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All Journal Jurnal Pendidikan Karakter Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Pendidikan dan Pengajaran PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Lingua Scientia Journal Language and Education Journal Jurnal Penelitian dan Pengembangan Pendidikan Jurnal IKA Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Indonesia Jurnal Kreatif Tadulako Online ELT Worldwide: Journal of English Language Teaching Jurnal Santiaji Pendidikan (JSP) PREMISE: Journal of English Education and Applied Linguistics Celt: A Journal of Culture, English Language Teaching & Literature English Teaching Journal : A Journal of English Literature, Language, and Education Journal on English as a Foreign Language (JEFL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature LLT Journal: A Journal on Language and Language Teaching IJoLE: International Journal of Language Education Jurnal Dimensi Pendidikan dan Pembelajaran Linguistic, English Education and Art (LEEA) Journal IRJE (Indonesian Research Journal in Education) JELL (Journal of English Language Learning) JURNAL PENDIDIKAN TAMBUSAI Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Jurnal Ilmiah Pendidikan dan Pembelajaran Journal of Educational Research and Evaluation International Journal of Language and Literature WIDYA LAKSANA Journal of Education Action Research Journal of Education Technology Jurnal Ilmiah Pendidikan Profesi Guru Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Education and Human Development Journal PROJECT (Professional Journal of English Education) Journal of English Language Teaching Innovations and Materials (Jeltim) PANYONARA: Journal of English Education Jurnal Inovasi dan Teknologi Pembelajaran (JINOTEP) Kajian dan Riset Dalam Teknologi Pembelajaran Journal of English Teaching and Applied Linguistics (JETAL) JL3T (Journal of Linguistics, Literature and Language Teaching) Interference: Journal of Language, Literature, and Linguistics JOLLT Journal of Languages and Language Teaching The Art of Teaching English as a Foreign Language (TATEFL) Journal of English Language and Education Journal for Lesson and Learning Studies Journal of Educational Study Jurnal Penelitan Mahasiswa Indonesia Linguistic, English Education and Art (LEEA) Journal EDULIA: English Education, Linguistic and Art Journal Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Soshum: Jurnal Sosial dan Humaniora Academic Journal Perspective : Education, Language, and Literature Yavana Bhasha: Journal of English Language Education Innovative: Journal Of Social Science Research Jurnal Riset Rumpun Ilmu Pendidikan (JURRIPEN) Jurnal Pendidikan, Bahasa dan Budaya EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Journey: Journal of English Language and Pedagogy Jurnal Ilmiah Pendidikan Citra Bakti Jurnal bahasa, sastra, seni, dan pengajarannya Glosains: Jurnal Sains Global Indonesia ELT Echo: The Journal of English Language Teaching in Foreign Language Context JPP (Jurnal Pendidikan dan Pembelajaran)
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Enhancing English-Speaking Attitude through Role Play: A Lecturer-Teacher Collaborative Research Project Utami, IGA Lokita Purnamika
Journal for Lesson and Learning Studies Vol. 6 No. 2 (2023): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v6i2.64303

Abstract

A collaborative research project between university lecturers and school teachers is a type of Continuing Professional Development (CPD) program that allows them to collaboratively analyze classroom problems and provide effective solutions. This study described the findings of a two-cycle collaborative Classroom Action Research project between a lecturer and a teacher in Indonesia. The study analyzes students' English-speaking attitudes. 8 meetings rich in role-play activities were designed to improve students' English-speaking attitudes by continuously analyzing and modifying instruction. The study was designed using the spiral cycle model. This model has four (four) steps: Plan - Actions - Observe - and Reflect. This study employed two data collection methods: interviews and observation. Data were analyzed in which includes data condensation, data display, and conclusions. This study reveals that there are four stages to implement Role play technique to increase students English-speaking attitudes. They are as follows: 1) The familiarization stage, which involves students connecting their prior knowledge with the topic 2) the rehearsal stage, which involves students rehearsing the role play; 3) the demonstration stage, which involves students demonstrating their role play; 4) the evaluation stage, which involves teacher and classmates providing feedback; and 5) the reflection stage, which involves students reflecting on their learning. Some teaching modifications that important in improving students' English-speaking attitudes and how the study develops teacher’s professionalism are discussed.
The Implementation of Elementary School English Teacher With Non-English Educational Background Towards Pedagogical Content Knowledge Puspitawati, Eka Ulyana; Utami, IGA Lokita Purnamika; Suprianti, GAP; Riastini, Putu Nanci
Interference: Journal of Language, Literature, and Linguistics Vol 4, No 2 (2023): INTERFERENCE
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/interference.v4i2.48334

Abstract

Abstract. At elementary schools in Bali, there were English teachers who taught English but did not have an English education background, included pedagogical content knowledge. Therefore, the aim of this research are to describe how are the teacher’s perception and implementation of pedagogical content knowledge in English learning for young learners and to compare the result of the perception and implementation by elementary school English teacher who do not have English educational background in Denpasar. The subject of this research was three English teachers in three different elementary schools in Denpasar with a non-educational English background that were selected using a convenience sampling technique. Mix method which was dominant in using qualitative was the research design. Questionnaire, observation sheet, and interview guide was the instrument used in this study. The result of this study showed that teachers’ perception towards pedagogical content knowledge was high, but the implementation was very low. The comparison between teacher’s perception and implementation towards pedagogical content knowledge showed that the teacher’s had lack of consistency. Therefore, learning activities become less effective. In conclusion, the teachers need to improve the implementation of pedagogical content knowledge first before teaching in the class. Keywords: PCK, perception, implementation, young learners, English teacher
EXPERIENCED ENGLISH TEACHERS’ PERSPECTIVES ON THE FULFILLMENT OF ONE-PAGE LESSON PLAN PRINCIPLES AT SMAN 1 SINGARAJA Januarta, Putu Agus; Utami, Lokita Purnamika; Utami, Ida Ayu Made Istri
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 6 No 1 (2021): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v6i1.2028

Abstract

Abstract: This research aims at analyzing the experienced English teachers’ perspectives on the fulfillment of one-page lesson plan principles at SMAN 1 Singaraja. The research design used a case study qualitative approach. The research subjects were 2 experienced English teachers. The data collection procedure used in this study was an in-depth interview. The instruments of data collection procedure used was interview guides. The results revealed that the experienced English teachers’ perspectives were positive as the teachers believed that the one-page lesson plan was more efficient, effective, and more student-oriented so that the teachers could make simple lesson plan easily. These results showed that the principles of developing the one-page lesson plan have been implemented well based on the Circular Letter Number 14 of 2019 concerning Simplification of the Lesson Plan. Besides, the policy on the simplification of lesson plan needs to be maintained as it gains positive responses from the experienced English teachers. Keywords: perspectives, one-page lesson plan princples, experienced teachers Abstrak: Penelitian ini bertujuan untuk menganalisis perspektif guru bahasa Inggris berpengalaman tentang pemenuhan prinsip RPP satu halaman di SMAN 1 Singaraja. Desain penelitian menggunakan pendekatan kualitatif studi kasus. Subjek penelitian adalah 2 orang guru bahasa Inggris yang berpengalaman. Prosedur pengumpulan data yang digunakan adalah wawancara mendalam. Instrumen prosedur pengumpulan data yang digunakan adalah pedoman wawancara. Hasil penelitian mengungkapkan bahwa perspektif guru bahasa Inggris yang berpengalaman adalah positif karena guru tersebut meyakini bahwa RPP satu halaman lebih efisien, efektif, dan lebih berorientasi pada siswa sehingga guru tersebut dapat membuat RPP yang sederhana dengan mudah. Hasil ini menunjukkan bahwa prinsip-prinsip penyusunan RPP satu halaman telah dilaksanakan dengan baik sesuai dengan Surat Edaran Nomor 14 Tahun 2019 tentang Penyederhanaan Rencana Pelaksanaan Pembelajaran (RPP). Selain itu, kebijakan penyederhanaan RPP ini perlu dipertahankan karena mendapat respon positif dari para guru bahasa Inggris yang berpengalaman. Kata Kunci: perspektif, prinsip RPP satu halaman, guru berpengalaman
DEVELOPING ASSESSMENT INSTRUMENTS FOR ENGLISH LITERACY IN BLENDED LEARNING FOR JUNIOR HIGH SCHOOL STUDENTS Wijaya, Eka Anastasia; Ratminingsih, Ni Made; Utami, IGA Lokita Purnamika
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v26i1.5073

Abstract

This research intended to develop assessment instruments for English literacy in blended learning. The study employed survey, observation, interview, and document study as the methods with a questionnaire, observation checklist, interview guide, and school document as the instruments to collect the data framed within RnD design with the 4D model by Thiagarajan et al. The developed instruments were categorized as ‘very high validity’ and ‘very good’ for their content validity (1.00) and product quality (96% and 98%) by the two judges. It indicates that assessment of learning, assessment for learning, and assessment as learning combined with authentic materials are necessary to improve the learning process as well as the students’ English literacy skills. It also implies that English teachers need to highlight the use of assessment for learning and assessment as learning since those assessments lack attention previously.
Digital Literacy and Digital Technology in Post Covid-19 Era: Indonesian Educators’ Experiences and Opinions Paramahita, Ketut Bayu Catur; Utami, I G A Lokita Purnamika; Santosa, Made Hery
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 6 No. 3 (2023): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v6i3.61089

Abstract

Advance in technology has rarely been accompanied by adequate thinking skills and adaptation, especially in Indonesia, where there is a trend of low-level digital literacy among the populace. Therefore, this research aims to analyze Indonesian educators’ opinions on the development of digital literacy and the experience of using digital technology to facilitate teaching and learning activities before, during, and following the end of the online learning policy during the Covid-19 pandemic. This research is qualitative research using phenomenological research design. Data were gathered by using semi-structured interviews with 11 respondents, consisting of 6 college lecturers and 5 high-school teachers. The data were analyzed by using thematic analysis. The result of the data analysis shows that the respondents have generally positive views on digital literacy development, were familiar with digital technology even before the pandemic, and were able to produce digital content for teaching and learning. Zoom and Google Meeting were also discovered to be the most used applications to facilitate learning. The majority of the respondents have also shown interest in the further use of digital technology, asynchronous learning, and distance learning after the end of The Covid-19 Pandemic. Problems mentioned in developing digital literacy include the lack of infrastructure and digital divide among students, alongside the misuse of digital technology for entertainment over learning. Therefore, this research concluded that Indonesian educators have positive opinions about the development of digital literacy, and positive experiences with digital technology.
English Teaching Through Literature-Based Instruction: What do Teachers Experience? Utami, IGA Lokita Purnamika; Mahardika, I Gusti Ngurah Agung
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 7 No. 2 (2023): Juli
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v7i2.64368

Abstract

Literature-based instruction is one of the methods that the teacher can used in teaching English to improve student’s four basic skills in English. As a result, this paper aimed to investigate a) to identify the procedures used by teacher in implementing literature-based instruction during distance learning to improve four basic English skills in the classroom at Gandhi Memorial International School, b) to analyze the challenges faced by teacher in implementing literature- based instruction during distance learning at Gandhi Memorial International School. The implementation of Literature-Based Instruction was carried out for Primary International School grade 5 at Gandhi Memorial International School. This study used qualitative research as a research method. The subject of this research was an English teacher in class 5B at Gandhi Memorial International School. Data were collected using an observation checklist and interview guidelines. The result of the data that had been collected from the first question was that the procedure carried out by the teacher is to carry out three stages, namely; pre-activity, whilst activity, and post-activity. Then, the findings for the second research question were that there are three challenges that teachers encountered, namely; time constraints, differentiated instructions, and various assessment rubrics.
Challenges on New Normal EFL Teaching and Learning Process of ICT Integration: Summative Teachers’ Perception toward Formative Assessment Rismayanti, Luh Ayu; Artini, Luh Putu; Utami, I.G.A Lokita Purnamika
JURNAL DIMENSI PENDIDIKAN DAN PEMBELAJARAN Vol 12: Special Issue No. 1 (2024)
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/dpp.v12i1.9701

Abstract

With the intentional goal of promoting the equality of technology literacy in the world, formative assessment acknowledged as one of alternative assessment in educational system in responses to the demands of new normal EFL teaching and learning process in which conveys potential advantages for an educational system. Formative assessment is interesting to be exposed cause it offers the use of assessment for learning as the guidance to find out as much as the learners do during the learning process. The perception of teachers toward the application of formative assessment is interesting to be exposed cause it offers challenges during the new normal EFL teaching and learning process. This writing attempted at describing summative teachers’ perception on the implementation of formative assessment which promotes differentiated instruction   opportunities   for   helping   students’   movement.   A qualitative approach with case study research design were carried out to seek out the writing’s objective. The preliminary data was attained through observation and the primary data was attained through interviews gathered from the summative teachers’ perception toward formative assessment practices. Results reveals positive perception toward the formative assessment practices during EFL teaching and learning process.
The Implementation of Voice Note on WhatsApp for Teaching Speaking English Aryanata, I Made Wahyu Aryanata; Padmadewi, Ni Nyoman; Utami, I Gusti Ayu Lokita Purnamika
Journal of Educational Study Vol. 2 No. 1 (2022): JoES (June)
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (224.208 KB) | DOI: 10.36663/joes.v2i1.221

Abstract

This study aims to find out how teachers apply voice notes to teach speaking skills at SMA Candimas Pancasari through recount text topics. This research uses the descriptive qualitative method. In this study, the data obtained through observation, interview, and questionnaire methods were analyzed descriptively. The researcher used purposive sampling to select the research subject, of which there was 1 English teacher and 77 students who had been researched by researchers to be observed, interviewed, and given a questionnaire. The results showed that the implementation of voice notes can be done through six steps in pre-activity, main-activity, and post-activity.  Related to its’ implementation, the teacher also encountered several challenges, namely internet connection, low participation, students' lack of vocabulary, poor access in remote areas, and teacher difficulties in evaluating students' assignments. In addition, students gave positive opinions on the implementation of voice notes on WhatsApp in class, it can be proven where students dominantly choose "agree" and "strongly agree" on statements obtained from cognitive, affective, and psychomotor aspects.
DEVELOPING INFOGRAPHICS OF CAKEAPP BASED TEACHING SPEAKING IDEAS FOR TOURISM VOCATIONAL HIGH SCHOOL ENGLISH TEACHER IN 11th GRADE AT SMK NEGERI 2 SINGARAJA Yasa, Gede Amerta; Utami, IGA Lokita Purnamika; Agustini, Dewa Ayu Eka
Lingua Scientia Vol. 31 No. 2 (2024)
Publisher : Undiksha Press

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

Abstract

This research aims to develop infographics based teaching speaking ideas for Tourism Vocational High School English teacher in 11th grade, odd semester at SMK Negeri 2 Singaraja. The Design and Development research by Richey and Klein (2014) was involved in this research as the foundation with DDE as research steps. DDE stands for the design, development, and evaluation stage in order to develop  and determine the quality of infographics based teaching speaking ideas. The data collection procedure in this research used several instruments, namely, observation sheet, interview guides, document analysis (syllabus analysis, and blueprint of infographic). Meanwhile, the other instruments were used to evaluate the infographics in the form of content and product judgment validation, infographic refinement sheet. The data was analyzed through descriptive qualitative method. This research involved the syllabus analysis and needs analysis that will be considered in designing and developing an innovative IDT (Instructional Design and Technology) product for ESP (English for Specific Purposes) teachers, especially in teaching speaking skills in Tourism Vocational High School at SMK Negeri 2 Singaraja. In order to measure the product quality, the researcher used content and product expert judgment adapted from Findawati and Suprianto (2014). The quality of  the infographics was assessed through content validity testing using Gregory Formula (Gregory, 2007) and Likert scale. The research validity test results show that the infographics are suitable for the learning needs in the ESP context with relevant teaching speaking ideas and as good digital learning tools.
How Do Teachers Perceive Limiting Factors?: Remote English Teaching Context Suardana, Ni Luh Adelia Suarnadi; Utami, I.G.A. Lokita Purnamika; Dewi, Kadek Sintya
JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 9 No 1 (2023): JL3T Vol. IX No. 1 2023
Publisher : UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jl3t.v9i1.5847

Abstract

The Covid-19 pandemic has forced the traditional learning system to be replaced with an online learning system or remote teaching. Several studies outside the Indonesian context state that the implementation of the remote teaching method has become a common thing to do. However, in the Indonesian context, the remote teaching method is something new, so that it makes teachers face several problems during the learning process. Thus, the factors that limit the implementation of remote teaching are also definitely different, especially in the Indonesian context. This study aims to find out more clearly about teacher perceptions through limiting factors in the implementation of remote teaching related to what is found in the literature review matrix from several studies outside of the Indonesian context and in the Indonesian context. Many researchers have examined this case, but most only use one research method, qualitative or quantitative. Therefore, this study tries to present different data using mixed methods (qualitative methods using a literature review matrix and interviews, then quantitative methods using questionnaires) so that the data obtained is stronger and more valid. The participants in this study were three high school English teachers. The results of this study indicate that there are nine limiting factors found in the literature review matrix and these factors were confirmed by the subjects. Therefore, the obstacles in remote teaching must be identified to be used for improving the learning process itself, for the government (Ministry of Education and Culture), for the school, teachers, and students.
Co-Authors Adnyayanti, Ni Luh Putu Era Agung Ayu Dyah Permata Sari Ali Saukah Anak Agung Ayu Mas Sukmawati Ananda Putri, Kadek Dwi Trisna Aprilia Hana Nenepat Arief Baskoro Arisuta, Pande Gede Darma Artini Ni Nyoman Artini, Ni Nyoman Aryanata, I Made Wahyu Aryanata Astrini, Febri Baskoro, Arief Cahya Putri, Ida Ayu Cantika Candrika, Ni Putu Sthira Damayanti, Made Regina Miranda Damayanti, Putu Julia Nirmala Dewa Ayu Eka Agustini Dewa Ayu Gede Rias Wicha Nofitri Dewa Komang Tantra Dewa Putu Ramendra Dewi, Helda Krisyana Dewi, I Gusti Ayu Triska Sri Urmila Dewi, K. Sintya Dewi, L.P. Krissiana Permata Dewi, Ni Kadek Liana Dewi, Ni Putu Anjar Astriani Dewi, Putu Murtiana Diantari, Ni Luh Feby Dwiyanti, Kadek Natalia Eka Anastasia Wijaya Fiorentina Dewantari Fitriani, Desy Fuad Abdul Hamied G.A.P. Suprianti Gede Mahendrayana Hartini, Ni Made Sri Ayu I Gusti Agung Ayu Putu Listyana I Gusti Ngurah Agung Wijaya Mahardika I Kadek Pasek Aditya I Ketut Trika Adi Ana I Ketut Trika Adi Ana I Ketut Trika Adi Ana, I Ketut Trika I Komang Yogi Pratama Wedananta I Made Hendra Sukmayasa I Nyoman Adi Susrawan I Nyoman Pasek Hadisaputra I Putu Dipta Priyatna I Putu Indra Kusuma I Putu Ngurah Wage Myartawan I Putu Yoga Laksana I Wayan Gunawan I Wayan Wistiananta Ida Ayu Fortuna Ningrum Ida Ayu Gede Juliana Dewi IDA AYU MADE ISTRI UTAMI . Ida Ayu Made Sri Widiastuti Ida Bagus Nyoman Mantra Iswanda Meiliestya Pradini Januarta, Putu Agus Juliana, I Putu K. Sintya Dewi Kadek Adiarta Parmawan Kadek Dwi Trisna Ananda Putri Kadek Manik Megayanti Kadek Maya Cyntia Dewi Kadek Nesya Febi Pramesti Kadek Sintya Dewi Kadek Sonia Piscayanti Kadek Sonia Piscayanti Kevin Dwi Pradana Kusumadewi, Ni Wayan Eka L.P. Krissiana Permata Dewi Lailiyah, Leni Luh Diah Surya Adnyani Luh Gd Rahayu Budiarta Luh Gede Eka Wahyuni Luh Maytri Lindayani Luh Putu Artini Luh Rista Hardiantini M.Pd. S.Pd. Luh Indrayani . Made Hery Santosa Made Suharwipa Magdalena, Tabita Angelina Mahardika, I Gusti Ngurah Agung Manik, Putu Galuh Nayayika Megayanti, Kadek Manik Mona Jiwandani N.M, Ratminingsih, N.M. Ratminingsih, N.M. N.M.S, Megawati Narayana, Komang Ksatria Ni Ketut Alit Juniari Ni Komang Arie Suwastini Ni Komang Indah Pratiwi Ni Luh Eka Ciptarini Wijayanti Ni Luh Era Adnyayanti Ni Luh Putu Eka Sulistia Dewi Ni Luh Putu Era Adnyayanti Ni Luh Sukanadi Ni Made Desi Puspasari Ni Made Kristianti Ni Made Ratminigsih Ni Made Ratminingsih Ni Made Sri Ayu Hartini Ni Made Sukreni Virgianti Ni Made Wersi Murtini Ni Nengah Dina Juliani Ni Nyoman Artini Ni Nyoman Padmadewi Ni Nyoman Padmadewi Ni Putu Astiti Pratiwi Ni Putu Diah Anggreni Ni Putu Era Marsakawati Ni Wayan Monik Rismadewi Ni Wayan Surya Mahayanti Nur Ikhsan Amal Nyoman Karina Wedhanti Padmadewi , Ni Nyoman Pande Eka Putri Pradnyani Paramahita, Ketut Bayu Catur Pratama, Putu Yoga Sathya Prawira, Ni Nyoman Pradnyani Prestridge, Sarah Prof. Dr. Ni Nyoman Padmadewi,MA . Puspadi, Ketut Ayu Dewi Puspitawati, Eka Ulyana Putra, I Kadek Swartana Putra, Komang Bayu Widhyasmara Putu Eka Dambayana Suputra Putu Eva Julia Maharani Putu Nanci Riastini, Putu Nanci Putu Ryan Hardy Kurniawan Putu Sora Dipa Putu Suarcaya Putu Yoga Sathya Pratama Putu Yoga Sathya Pratama Rahayu, Ni Kadek Nita Raninta Candra Dewi Ratminingsih , Ni Made Rismayanti, Luh Ayu Sanjaya, Komang Angga Surya Santosa, M.H. Saraswati, N.M.S.D. Sari, Yulnada Sasmitha, Ketut Aya Sihombing, Elena Febiola Sitangsu, Ni Luh Manik Santi Devi Sriadi, Kadek Suardana, Ni Luh Adelia Suarnadi Sugondo, Axel Valentino Suharwipa, Made Suprianti, G. A. P Suprianti, GAP Trisnawati, Komang Ayu Virgianti, Ni Made Sukreni Widyanti, N.W. Winduastuti, Ni Komang Yasa, Gede Amerta Yohana Lolong Mena