in their future ELT I Putu Indra Kusuma; Sandrotua Bali; Ehsan Namaziandost; Luh Gd Rahayu Budiarta; Ming-Chou Liu; Made Hery Santosa
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1068

Abstract

Research shows that English as a foreign language (EFL) in-service teachers are widely implementing AI in English language teaching (ELT). It remains unclear how novice pre-service teachers (PSTs) with limited teaching experience intend to integrate AI into ELT. At the same time, research addressing the concerns of PSTs is scarce. Nonetheless, they represent the forthcoming generation of teachers who will engage with AI in ELT. Given the above gaps, this study aimed to explore the intentions and concerns of EFL PSTs regarding the integration of AI in ELT. This research employed a basic qualitative approach and recruited EFL PSTs enrolled in an English teacher education program at a state university in Indonesia. The data was collected through an open-ended questionnaire and semi-structured interviews. Then, the data from the questionnaire was analyzed using the content analysis method, and the data from the interviews were analyzed using the inductive thematic analysis method. The open-ended questionnaire indicated that EFL PSTs demonstrated significant intentions to use AI. The interview findings also indicated an intention to integrate AI in future instructional design, alongside favorable perceptions of AI for teaching and its application by students in learning contexts. They also expressed both negative and constructive concerns regarding the integration of AI in ELT. Three new implications, such as one theoretical and two practical ones for EFL PSTs, teacher education programs, and policymakers, are drawn for English teacher education programs to enhance EFL PST preparation.
Teachers’ Challenges in Developing Children’s Character in Multicultural and Inclusive Classroom Komang Dendi Krisna Murti; Ni Nyoman Padmadewi; Luh Gd Rahayu Budiarta
Al-Zayn: Jurnal Ilmu Sosial, Hukum & Politik Vol 4 No 4 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/alz.v4i4.7312

Abstract

This study aims to examine the challenges faced by teachers in implementing the Montessori method to develop children's character in multicultural and inclusive classrooms. A qualitative approach with a case study design was conducted at Singaraja Montessori School in the Octopus class. Among the participants in this study were two teachers who teach in the Octopus class. Research data were collected through three methods: classroom observation, semi-structured interviews, and document analysis. Then, they were analyzed using the Miles and Huberman analysis model, which includes data reduction, data presentation, and drawing conclusions. The research findings indicate three challenges. First, teachers face challenges in understanding the characteristics and needs of new students. Second, there are challenges in managing diverse classes. Third, teachers have limited experience in inclusive education. This study confirms that developing children's character in diverse classes requires continuous observation, flexible classroom management, and teacher readiness to respond to the diverse needs of students.
Tic Tac Toe Effectiveness in Teaching English Vocabulary for SD Dana Punia Singaraja Fifth Graders NI Putu Ayu Niya Loviyani; Ni Nyoman Padmadewi; Luh Gde Rahayu Budiarta
Soshum: Jurnal Sosial dan Humaniora Vol. 12 No. 2 (2022): July 2022
Publisher : Unit Publikasi Ilmiah, P3M, Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/soshum.v12i2.207-217

Abstract

Vocabulary has become an essential element for students to communicate with others. This research intended to analyze students’ vocabulary mastery after being exposed to the Tic Tac Toe game as a learning medium. The total number of the class is 17 students of fifth-grade students of SD Dana Punia Singaraja in the 2021/2022 academic year. This research used quasi-experimental research in one group pre-test post-test design. The researcher took the accurate data during six meetings of implementation. Tic Tac Toe game used as a strategy with the familiar nine grid of Tic Tac Toe board. It used a vocabulary test with multiple-choice as an instrument. The vocabulary mastery was improved from 65.00 to 79.12 in the mean score. Besides, Kolmogorov-Smirnov and Levelene Statistic test results revealed that the test result was normally distributed and homogeny. Furthermore, the effect size was showing this game has a strong effect. As a result, Tic Tac Toe game had significantly affect students’ English vocabulary mastery.
IDENTIFYING TEACHERS’ AND STUDENTS’ NEEDS ON ZERO HUNGER-BASED BIG BOOK FOR SHARED READING ACTIVITIES Gede Gunawan; Ni Wayan Surya Mahayanti; Luh Gd Rahayu Budiarta
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

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

Abstract

ABSTRACT Creating shared reading experiences that sustain preschool children's behavioral engagement remains challenging when literacy media do not adequately accommodate children's visual needs or integrate sustainability values into meaningful learning contexts. This study was therefore conducted to identify the needs of teachers and preschool children as the foundation for developing a Big Book based on Zero Hunger (SDG 2) at Girikarnika Montessori Preschool. The research represents the needs analysis stage of a Design and Development (D&D) study and was carried out using a descriptive qualitative approach. Data were gathered through classroom observations, semi-structured interviews with two teachers, documentation, and field notes, and subsequently analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing, supported by source triangulation to enhance credibility. The findings revealed that children's sustained engagement during shared reading was influenced by the size of the reading media, the dominance of visual illustrations, the simplicity of the textual content, opportunities for interaction, and the relevance of the story to children's everyday experiences. Teachers also emphasized the need for instructional media featuring large illustrations, concise sentences, participatory learning activities, and narratives that promote healthy eating habits through collaborative partnerships between schools and families. These findings provide the conceptual foundation for developing the Nutritional-Literacy Shared Engagement Framework (NLSE-Framework) as a framework for designing literacy media that simultaneously strengthens early literacy, behavioral engagement, and sustainability values in early childhood education. ABSTRAK Kegiatan shared reading pada pendidikan anak usia dini belum sepenuhnya mampu mempertahankan behavioral engagement anak ketika media yang digunakan memiliki keterbatasan visual dan belum mengaitkan pengalaman membaca dengan nilai keberlanjutan. Situasi tersebut mendorong dilakukannya penelitian ini untuk memetakan kebutuhan guru dan anak prasekolah sebagai landasan pengembangan media Big Book berbasis Zero Hunger (SDG 2) di Girikarnika Montessori Preschool. Penelitian ini merupakan tahap analisis kebutuhan dalam penelitian Design and Development (D&D) yang dilaksanakan menggunakan pendekatan deskriptif kualitatif. Data diperoleh melalui observasi kelas, wawancara semi-structured terhadap dua guru, dokumentasi, dan catatan lapangan, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña melalui proses kondensasi data, penyajian data, serta penarikan kesimpulan yang diperkuat dengan triangulasi sumber. Temuan memperlihatkan bahwa keberlangsungan keterlibatan anak selama shared reading dipengaruhi oleh ukuran media, dominasi ilustrasi, kesederhanaan teks, peluang berinteraksi, dan kedekatan isi cerita dengan pengalaman sehari-hari. Guru juga mengharapkan media yang menghadirkan ilustrasi berukuran besar, kalimat singkat, aktivitas partisipatif, serta narasi yang menanamkan kebiasaan makan sehat melalui kolaborasi sekolah dan keluarga. Keseluruhan temuan tersebut menjadi dasar konseptual bagi pengembangan Nutritional-Literacy Shared Engagement Framework (NLSE-Framework) sebagai acuan perancangan media literasi yang mengintegrasikan penguatan literasi awal, behavioral engagement, dan nilai keberlanjutan sejak usia dini.
TEACHER AND STUDENT NEEDS ANALYSIS FOR DEVELOPING AN SDG 10-BASED BIG BOOK TO PROMOTE PRESCHOOL STUDENTS' BEHAVIORAL READING ENGAGEMENT Kadek Citra Gotra Jaya; Luh Gd Rahayu Budiarta; Ni Wayan Monik Rismadewi
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v6i3.13524

Abstract

ABSTRACT Behavioral reading engagement plays an important role in fostering preschool students' literacy experiences; however, its effectiveness is influenced by the suitability of the instructional media used during shared reading activities. This study was conducted to identify teachers' and students' needs as the basis for developing an SDG 10-based Big Book for English shared reading instruction. A qualitative descriptive approach was employed involving one English teacher and preschool students at Girikarnika Montessori Preschool, Bali. Data were collected through classroom observations and semi-structured interviews and subsequently analyzed using Braun and Clarke's thematic analysis. The findings indicate that although shared reading has successfully promoted students' attention, participation, and interaction, its effectiveness remains constrained by reading materials that are not fully aligned with the characteristics of preschool students and have yet to incorporate the values of equality, inclusion, and respect for diversity. These findings highlight the need to develop a Big Book featuring engaging illustrations, simple language, and contextually relevant stories that integrate SDG 10 values in order to sustain students' engagement throughout reading activities. Overall, this needs analysis provides an empirical foundation for the development of literacy media that not only enhances preschool students' behavioral reading engagement but also strengthens the integration of inclusive values into English learning from an early age. ABSTRAK Behavioral reading engagement menjadi salah satu aspek penting dalam membangun pengalaman literasi siswa prasekolah, namun keberhasilannya dipengaruhi oleh kesesuaian media yang digunakan selama kegiatan shared reading. Kondisi tersebut mendorong penelitian ini untuk mengidentifikasi kebutuhan guru dan siswa sebagai dasar pengembangan Big Book berbasis SDG 10 pada pembelajaran English shared reading. Penelitian menggunakan pendekatan deskriptif kualitatif yang melibatkan seorang guru English dan siswa prasekolah di Girikarnika Montessori Preschool, Bali. Data diperoleh melalui observasi kelas dan wawancara semi-terstruktur, kemudian dianalisis menggunakan analisis tematik Braun dan Clarke. Analisis menunjukkan bahwa pelaksanaan shared reading telah mampu mendorong perhatian, partisipasi, dan interaksi siswa, tetapi efektivitasnya masih dibatasi oleh media bacaan yang kurang sesuai dengan karakteristik siswa prasekolah serta belum mengintegrasikan nilai-nilai kesetaraan, inklusi, dan penghargaan terhadap keberagaman. Temuan tersebut mengindikasikan perlunya pengembangan Big Book dengan ilustrasi yang menarik, bahasa yang sederhana, serta cerita yang kontekstual dan memuat nilai-nilai SDG 10 agar keterlibatan siswa selama membaca dapat dipertahankan. Dengan demikian, analisis kebutuhan ini memberikan landasan empiris bagi pengembangan media literasi yang tidak hanya mendukung peningkatan behavioral reading engagement siswa prasekolah, tetapi juga memperkuat penanaman nilai-nilai inklusif dalam pembelajaran English sejak usia dini.
A NEEDS ANALYSIS OF READING MEDIA THAT SUPPORT BEHAVIORAL READING ENGAGEMENT AND SDG 16 VALUES AT TELKOM KINDERGARTEN SINGARAJA I Komang Dodi Riantawan; Putu Kerti Nitiasih; Luh Gd Rahayu Budiarta
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i3.13465

Abstract

ABSTRACT Reading experiences in early childhood are shaped not only by the availability of storybooks but also by the extent to which reading media encourage children's active participation during shared reading. This issue remains evident in several kindergarten classrooms, where existing reading materials have yet to fully support interaction, engagement, or the integration of social values aligned with Sustainable Development Goal (SDG) 16. In response to this context, the present study aimed to identify teachers' and children's needs for reading media capable of fostering behavioral reading engagement while simultaneously incorporating the values of Peace, Justice, and Strong Institutions within classroom learning. A descriptive qualitative approach was employed involving one classroom teacher and 20 children aged 5–6 years at Telkom Kindergarten Singaraja. Data were collected through classroom observations and semi-structured interviews, then organized into the categories of learning needs and target needs prior to descriptive analysis. The findings revealed that the existing reading media had not adequately facilitated interactive shared reading, resulting in limited behavioral engagement among children during literacy activities. The needs analysis identified several essential characteristics of future reading media, including a large-format design, attractive illustrations, contextual and interactive stories, simple bilingual content, and the integration of SDG 16 values. This study proposes a needs-based framework for developing reading media that integrates behavioral reading engagement, bilingual learning, and SDG 16 values, providing a conceptual foundation for literacy media development in early childhood education. ABSTRACT Pengalaman membaca pada anak usia dini tidak hanya dipengaruhi oleh keberadaan buku cerita, tetapi juga oleh sejauh mana media yang digunakan mampu mendorong keterlibatan aktif selama proses shared reading. Kondisi tersebut masih menjadi tantangan di beberapa kelas taman kanak-kanak karena karakteristik media yang tersedia belum sepenuhnya mendukung interaksi, partisipasi, maupun pengenalan nilai-nilai sosial yang relevan dengan Sustainable Development Goals (SDG) 16. Atas dasar itu, penelitian ini diarahkan untuk mengidentifikasi kebutuhan guru dan anak terhadap media membaca yang mampu memperkuat behavioral reading engagement sekaligus mengintegrasikan nilai-nilai Peace, Justice, and Strong Institutions pada konteks pembelajaran di TK Telkom Singaraja. Pendekatan kualitatif deskriptif diterapkan dengan melibatkan satu orang guru dan 20 anak usia 5–6 tahun. Informasi diperoleh melalui observasi kegiatan membaca dan wawancara semi-structured, kemudian diorganisasi ke dalam kategori learning needs dan target needs sebelum dianalisis secara deskriptif. Temuan memperlihatkan bahwa media membaca yang digunakan belum sepenuhnya mendukung interaksi selama shared reading, sehingga keterlibatan anak dalam mengikuti kegiatan membaca masih terbatas. Analisis kebutuhan mengarah pada karakteristik media berupa buku berukuran besar, ilustrasi yang menarik, cerita kontekstual dan interaktif, konten bilingual sederhana, serta integrasi nilai-nilai SDG 16. Penelitian ini menghasilkan landasan empiris bagi pengembangan media membaca yang menghubungkan penguatan literasi, pembentukan karakter, dan peningkatan behavioral reading engagement dalam pembelajaran anak usia dini.
A NEED ANALYSIS OF READING MEDIA TO SUPPORT READING ENGAGEMENT AND GENDER EQUALITY IN EARLY CHILDHOOD EDUCATION Ni Putu Dwi Yanti; Luh Gd Rahayu Budiarta; Ni Luh Putu Era Adnyayanti
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i2.9757

Abstract

Reading engagement and gender equality are important aspects of early childhood education because both contribute to children’s literacy development and social awareness from an early age. However, reading materials used in early childhood classrooms generally still focus on basic literacy skills and rarely integrate gender equality values. This study aimed to identify teachers’ and students’ needs for reading materials that support reading engagement while promoting gender equality in early childhood education. This study employed a qualitative descriptive design using a needs analysis approach. Data were collected through classroom observations and interviews with a kindergarten teacher in TK B class at TK Danend Kiddy School Singaraja. The findings indicate that students’ reading engagement was low and inconsistent when using conventional, small-sized reading materials, which limited students’ attention and participation during reading activities. In addition, the teacher expressed the need for large-sized, engaging, and developmentally appropriate reading materials that are able to introduce gender equality values in a simple and meaningful way. These findings suggest that the development of reading materials, such as Big Books, is necessary to enhance reading engagement and foster awareness of gender equality among early childhood learners. ABSTRAK Keterlibatan membaca dan kesetaraan gender merupakan aspek penting dalam pendidikan anak usia dini karena keduanya berkontribusi terhadap perkembangan literasi dan kesadaran sosial anak sejak usia dini. Namun, bahan bacaan yang digunakan di kelas pendidikan anak usia dini umumnya masih berfokus pada keterampilan literasi dasar dan jarang mengintegrasikan nilai kesetaraan gender. Penelitian ini bertujuan untuk mengidentifikasi kebutuhan guru dan siswa terhadap bahan bacaan yang dapat mendukung keterlibatan membaca sekaligus mempromosikan kesetaraan gender dalam pendidikan anak usia dini. Penelitian ini menggunakan desain deskriptif kualitatif dengan pendekatan analisis kebutuhan. Data dikumpulkan melalui observasi kelas dan wawancara dengan seorang guru taman kanak-kanak pada kelas TK B di TK Danend Kiddy School Singaraja. Hasil penelitian menunjukkan bahwa keterlibatan membaca siswa masih rendah dan tidak konsisten ketika menggunakan bahan bacaan konvensional berukuran kecil, sehingga membatasi perhatian dan partisipasi siswa selama kegiatan membaca. Selain itu, guru menyampaikan kebutuhan akan bahan bacaan berukuran besar, menarik, sesuai dengan tahap perkembangan anak, serta mampu mengenalkan nilai kesetaraan gender secara sederhana dan bermakna. Temuan ini menunjukkan bahwa pengembangan bahan bacaan seperti Big Book diperlukan untuk meningkatkan keterlibatan membaca dan menumbuhkan kesadaran kesetaraan gender pada anak usia dini.  
The Implementation of Educandy Towards Students’ Vocabulary Mastery in Fifth-Grade at Elementary School Ni Putu Utami Riyanthi; Luh Gd Rahayu Budiarta; Ni Wayan Monik Rismadewi
Lingua Susastra Vol 7, No 1 (2026)
Publisher : Departemen Bahasa dan Sastra Indonesia dan Daerah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ls.v7i1.539

Abstract

This study aims to determine whether there is a significant effect of the use of Educandy on students’ vocabulary mastery of fifth-grade in elementary school. This study used a quantitative method with a quasi-experimental design. The sampling technique used is total sampling with intact group. The population of this study was all fifth-grade students. The sample used was class 5A as the control group with 32 students, and class 5B as the experimental group with 32 students. The instrument used was a vocabulary test in the form of multiple choices consisting of 20 questions. Data were collected using a pre-test and post-test, and analyzed using the Mann-Whitney test. The results of this study showed that the mean score of the experimental group was higher than the control group. The calculation results of the Mann-Whitney test showed Asymp. Sig. (2-tailed) .001 α = 0.05, which means Ha is accepted and H0 is rejected. The calculation of the effect size also showed that Educandy has a large effect. Therefore, this study concluded that the use of Educandy is effective in mastering the vocabulary of fifth grade students in elementary school.
Co-Authors ., Dewa Ayu Novi Kusumawardani ., Luh Putu Swasti Ayuningtyas Adnyayanti, Ni Luh Putu Era Ahmad Zamzam Ambarini, Putu Citra Anak Agung Putri Maharani Ardianti, Ni Putu Eni Ariani, Pande Made Mela Cristiana, Olga Dambayana, Putu Eka Dasa, Agung Krsna Lila Dewa Ayu Gede Rias Wicha Nofitri Dewa Gede Krishnadana Dewa Komang Tantra Dewi, Kadek Kristin Karina Dhirapriyani, Kadek Dian Yurista Ningsih Dio Aditya Duniangella, Ni Komang Rutjayanthi Mayami Ehsan Namaziandost Erinaryani, Ni Nyoman Febiyanti, Ni Wayan Fitriani, Ni Wayan G.A.P. Suprianti Gede Gunawan Gusti Bagus Putu Rahayuda Septiawan Handrianita Mekuo I Dewa Sri Agung Oktaviyanti Puspita Dewi I Gusti Ayu Dwi Pradnyandari Pinatih I Komang Agus Tirtayasa, I Komang Agus Tirtayasa I Komang Dodi Riantawan I Nyoman Adi Jaya Putra I Nyoman Purnawan I Putu Indra Kusuma I Putu Indra Kusuma I Putu Indra Kusuma I.G.A. Lokita Purnamika Utami IDA AYU MADE ISTRI UTAMI . Kadek Citra Gotra Jaya Kadek Tommy Praditha Kartika, Ni Luh Putu Indah Kenny Tirtayasa, I Komang Komang Dendi Krisna Murti Larasati, Ni Nyoman Diah Krisna Libhi, Komang Sierrafany Surya Luciana, Ni Luh Ratih Luh Aprilia Utami Luh Diah Surya Adnyani Luh Putu Artini M.Pd. S.Pd. Luh Indrayani . Made Gitananda Pramudya Candra Wardhani Made Hery Santosa Mahadewi, Ni Made Nadindya Mahendra, I Gusti Agung Bayu Ming-Chou Liu Ni G.A Made Ari Dharma Pattni Ni Kadek Refi Marsita Yani Ni Ketut Paula Lita Ni Komang Ari Yunita Dewi Ni Luh Eka Ciptarini Wijayanti Ni Luh Kadek, Erna Wijayani Ni Luh Made Juli Candra Ningsih Ni Luh Putu Era Adnyayanti Ni Luh Putu Era Adnyayanti Ni Luh Putu Era Adnyayanti Ni Luh Ratih Luciana Ni Luh Sri Wahyu Purnami Ni Made Desi Puspasari Ni Made Nadindya Mahadewi Ni Nyoman Diah Krisna Larasati NI Putu Ayu Niya Loviyani Ni Putu Deliana Mentari Ni Putu Dwi Yanti Ni Putu Eni Ardianti Ni Putu Utami Riyanthi Ni Wayan Ayu Sri Ardiana Sari Ni Wayan Monik Rismadewi Ni Wayan Surya Mahayanti Ni Wayan Surya Mahayanti Ni Wayan Suwardewi Widyastuti Nia Ria Putri Ningrum, Ida Ayu Fortuna Nyoman Adi Purnawan P. A., Ni Luh Putu Ning Septyarini Padmadewi . Paramita, Kadek Candra Paramita, Ni Ketut Catur Pirdayanti, Ni Putu Ayu Purnami, Ni Luh Sri Wahyu Purnamika Utami , IGA L. Putri, Ni Kadek Rai Sintia Putu Adi Krisna Juniarta Putu Eka Dambayana Putu Eka Dambayana Putu Kerti Nitiasih Putu Kerti Nitiasih Ragil Ayu Marta Nurjannah Sandrotua Bali Saputra, M. Eggy Saputra, Pande Kadek Dika Sari, Komang Bela Pradnya Sintayani, Ni Luh Siregar, Merry Amadea Sriadi, Kadek Sudeni, Luh Metri Sulistya Sukmastiani, Kadek Swasty Utami, Luh Aprilia Waisya, I Gede Komang Waisya Giri Wisnawa Witanaya, I Putu Mangku Yani, Ni Kadek Refi Marsita