Developing Culturally Responsive Literature Learning through Torajan "Ulelean Pare" Storytelling in the Introduction to Literature Course

This study investigates the implementation of Torajan Ulelean Pare storytelling in the Introduction to Literature course and explores its contribution to culturally responsive literature learning. The study was motivated by the limited integration of local cultural narratives in literature instruction, which often results in a disconnect between students’ cultural backgrounds and learning materials. Employing a qualitative case study design, the research involved one lecturer and 20 undergraduate students in an English Language Education Program at UKI Toraja, Indonesia. Data were collected through classroom observations, semi-structured interviews, and document analysis, including students’ reflective journals and learning assignments. The data were analysed using thematic analysis. The findings revealed that Ulelean Pare storytelling was implemented through three main stages: cultural orientation, storytelling engagement, and literary interpretation. The integration of local narratives enhanced student engagement by increasing participation, motivation, and collaborative interaction during learning activities. The findings also demonstrated that storytelling strengthened students’ cultural identity and cultural awareness by fostering appreciation for Torajan cultural values and indigenous knowledge. Furthermore, the use of Ulelean Pare promoted culturally responsive literature learning by connecting literary concepts with students’ cultural experiences, creating a more inclusive and meaningful learning environment. Students generally perceived the storytelling approach positively, reporting that it facilitated literary understanding while simultaneously supporting cultural preservation. This study contributes to the development of culturally responsive literature pedagogy by demonstrating the potential of indigenous storytelling as both a literary resource and a pedagogical tool in higher education. The findings suggest that integrating local cultural narratives into literature courses can enrich learning experiences and support the preservation of cultural heritage.