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All Journal Jurnal Pendidikan dan Pengajaran Lingua Scientia Journal Jurnal IKA Jurnal Pendidikan Bahasa Inggris 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) Jurnal Inovasi dan Teknologi Pembelajaran (JINOTEP) Kajian dan Riset Dalam Teknologi Pembelajaran 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
Luh Gd Rahayu Budiarta
Universitas Pendidikan Ganesha
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The Effect of Wordwall Digital Games on Students’ Vocabulary Achievement at Grade V of SD Negeri 4 Padangkerta Lita, Ni Ketut Paula; Budiarta, Luh Gd Rahayu; Dambayana, Putu Eka
IJLHE: International Journal of Language, Humanities, and Education Vol. 9 No. 1 (2026): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/g3ctdm21

Abstract

The purpose of this study was to see whether the use of the Wordwall digital games as a learning medium had a significant effect on the vocabulary achievement of V-grade students at SD Negeri 4 Padangkerta. This study employed a quantitative approach using a quasi-experimental with a post-test only design. The participants of this study were fifth-grade students from the experimental and control groups with a total sample of 68 students. Data was collected through a post-test and analyzed using the SPSS 26.0 program. Based on the descriptive statistical analysis, the results showed that the experimental group achieved a higher mean score (M = 88.82) than the control group (M = 52.56). Furthermore, the results of the Mann–Whitney U test showed a significant difference between the experimental group and the control group (Sig. (2-tailed) = 0.000, p < 0.05), with a large effect size (r = 0.87), indicating that the treatment had a meaningful effect on students' vocabulary achievement. Therefore, the alternative hypothesis (Hₐ) was accepted, and the null hypothesis (H₀) was rejected. These findings imply that the use of Wordwall digital games as a technology-based learning can be an effective learning medium to support vocabulary development and enhance student engagement in English learning at the elementary school level.
A Needs Analysis of Reading Media to Support Reading Engagement and Quality Education among Early Childhood Students Ni Wayan Ayu Sri Ardiana Sari; Luh Gd Rahayu Budiarta; Ni Luh Putu Era Adnyayanti
Abdi Cendekia : Jurnal Pengabdian Masyarakat Vol 5 No 2 (2026): Juni
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/abdicendekia.v5i2.605

Abstract

Early childhood skills play a crucial role in developing literacy skills while instilling relevant educational values, including quality education (SDG 4). However, classroom reading instruction is still dominated using simple media focused on vocabulary recognition and unable to optimally support student engagement. This study aims to analyze the needs of teachers and students for reading media that can increase reading engagement while integrating the values of quality education. This study used a qualitative descriptive approach with a needs analysis method conducted at PAUD Pelita Kasih Singaraja. Data were collected through observations of classroom reading activities and semi-structured interviews with teachers. The results of this study indicate that student reading engagement is still low, characterized by a lack of attention, participation, and interaction during reading activities. This condition is influenced by media limitations in terms of size, variety, and visual appeal. Teachers also expressed the need for reading media that are more engaging, interactive, and appropriate to the characteristics of early childhood. Therefore, developing reading media in the form of large books that integrate the values of quality education is seen as a potential solution to increase reading engagement while instilling an understanding of the importance of early education.
The Practice, Challenge and Solution of English Teaching for Students with Reading Disability in An Inclusive Classroom Ni Luh Eka Ciptarini Wijayanti; I G A Lokita Purnamika Utami; Luh Gd Rahayu Budiarta
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.v6i2.1049

Abstract

This study investigates the implementation of English teaching for students with reading disabilities within an inclusive classroom at one school in East Bali. Employing a case study design, the research aims to explore the teaching procedures, challenges encountered by the teacher, and strategies employed to address these challenges when instructing students with reading disabilities. The subject of this study is an English teacher responsible for class 8A, which includes a student with a reading disability. As the sole participant, the teacher serves as both the population and the sample. Data were collected through classroom observations and in-depth interviews with the teacher, then analyzed using Miles and Huberman’s Interactive Model of Qualitative Data Analysis. The findings reveal that English teaching in the inclusive classroom follows three main stages: pre-activity, while-activity, and post-activity. Key challenges identified include managing students with reading disabilities, handling a large class size, and coping with limited resources. To overcome these challenges, the teacher employs various strategies such as the use of the bilingual method, reading aloud, and giving positive reinforcement. This study enhances theoretical understanding of English language teaching for students with reading disabilities in inclusive settings and offers practical insights for educators to effectively support diverse learners. The findings have important implications for improving instructional practices in inclusive education, particularly in resource-constrained contexts, and provide a foundation for teacher training programs aimed at fostering equitable language learning opportunities for all students.
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.
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 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.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 Lita, Ni Ketut Paula Luciana, Ni Luh Ratih 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 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 Made Desi Puspasari Ni Made Nadindya Mahadewi Ni Nyoman Diah Krisna Larasati Ni Nyoman Padmadewi 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 Nia Ria Putri Ningrum, Ida Ayu Fortuna Nurjannah, Ragil Ayu Marta P. A., Ni Luh Putu Ning Septyarini Paramita, Kadek Candra Paramita, Ni Ketut Catur Pirdayanti, Ni Putu Ayu Prof. Dr. Ni Nyoman Padmadewi,MA . Purnami, Ni Luh Sri Wahyu Purnamika Utami , IGA L. Putri, Ni Kadek Rai Sintia Putu Adi Krisna Juniarta Putu Eka Dambayana Putu Kerti Nitiasih Putu Kerti Nitiasih 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 Widyastuti, Ni Wayan Suwardewi Witanaya, I Putu Mangku Yani, Ni Kadek Refi Marsita