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All Journal EXPOSURE JOURNAL REFLEKSI EDUKATIKA Al Ishlah Jurnal Pendidikan Jurnal Abdimas Bina Bangsa International Journal of Humanities Education and Social Sciences Jurnal Keguruan dan Ilmu Pendidikan Elementary Journal : Jurnal Pendidikan Guru Sekolah Dasar Journal of Innovation Research and Knowledge Media Bina Ilmiah J-CEKI
Tadius
Universitas Kristen Indonesia Toraja
Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Teaching Pedagogical Approaches to Teaching the Pa'gellu' Dance to International Students in the BIPA Program Reni Lolotandung; Trivena Trivena; Hakpantria Hakpantria; Tadius Tadius; Mersilina Luther Patintingan; Irnes Bulan Dari; Bhakti Sharma; Eliza Prall
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.5901

Abstract

The Indonesian Language for Foreign Speakers (BIPA) program at the Christian University of Indonesia Toraja (UKI Toraja) not only facilitates Indonesian language acquisition for international students but also introduces them to local culture. One key element of this cultural immersion is the Pa’gellu’ dance—a traditional performance of the Toraja people. This study employed a descriptive qualitative approach to examine the instructional strategies used in teaching the Pa’gellu’ dance to 17 international students from the University of Western Australia, Denpasar campus. Data were collected through structured observations, focusing on students’ engagement across seven instructional stages: Introduction and Theory, Basic Practice, Technique Refinement, Costume and Performance, Cultural Integration, Evaluation, and Staging. Findings reveal that international students successfully met the learning objectives. They demonstrated the ability to recognize, practice, and perform the Pa’gellu’ dance in a culminating presentation. Although the teaching structure mirrored that used for local students, the content was simplified for non-native participants. Instructional methods included lectures, demonstrations, guided practice, drills, simulations, and performance exercises. Despite linguistic and cultural barriers, students were able to grasp the core techniques of the Pa’gellu’ dance. The study suggests that immersive, performance-based pedagogy can effectively bridge cultural and linguistic gaps in arts education for foreign learners.
Co-Authors Agustina Lebo Aleng, Arnes Arismunandar Arismunandar Astria, Agnes Atir, Enjelina Benyamin Salu Bhakti Sharma Eddy Parapean Eliza Prall Emi Liana Reta Ernianty, Ernianty Fransiska Fransiska Grace Feby Leping Hakpantria Hakpantria Hamsu Abdul Gani Hendrik Hendrik Irene Hendrika Ramopoly Irnes Bulan Dari Izzeti, Nadira Jery, Jery Kristanto Kristanto Kurnia, Gladies Lembang, Suri Lia Ningsi Plora Lolotandung, Reni Mersilina Luther Patintingan Roberto S. Situru Roberto Salu Situru Situru, Roberto S. Tandibua, Hernita Tandibua’, Hernita Topanus Tulak Trivena, Trivena Tulak, Harmelia Weryanti Laen Langi' Yohanis Padallingan