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All Journal Cakrawala Pendidikan Lingua Scientia Journal Mimbar PGSD Undiksha Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Bahasa Inggris Jurnal Pendidikan Indonesia Jurnal Pendidikan Bahasa PREMISE: Journal of English Education and Applied Linguistics Script Journal: Journal of Linguistic and English Teaching LLT Journal: A Journal on Language and Language Teaching Indonesian EFL Journal Jurnal Ilmiah Pendidikan dan Pembelajaran Journal of Education Technology Voices of English Language Education Society JEES: Journal of English Educational Study Psychology, Evaluation, and Technology in Educational Research Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Pioneer: Journal of Language and Literature Journal of English Teaching and Applied Linguistics (JETAL) Lexeme : Journal of Linguistics and Applied Linguistics LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran JURNAL ILMIAH GLOBAL EDUCATION Journal of Educational Study International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) Jurnal Penelitan Mahasiswa Indonesia CITIZEN: Jurnal Ilmiah Mulitidisiplin Indonesia Indonesian Journal of Educational Development (IJED) JASL - Journal of Applied Studies in Language JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education IJLHE: International Journal of Language, Humanities, and Education Jurnal Multidisiplin Indonesia Studies in English Language and Education
I Putu Indra Kusuma
Universitas Pendidikan Ganesha
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Veterinary Other

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Developing An Audiobook To Teaching English To Twelfth Grade First Semester Visual Impairment Students At SLB N 1 Tabanan: Pengembangan Buku Audio Untuk Mengajar Bahasa Inggris Kepada Siswa Tunanetra Kelas XII Semester Pertama di SLB N 1 Tabanan Cahyadi, Putu Sebastian; Kusuma, I Putu Indra; Pratiwi, Ni Putu Astiti; Ana, I Ketut Trika Adi
Citizen : Jurnal Ilmiah Multidisiplin Indonesia Vol. 6 No. 1 (2026): CITIZEN: Jurnal Ilmiah Multidisiplin Indonesia
Publisher : DAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53866/jimi.v6i1.1172

Abstract

This study was conducted to develop audiobooks specifically designed for Visual impairment students 12th grade students to assist in the English learning process. The research sample consisted of Visual impairment students in 12th grade at SLB N 1 Tabanan. This research used a design and development research method that focused on developing English audiobooks for Visual impairment students in 12th grade. The development model used in this research was the Successive Approximation Model/SAM by Allen and Sites (2012). Data collection was conducted through observation, interviews, document analysis, research journals, and expert assessment. The data was then analyzed qualitatively through content analysis and quantitative descriptive analysis. From this analysis, it was found that the audiobook developed met the learning needs of visually impaired students. The audiobook developed was categorized as “very good” in terms of language, design, and content, indicating that the audiobook developed could be appropriate learning material for visually impaired students.
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.
Revealing the potential of ChatGPT for English language teaching: EFL preservice teachers teaching practicum experience I Putu Indra Kusuma; Marianus Roni; Kadek Sintya Dewi; Gede Mahendrayana
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.34748

Abstract

The potential of ChatGPT as a novel Artificial Intelligence (henceforth, AI)-powered language model for language instruction, particularly for preservice teachers (henceforth, PSTs), remains unclear since earlier studies mainly provided theoretical concepts that have not yet been empirically verified. Therefore, the purpose of this study was to unleash the potential of ChatGPT for English language teaching and professional development. This qualitative study employed a phenomenological approach. The participants in this study were eight preservice English as a foreign language (henceforth, EFL) teachers at an Indonesian public university who were completing teaching practicums. Combining online and offline meetings, this study used in-depth, semi-structured interviews. Inductive thematic analysis was employed to analyze the data, and the results show that the PSTs used ChatGPT for four main purposes (innovative teaching content creation and presentation, collaborative instructional strategies, development of effective assessments, and language proficiency improvement) to improve their teaching techniques during the teaching practicums. The results also suggest that ChatGPT could provide comprehensive and relevant information. Still, at some points, it also has some drawbacks regarding the quality and accuracy of the information. Although ChatGPT has several disadvantages, the participants had a positive view of ChatGPTs value to novice teachers professional growth. This study offers three implications for improving English language teaching and preservice teacher professional development.
The Effect of Gemini AI-enhanced E-portfolios on Students’ Speaking Performance: A Quantitative Analysis in ESP Context I Putu Yoga Laksana; Ni Made Ratminingsih; Made Hery Santosa; I Putu Indra Kusuma; Thijs Hemmer
Journal of Applied Studies in Language Vol. 10 No. 1 (2026): June 2026
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/jasl.v10i1.16-25

Abstract

This study investigates the quantitative impact of Gemini AI-enhanced e-portfolio assessment on English speaking performance among ESP students in a vocational education context. Despite the growing integration of artificial intelligence in language education, empirical evidence examining the effectiveness of multimodal AI systems on speaking skill development remains limited, particularly within ESP contexts where students require targeted professional language competencies. Using a one-group pretest-posttest design, 30 second-semester International Business Management students at Politeknik Negeri Bali participated in a 14-week intervention utilizing Gemini AI-integrated e-portfolio assessment. Speaking performance was measured through comprehensive assessments based on the Complexity, Accuracy, and Fluency (CAF) framework, incorporating formal business presentations and structured role-play negotiation scenarios representative of authentic professional discourse demands. Results from paired samples t-test analysis revealed statistically significant improvements following the intervention (t (29) = 15.847, p < 0.001, Cohen's d = 2.89), with mean speaking scores increasing substantially from 62.45 (SD = 8.23) to 78.67 (SD = 6.45). Component-level analysis demonstrated differential yet consistently strong effects across all CAF dimensions: fluency (d = 2.52), complexity (d = 2.27), and accuracy (d = 1.87). The very large effect sizes indicate substantial practical significance, exceeding effect sizes reported in previous technology-enhanced speaking interventions by factors of four to eight. These findings contribute critical empirical evidence supporting AI integration in vocational language education and suggest that Gemini AI-enhanced e-portfolio assessment represents a paradigm shift in ESP pedagogy, with important implications for curriculum redesign and institutional technology adoption decisions in professional preparation programs.  
Investigating Experience of University Students in Using ChatGPT in English Learning Context Ni Nyoman Risna Sari Devi; Made Hery Santosa; I Putu Indra Kusuma
Journal of Educational Study Vol. 5 No. 2 (2025): December
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v5i2.1069

Abstract

The integration of Artificial Intelligence (AI) in education, particularly generative tools like ChatGPT, has significantly reshaped how language learning is approached in higher education. However, while much has been said about the potential benefits of AI, there remains a lack of empirical research on students’ actual experiences. This study investigates the user experience (UX) of 110 English Language Education (ELE) students at Universitas in Bali using ChatGPT to support their English learning. The User Experience Questionnaire (UEQ) was employed to measure six key dimensions: Attractiveness, Perspicuity, Efficiency, Dependability, Stimulation, and Novelty. The results indicate that students perceived ChatGPT positively across all dimensions, especially in terms of ease of use, emotional engagement, and learning efficiency. Validity and reliability tests confirmed the robustness of the instrument. The findings highlight ChatGPT’s potential not only as a functional educational tool but also as a motivational and user-friendly platform. However, the study also underscores the need for digital literacy and ethical guidance to ensure responsible use. This research contributes to a more nuanced understanding of AI in language education and provides insights for educators and policymakers aiming to integrate AI meaningfully into curriculum design.
EXPLORING STUDENTS' SELF-EFFICACY IN VOCABULARY AND PRONUNCIATION LEARNING THROUGH CULTURALLY RESPONSIVE DIGITAL GAME-BASED LEARNING Anggreni Kaita Ana Wulang; I Putu Indra Kusuma; Ni Wayan Surya Mahayanti
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 5 No. 7 (2026): JUNE
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study explores students’ self-efficacy in learning English vocabulary and pronunciation through Culturally Responsive Digital Game-Based Learning (CRDGBL) at SMP Negeri 1 Nggaha Ori Angu, East Sumba, Indonesia. The research was conducted to investigate how culturally integrated digital game-based instruction influences students’ language learning experiences and self-efficacy development. A basic qualitative research design was employed, involving seven seventh-grade students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, activity logs, researcher field notes, and documentation and were analyzed thematically following Merriam and Tindell’s (2015) qualitative analysis procedures. The findings reveal that CRDGBL supported vocabulary learning by connecting learning materials to students’ local culture, enabling meaningful retention through contextualized and interactive activities. In pronunciation learning, repeated exposure to audio models, teacher guidance, and peer interaction gradually improved students’ accuracy and speaking confidence. Furthermore, students’ self-efficacy increased through mastery experiences, vicarious experiences, verbal persuasion, and positive emotional states during learning activities. Overall, the study demonstrates that integrating local cultural content into digital game-based learning creates an engaging and supportive environment that enhances both linguistic skills and learners’ confidence. These findings highlight the importance of culturally responsive and technology-enhanced pedagogy in rural EFL contexts to improve students’ English learning outcomes and self-beliefs.
The Effect of Chatgpt on Vocational Students’ Writing and Plagiarism Awareness I Gede Kardiyasa; Made Hery Santosa; I Putu Indra Kusuma
Jurnal Ilmiah Global Education Vol. 7 No. 3 (2026): JURNAL ILMIAH GLOBAL EDUCATION
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/jige.v7i3.6900

Abstract

Generative artificial intelligence (AI) such as ChatGPT is increasingly integrated into English as a Foreign Language (EFL) writing instruction. However, empirical evidence in vocational high school contexts remains limited, particularly concerning its impact on academic integrity. This quasi-experimental study examined the effects of ChatGPT-assisted writing instruction on students’ writing performance and plagiarism awareness. Sixty-eight tenth-grade students from a vocational high school in Bali were assigned to an experimental group (ChatGPT-assisted process writing with academic integrity guidance) and a control group (conventional instruction). Students completed a descriptive writing test and a plagiarism-awareness questionnaire. Data were analyzed using one-way MANOVA. The results revealed a significant multivariate effect, with the experimental group outperforming the control group in writing (M=73.76 vs 62.76) and plagiarism awareness (M=134.00 vs 88.85). These findings highlight ChatGPT’s potential to enhance both writing proficiency and academic integrity when integrated with explicit instruction on paraphrasing, citation, and ethical AI use.
Exploring the Role of English Movies in Language Learning: Senior High School Students' Perceptions Ni Putu Wulan Dewayanti; Luh Putu Artini; I Putu Indra Kusuma
Jurnal Multidisiplin Indonesia Vol. 5 No. 8 (2026): Jurnal Multidisiplin Indonesia
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jmi.v5i8.2882

Abstract

English proficiency has become an essential skill in the 21st century, necessitating effective learning strategies that provide meaningful exposure to authentic language use. Conventional learning methods based primarily on textbooks may not always provide sufficient opportunities for students to experience natural communication contexts. English-language movies, as authentic audiovisual media, offer potential support for language learning by presenting real conversations, pronunciation, vocabulary, cultural expressions, and communication situations. This study aims to explore senior high school students' perceptions of the role of English-language movies in English learning, including the benefits gained, challenges encountered, and students' views regarding their use as a learning medium. This research employed a qualitative approach with a descriptive design. The participants were six 10th-grade students from a senior high school in Indonesia, selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using the Miles, Huberman, and Saldaña interactive model, consisting of data reduction, data presentation, and conclusion verification. The findings reveal that English-language movies contribute to vocabulary development, listening comprehension, pronunciation improvement, speaking confidence, and increased learning motivation. However, students experienced difficulties related to fast-paced dialogue, accent variation, idioms, slang, and cultural references. To overcome these challenges, students utilized subtitles, replayed scenes, consulted dictionaries, and sought additional explanations. In conclusion, English-language movies are perceived as an effective supplementary medium for English learning, as they provide authentic language exposure and encourage more engaging and independent learning experiences
BEYOND EFFECTIVENESS: INVESTIGATING STUDENT SATISFACTION WITH CHATBOT AI IN EFL ACADEMIC WRITING I Dewa Gede Dimas Satria Udayana; Ni Nyoman Padmadewi; I Putu Indra Kusuma
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran 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/learning.v6i3.14907

Abstract

The integration of artificial intelligence into higher education has made chatbot AI such as ChatGPT, Gemini, and Perplexity common tools used by students in academic writing, yet research on student satisfaction toward their use in the Indonesian EFL context remains limited, as most previous studies emphasized effectiveness rather than affective and pedagogical factors. Therefore, this study focused on the satisfaction of English Language Education students at Ganesha University of Education (Undiksha) toward the use of chatbot AI as an assistive tool in academic writing, and on how specific aspects of chatbot based writing support, namely grammar assistance, idea development, feedback quality, and ease of use, influenced that satisfaction. This study employed a basic qualitative approach involving 10 students from the English Language Education Study Program at Universitas Pendidikan Ganesha (Undiksha). Participants were selected using purposive sampling with criterion-based selection based on their experience in using chatbot AI for academic writing. Data were collected through semi structured, in depth interviews with ten students selected using criterion-based selection. The interview recordings were transcribed verbatim and then analyzed using thematic analysis, resulting in three main themes, namely positive but conditional satisfaction, chatbot based writing support as the main source of satisfaction, and critical user control as the boundary of satisfaction. The findings showed that students were generally satisfied because chatbot AI helped them generate ideas, organize writing, correct grammar, obtain feedback, revise sentences, and find references quickly and practically. However, this satisfaction was conditional because students still needed to verify, revise, and control AI output that could be inaccurate or too general. This study concludes that chatbot AI facilitates academic writing and increases student satisfaction when it is used critically and responsibly as a supporting tool, rather than as a replacement for students’ own thinking and writing ability. ABSTRAK Integrasi kecerdasan buatan dalam pendidikan tinggi telah menjadikan chatbot AI seperti ChatGPT, Gemini, dan Perplexity sebagai alat bantu yang umum digunakan mahasiswa dalam penulisan akademik. Namun penelitian mengenai kepuasan mahasiswa terhadap penggunaannya dalam konteks EFL di Indonesia masih terbatas karena sebagian besar kajian sebelumnya lebih menekankan efektivitas daripada faktor afektif dan pedagogis. Oleh karena itu, penelitian ini berfokus pada kepuasan mahasiswa Pendidikan Bahasa Inggris di Universitas Pendidikan Ganesha (Undiksha) terhadap penggunaan chatbot AI sebagai alat bantu dalam penulisan akademik, serta bagaimana aspek spesifik dari dukungan penulisan berbasis chatbot, yaitu bantuan tata bahasa, pengembangan ide, kualitas umpan balik, dan kemudahan penggunaan, memengaruhi kepuasan tersebut. Penelitian ini menggunakan pendekatan kualitatif dasar dengan melibatkan 10 mahasiswa Program Studi Pendidikan Bahasa Inggris Universitas Pendidikan Ganesha (Undiksha). Partisipan dipilih menggunakan teknik purposive sampling dengan criterion-based selection berdasarkan pengalaman mereka dalam menggunakan chatbot AI untuk penulisan akademik. Data dikumpulkan melalui wawancara semi terstruktur dan mendalam terhadap sepuluh mahasiswa yang dipilih menggunakan purposive sampling berbasis kriteria. Rekaman wawancara ditranskripsi secara verbatim, kemudian dianalisis menggunakan analisis tematik hingga menghasilkan tiga tema utama, yaitu kepuasan positif namun bersyarat, dukungan penulisan berbasis chatbot sebagai sumber utama kepuasan, dan kontrol kritis pengguna sebagai batas kepuasan. Hasil penelitian menunjukkan bahwa mahasiswa secara umum merasa puas karena chatbot AI membantu mereka menghasilkan ide, menyusun tulisan, memperbaiki tata bahasa, memperoleh umpan balik, merevisi kalimat, dan mencari referensi secara cepat dan praktis. Namun, kepuasan tersebut bersifat bersyarat karena mahasiswa tetap perlu memverifikasi, merevisi, dan mengontrol keluaran AI yang dapat tidak akurat atau terlalu umum. Penelitian ini menyimpulkan bahwa chatbot AI memfasilitasi penulisan akademik dan meningkatkan kepuasan mahasiswa ketika digunakan secara kritis dan bertanggung jawab sebagai alat pendukung, bukan sebagai pengganti pemikiran dan kemampuan menulis mahasiswa.
EXPLORING DIGITAL GAME-BASED LEARNING MECHANISMS IN ENHANCING VOCABULARY ACQUISITION AND LEARNING ENJOYMENT AMONG TVET HOUSEKEEPING STUDENTS: A NARRATIVE STUDY Putu Hady Suryanatha; I Putu Indra Kusuma; Made Dharma Susena Suyasa
JETAL: Journal of English Teaching & Applied Linguistic Vol 8 No 1 (2026): September In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v8i1.2632

Abstract

English vocabulary mastery is essential for TVET students in hospitality, particularly housekeeping students who require specialized vocabulary for professional communication. Although previous studies have shown that digital gamification can improve vocabulary learning, motivation, and engagement, limited research has examined the underlying learning processes through which gamification supports ESP vocabulary development and learning enjoyment among adult TVET students. This study explores how adult TVET students narrate the development of their ESP housekeeping vocabulary mastery and express learning enjoyment through digital gamification. A qualitative narrative inquiry design was employed with 10 purposively selected students from a Housekeeping program at a hospitality institution in Singaraja. Data were collected through classroom observations, reflective journals, and semi-structured interviews over six months and analyzed narratively to identify students’ experiences, vocabulary development, and expressions of enjoyment. The findings revealed that vocabulary development occurred through interconnected mechanisms involving repeated exposure, interactive practice, immediate feedback, peer interaction, and confidence building. These mechanisms encouraged students’ engagement and willingness to use English vocabulary. Students also demonstrated increased confidence, participation, enthusiasm, and positive attitudes toward learning. Despite difficulties in pronunciation, spelling, and vocabulary retention, students became more willing to practise and participate.
Co-Authors ., Dr. Sudirman, M.L.S ., Dr. Sudirman, M.L.S ., Gede Agus Artasthana ., I Gede Wahyu W.p ., I Gede Wahyu W.p ., I Kadek Agus Hendra Yasa Dinatha ., I Kadek Mudita ., I Putu Oka Mahendra ., Ida Ayu Made Dwi Srawasti ., Ida Ayu Made Dwi Srawasti ., Luh Putu Dewi Lestari ., Luh Putu Dewi Lestari ., Made Widi Darma Prasetya ., Made Widi Darma Prasetya ., Ni Made Ari Widyantari ., Ni Made Ari Widyantari ., Ni Nyoman Dewik Sawitri ., Ni Nyoman Dewik Sawitri ., Ni Putu Anggie Orchidiani ., Ni Putu Anggie Orchidiani ., Ni Putu Artila Dewi ., Ni Putu Artila Dewi ., Ni Wy Oktavia Usadi ., Niluh Sri Hendrayani ., Niluh Sri Hendrayani ., Prof. Dr. Anak Agung Istri Ngr. Marha ., Putu Kusumawati ., Putu Kusumawati ., Yeyen Andiani Anak Agung Istri Ngr. Marhaeni Anak Agung Putri Maharani Anggreni Kaita Ana Wulang Antini, Ade Juni Ariastini, Ida Ayu Ketut Aritini, Luh Putu Ashadi Br Kaban, Gres Desika Cahyadi, Putu Sebastian Dewa Komang Tantra Dewi, Sintha Karmila Dzul Rachman, Dzul Ehsan Namaziandost G.A.P. Suprianti Gede Mahendrayana Gusti Ayu Putu Taharyanti Gusti Ayu Putu Taharyanti, Gusti Ayu Putu Hashim, Haida Umiera I Dewa Gede Dimas Satria Udayana I Gede Budasi I Gede Kardiyasa I Ketut Suada I Ketut Trika Adi Ana I Komang Agus Tirtayasa, I Komang Agus Tirtayasa I Putu Ngurah Wage Myartawan I Putu Yoga Laksana I Wayan Suarnajaya I Wayan Wiarta Jayani, Ni Wayan Septia Jayanti, Made Dwi Surya Darmi Kadek Sintya Dewi Kartadi Ni Komang Amelia Luh Gd Rahayu Budiarta Luh Gede Eka Wahyuni Luh Putu Artini Lusiani, Andi M.L.S ., Dr.Sudirman, M.L.S M.Pd. S.Pd. Luh Indrayani . Made Dharma Susena Suyasa Made Hery Santosa Marianus Roni Martina Mulyani Ming-Chou Liu Muhammad Handi Gunawan Ni Komang Amelia, Kartadi Ni Luh Diah Surya Adnyani Ni Luh Diah Surya Adnyani, Ni Luh Diah Surya Ni Made Ratminingsih Ni Nyoman Risna Sari Devi Ni Putu Astiti Pratiwi Ni Putu Era Marsakawati Ni Putu Ristia Ayu Ningsih Ni Putu Wulan Dewayanti Ni Wayan Suniasih Ni Wayan Surya Mahayanti Nurwijayanti Padmadewi . Pratiwi, Ni Putu Astiti Pratiwi Prof. Dr. Anak Agung Istri Ngr. Marha . Prof. Dr.I Ketut Seken,MA . Pujayanthi, Putu Putu Adi Krisna Juniarta Putu Hady Suryanatha Putu Kerti Nitiasih Putu Tressya, Susanti Resaldi, Muhamad Ridho Rio Arif Pratama Sandrotua Bali Saputra, Dewa Ngakan Made Guna Sari, Yulnada Sihombing, Filemon Sudirman Sudirman Susanti Putu Tressya Tarigan, Elsaday Marsanda Thijs Hemmer Winarti, Desita Ahadia Yani, Ni Kadek Refi Marsita Yasa, I Gede Bayu Kartika