RESUME TEYL INTERNATIONAL SEMINAR

 

                                                                   RESUME

                                            TEYL INTERNATIONAL SEMINAR

                                                   

                                           

 

 

 

                                                                 LECTURES:

                                                 Yuna Tresna Wahyuna, S.S, M.Hum

                                                               CREATED BY:

                                                  Endah Setiawati (1910631060163)

                                                                      CLASS:

                                                                          3A

 

 

 

                                           ENGLISH EDUCATION DEPARTMENT

                              FACULTY OF TEACHER TRAINING AND EDUCATION

                         UNIVERSITY OF SINGAPERBANGSA KARAWANG 2019/2020

                                                                       BAB l

              ESSENTIALS IN TEYL FOR INDONESIAN ELEMENTARY SCHOOLS

                                                                                                                       

A . Contextual Conditions

       1 . English as a local curricular content in Indonesian elementary schools

          Basically, English is a foreign language that must be studied starting from elementary school level. Besides English being important to support their language, English is also a subject that must be followed in school because English is a foreign language that has an assessment at the end of school (national exam). This policy is implemented in accordance with the mandate contained in the 1994 primary school curriculum, this curriculum includes local content lessons that are in accordance with the circumstances and needs of the regional environment. Since the 2013 curriculum was implemented, learning English in schools, especially in elementary schools, has reduced learning hours, and has been replaced with extracurricular English clubs. So elementary school students improve their English language skills only in these organizations or in other institutions such as tutoring, at home, etc.

         Since the 2013 curriculum was implemented, English has become a local content lesson, where these lessons are not compulsory to follow. Because according to the Deputy Minister of Education and Culture, the workforce for English is still difficult to find in remote areas, therefore English language lessons are made local content at the elementary, junior high and high school levels. According to him, looking for workers to learn Indonesian is difficult to place in remote areas, let alone English. He was worried that the teacher's teaching techniques were wrong to his students, so that he did not want to learn this further.

          So, the English subject for elementary schools was not actually removed, but moved into local content subjects. In fact, English has long been used as a local content, in which the position may be taught to students or not. If it is possible to teach silken, if it is not possible to teach it, it is not necessary to hold it from the beginning. Schools that make English a compulsory subject are usually international standard schools and private schools. The school has its own program to improve the skills of its students, therefore not all elementary schools in Indonesia make English a compulsory subject to study.

     2 . Elementary School Children as Learners of a Foreign Language

         For most of the students in elementary school, practicing English that has been taught is a little difficult because they are not used to it and they never use the language outside the school environment, so it seems difficult for them. When there are children who try to practice English, there are many friends who isolate them, because they are often called "arrogant, many styles" and other terms. So it is increasingly difficult to develop English skills outside the school environment. The majority of school children who are gradually able to pronounce English only speak to their English teachers, this can slow down the possibility of schools to improve foreign languages ​​in their schools, and many of the schools have the same case so most schools in Indonesia do not require their schools to learn more in English science.

        If English learning wants to remain compulsory learning like before, the teacher acts as the teacher to understand its characteristics. This is done so that the teacher can determine what methods can be applied to these students. For example, like students like to learn something by playing, the teacher must know what games are suitable for given to the student but contains elements of English in it. The second example is that they prefer a short storytelling learning system in front of the class, so the teacher must have a theme for the story to be told, then if there are some students who have more proficiency in English then get the highest score, the teacher should give a small award as a souvenir. Which will be remembered someday. 

In essence, if we want to provide good quality teaching and material to students, we as English teachers must be fun and always look cheerful when meeting students, so that students don't feel bored with the lesson and don't feel afraid to practice the language. As teachers who teach elementary school children, we are required to be friends as well as teachers for them. If this has happened, the learning system that will be implemented will run smoothly, and students will practice what has been taught anywhere and with anyone without feeling fear of wrong or other doubts.

  3 .  Take it for Leave it: the Inas’s Government Stance to TEYL

       The practical rationale for Teaching English for Young Learners is an integral and inexpensive part of the educational process at the undergraduate level of education which is intended to provide learning experiences to students in real situations in the field to strengthen pedagogic, personal, professional competence and in order to improve or improve the quality of learning in class. This program aims to improve the teaching ability of students to teach students at a certain level, if this is not applied to a campus, what will happen is that students will be surprised to face the world of learning directly and students will be confused about what methods they apply to students. In addition, the effect of not holding TEYL is that students will be confused in facing various kinds of student characters and cannot handle them directly.

        In this program students are required to master the basic material that has been submitted by the previous lecturer. If a student understands the basic material, he will have a good work system and pass this program, as teacher students we must understand from a pedagogical basis so that our learning methods are not used wrongly. We also need to often go directly to teach students of a certain level so that we are not rigid to teach them in the future. Doubt is often experienced by teachers who do not express their opinion when teaching students for the first time, and many teachers who cannot speak in front of the class because the teacher does not understand the basis of pedagogics.

 

B . Challenges in Teaching English as a Foreign Language (EFL) to Young Learners in Indonesia

  1 . English in Indonesia has the Official Status of a Foreign Language (EFL)

       English in our country is designated as a foreign language but has a very important influence on school students, university students and job seekers. "English is an international language used to communicate globally". This sentence is often found in the background of a thesis, majoring in English education and English literature, and several other sentences such as "whatever the work is like, we must master English because Indonesia is one of the countries visited by foreign tourists from various countries". Many think that English is creepy, some argue that English is complicated because it is filled with long-winded formulas, some argue that speaking English is really difficult because if we want to communicate with various people who are older or younger from us, the language used is different (if you want to communicate with older people, use formal language, if you want to communicate with people who are better off than us, use everyday language).

         On the other hand, some people are interested in the challenges that exist in English because they think these challenges have extraordinary advantages. For some oprang the principle is that "it's okay to try to practice it even if it's wrong, the important thing is we know where the error is and don't repeat the same mistake the next time". As for people who challenge themselves to deepen the extent to which they master English by having their own benchmarks and this becomes a reference to where they can survive with English, as for people who are challenged to learn English because what they aspire to is related to English. It gives its own impression for those who want to study it further.

        Life is only once, if our lives are not filled with various challenges, life will feel empty, therefore we as people who learn English more deeply must have these challenges and make these challenges become benchmarks in the future so that we have good English skills.

 

   2. Issues of Teacher’s Confidence and Capabilities in Teaching EFL to Young Learners

       The problem of teacher belief and ability is that many teachers do not know how important it is to teach English to their students, this can be an obstacle for some English teachers in Indonesia, because every English teacher's opinion is very different from one another, causing confusion. Continuity in learning. For example, teacher A teaches students English with a variety of learning methods that are attractive to students, but after the student moves to a higher level taught by a different English teacher where the teachers does not have an attractive learning method, causing feelings of laziness. Which arises for these students, the impact is to decrease the quality of the English they had before.

      Other belief problems such as the random learning system, such as the meeting of the two English teachers not attending the class until the following week, then in the fourth week the teacher attended class but suddenly the teacher held daily tests which incidentally did not inform the class in advance. will be carried out the replication. This can be a new problem for some English teachers but this mistake is not realized by most English teachers in Indonesia.

     3 . Issues of Sponsorship

      English has been integrated into secondary schools for a long time. English is exerting an even stronger influence in the modern world and has become an international language. Also has the advantages of introducing English to young students, among others, to increase knowledge of foreign languages, to tell which English is formal and which is informal from an early age, and many other advantages. By Karenna, the Indonesian government made a policy to introduce English starting from elementary school, junior high school to senior high school. Various curricula and methods have been developed to improve students' ability in English even though the results they feel are not as optimal as they imagined, at least students can communicate fluently using English with their classmates.

        One of the obstacles faced is the unavailability of a special syllabus for English subjects, even though these subjects are subjects that are not compulsory to study, at least they must have a syllabus. So that one day there are teachers who are ready and understand the science of learning English who are ready to teach, so if they already have a syllabus for that field, the teacher will not be bothered to decide what material to convey to students. The Ministry of National Education does not provide a syllabus for English subjects, but the task is entirely left to each province to make a separate syllabus according to the situation and conditions in that area.

          The problem of not having a syllabus can be handled by the existence of various dancing learning methods, this method can cover up the lack of unavailability of the syllabus. Because teachers who are intelligent and creative can make the classroom atmosphere comfortable and conducive even though they do not have a directed learning system from the government. The government should have followed up on this because to become a local content lesson, English language learning does not have a syllabus, let alone be used as compulsory learning. Therefore, perhaps the majority of schools in Indonesia have stopped learning English because they are unsure of the quality of the teachers.

 

C .  Learning from Excellent TEYL Programs and Responding to the Challenges

     1 . TEYL Comes in Different Forms and Intensity of Practice

        As for implementing English learning, there are different ways to practice it, one example is the direct teaching system. Giving models or examples to students on how to do something, while giving time to practice skills is an applicable activity. This means that students are not only required to know but also be able to apply that knowledge into the form of real action (real context). A learning system like this the teacher is more free to explain the material explained without thinking of any obstacles. One of the direct learning methods is learning material that is given word for word so that students understand what we are conveying, then the grammar is taught where students are required to memorize the grammar formula but more importantly students are required to pronounce and understand the language being taught well.

        According to linguistic theory, the new perspective of implementing teaching methods is directly relevant to the concept that the main function of language is as a means of communication. Therefore, it must be taught in a communicative context by using the language directly. The grammatical rules of the language can be ignored because the most important thing is the occurrence of mutual understanding in the context of communication. In terms of learning, this direct method assumes that a person can master a language through direct explanation using the target language (target language).

     2 . Effective Teachers of English can Fluently use English for functional Communicative Purpose, Including for Instructional Purposes.

        In this section, it would be better if an English teacher wants to teach English in class, use English so that the student learns in his field. Many English teachers when teaching in class using Indonesian, it creates a feeling of disinterest for the students. Even though the teacher uses English incompletely, at least when teaching in class use English so that students feel that what they are learning is fun. Then the teacher must be disciplined with his English, what is meant by discipline in English is that the teacher is obliged to practice speaking English while teaching.

    3 . Excellent Teachers of English Know Who Children are and how these Children Learn.

·         Children Learn from Direct Experiences

          Students learn many lessons from their experiences, therefore as a teacher we must be able to understand what the students have experienced.

·         Children learn from hands-on physical activities  

A learning system suitable for elementary school children is to communicate directly with these students.

·         Children have a short memory span

·         Children’s thinking is embedded in here and now context of situation

·         Children learn hollistically from whole two parts using scripts

     4 . Excellent English Teachers to Young Learners Know How Children Acquire a Language

          There  are three components represent a recruitment  for learning to happened:

·         Exposure to English

·         Engagement

·         Consistent support

     5 . Excellent English Teachers Take a Responsibility to Ensure Children’s English Learning

·         Use English to provide exposure to functional language

·         Provide print rich environment in English

·         Focus on functional English for vocabulary development and immediate communicative needs fulfillment

·         Establish useful

                                                                     BAB II

 

1 . THE Dawn of the Pandemic

·         COVID-19 the current pandemic, caused disruption of many engagement across the globe and the academe was greatly affected by this

During a pandemic like this there are many delays in programs carried out, including the delay in learning programs in Indonesia.

·         Most institutions had to cancel the submission of the remaining requirements for the term

Not only in the field of education, can other parties also experience other things, especially those from employees who were mostly fired during the pandemic.

·         Considerations of the teachers’ and learners technical, financial and physical capacities and limitations must always be weighed

The limitations of face-to-face learning systems are a problem for teachers today.

 2 . How do we manage instructions in the midst of the pandemic

·         We need to ensure that we are still able to deliver quality instructions with the help of technology

Teachers can provide material using today's technology

·         The survey may also be used for knowing the learners’ preferred online activities in learning English 

Teachers should research together what surveys are suitable for learning English, so that students still feel comfortable when learning them

·         Run a quick survey or conduct an informal interview (online) to have an audit of the students’ capacity to connect online

Suggestions for teachers, do online communication with students so that these students can adapt to the new English learning system

 

  3 . The tree main types of listening

·         Informational listening (Listening to Learn)

The meaning of informational listening here is to encourage students so that students can think they can learn anywhere and anytime.

·         Critical listening (Listening to evaluate and analyses)

The teacher can find out the extent to which students can understand learning using the way of listening, in this way the teacher can signal which students are superior in English which students have delays in speaking English

·         Therapeutic or empathetic listening (listening to understand feeling and emotion)

4. Speaking skills

·         Speaking skills are the skills that give us the ability to communicate affectively.

·         These skills allow the speaker, to convey his message in a passionate, thoughtful, and convincing manner. Speaking skills also help to assure that one won’t be misunderstood by those who are listening.

                                                                         BAB III

 

1 . MONTESSORI CLASSROOM                     

      Maria Montessori, she was a true pioneer of child centered education from Italy. She opened the first Montessori Schools-the Casa dei Bambini, or children’s’ house-in Rome on January 6, 1907. The Mentossori method is founded on Maria Mentosories’ educational philosophy.

2 . PRINCIPLE OF MENTOSSORI

·         Follow the child

·         Through work in the Montessori environment, children learn to develop concentration, self decipline, and a love a learning

3 . THE PURPOSE OF THREE PERIOD LESSONS

1.      Naming: in this section the teacher gives one of the items and then tells the name of the item, what the teacher says is repeated by the student. the sentence that the teacher usually uses at this stage is "this is ...."

2.      Recognation: students are given time to memorize what the teacher is holding, how the teacher holds an object then the student simultaneously mentions what the name of the item is. the sentence usually used in the second stage is "show me ...."

3.      Recall: at this stage one of the students is appointed to state what item the teacher is holding and answer it without any doubt. the sentence that is usually used in the last stage is "what is this ...."

NOTE: Here I attach a screenshot of mine while attending your seminar Mrs 

 

 

 

DEFINITION OF MODERN AND TRADITIONAL DANCE

 

Name: Endah Setiawati

Npm: 1910631060163

Class: 3A – Language English Education Department

Subject: Post Intermediate Reading

 

                         

 

⸙ Definition of Dance

    Dance is a performing art form consisting of purposefully selected sequences of human movement. This movement has aesthetic and symbolic value, and is acknowledged as dance by performers and observers within a particular culture. Dance can be categorized and described by its choreography, by its repertoire of movements, or by its historical period or place of origin An important distinction is to be drawn between the contexts of theatrical and participatory dance, although these two categories are not always completely separate; both may have special functions, whether social, ceremonial, competitive, erotic, martial, or sacred/liturgical. Other forms of human movement are sometimes said to have a dance-like quality, including martial arts, gymnastics, cheerleading, figure skating, synchronized swimming, marching bands, and many other forms of athletics.The following is an understanding of modern dance and traditional dance:

1 .  Modern Dance               

 

                             

            Modern dance is a broad genre of western concert or theatrical dance, primarily arising out of Germany and the United States in the late 19th and early 20th centuries. Modern dance is often considered to have emerged as a rejection of or rebellion against, classical ballet. Socioeconomic and cultural factors also contributed to its development. In the late 19th century, dance artists such as Isadora Duncan, Maud Allan and Loie Fuller were pioneering new forms and practices in what is now called aesthetic or free dance for performance. These dancers disregarded ballet's strict movement vocabulary, the particular, limited set of movements that were considered proper to ballet and stopped wearing corsets and pointe shoes in the search for greater freedom of movement. Throughout the 20th century, sociopolitical concerns, major historical events and the development of other art forms contributed to the continued development of modernist dance in the United States and Germany. Moving into the 1960s, new ideas about dance began to emerge, as a response to earlier dance forms and to social changes. Eventually, postmodern dance artists would reject the formalism of modern dance, and include elements such as performance art, contact improvisation, release technique and improvisation. American modern dance can be divided (roughly) into three periods or eras. In the Early Modern period (c. 1880–1923), characterized by the work of Isadora Duncan, Loie Fuller, Ruth St. Denis, Ted Shawn and Eleanor King, artistic practice changed radically, but clearly distinct modern dance techniques had not yet emerged. In the Central Modern period (c. 1923–1946), choreographers Martha Graham, Doris Humphrey, Katherine Dunham, Charles Weidman and Lester Horton sought to develop distinctively American movement styles and vocabularies, and developed clearly defined and recognizable dance training systems. In the Late Modern period (c. 1946–1957), José Limón, Pearl Primus, Merce Cunningham, Talley Beatty, Erick Hawkins, Anna Sokolow, Anna Halprin, Paul Taylor introduced clear abstractionism and avant-garde movements, and paved the way for postmodern dance. Modern dance has evolved with each subsequent generation of participating artists. Artistic content has morphed and shifted from one choreographer to another, as have styles and techniques. Artists such as Graham and Horton developed techniques in the Central Modern Period that are still taught worldwide and numerous other types of modern dance exist today. As for the types of modern dance such as :

1 . balet

Ballet is the name of a dance technique. Dance work choreographed using this technique is called ballet, and includes: the dance itself, mime, acting, and music (be it orchestral or singing). Ballet can be performed alone or as part of an opera. Ballet is famous for its virtuoso techniques such as pointe work, grand pas de deux, and elevated leg lifts. Ballet techniques are much the same as fencing, perhaps because they both started to develop during the same period, and also because they both require similar balance and movement techniques. The term ballo was first used by Domenico da Piacenza (in De Arte Saltandi et Choreas Ducendi), so that his work was known as balleti or balli which later became ballet. The term ballet itself was coined by Balthasar de Beaujoyeulx in Ballet Comique de la Royne (1581) which is a ballet comique (ballet drama). In the same year, Fabritio Caroso published Il Ballarino, a technical guide to ballet dancing, which made Italy a major center for the development of ballet.

2 . Tango Dance

Tango dance is a dance that originated in Latin America, which was born in the mid-1800s. This male and female pair dance has influences from European and African cultures. Some say this dance is also the result of a fusion of some immigrants in Europe such as African culture brought by African nations who entered through the Transatlantic trade. Thus influencing dance, music, culture, cuisine and religion in Latin America. The dynamic tango dance movements are able to create an atmosphere of enthusiasm, excitement and romance in those who do it or those who just see it.

3. Flamenco Dance

 Some dancers use castanets to add color to the music, but there are also dancers who don't use this instrument because it is considered to reduce the beauty of the dance. Flamenco dancers perform dances with vigorous improvisation and movements to create an energetic and engaging show. They wear brightly colored clothes and dance solo, in pairs or groups. Dance performances include fast footwork, graceful hand movements, clapping and finger snapping. The essence of Flamenco performances is singing, dancing and playing musical instruments. Singing is called cante flamenco and playing the guitar is called toque flamenco. Sometimes music is played without dancing. The typical movements of the Flamenco dance are shown by holding up the arms and concluding the hands (filigrano), arching the back and moving the legs rhythmically (zapateado). Songs and dances accompanied by light palmadas (applause) and pitas (finger snap) interludes. Dancers often dance in duende shows, where it is as if they are possessed by the emotions of music and dance. Duende is shown at the cante jondo performance in an illusory atmosphere by pouring out emotions and impressions like a volcano about to erupt. Male dancers are required to dance with a masculine appearance, while women dance in a calm, proud manner and with controlled sensuality. The dance and music are accompanied by clapping, finger snapping, and cheers of encouragement (jaleo). Guitar players perform compás (basic rhythms) and play rhythms according to the changing feelings of the singer or dancer. Even though many dancers have used castanets, aficionados feel that it reduces the beauty of the dance somewhat and disrupts the filigrano movement.

4 . Salsa Dance

Salsa is a paired dance related to salsa music. The word salsa comes from the Spanish word for sauce, or in this case is taste or style. According to the admissions of music experts and historians, the name salsa has been accepted among dancers for decades. The first time the word salsa was broadcast on the radio was through a song composed by Ignacio Piñeiro, aimed at an old African man selling butifarras (a type of sausage) on Central Road in Matanas. The son's rhythmic song is entitled Échale salsita. The chorus and verses of the song say "Salsaaa! Échale salsita, échale salsita." In the early 1950s, commentator and DJ "bigote" Escalona announced a salsa dance with the title "The following beat contains Salsa". Eventually the Spanish-speaking residents of New York City dubbed Celia Cruz the "Queen of Salsa". Salsa is danced to an eight-beat rhythm, that is, with two bars consisting of four beats. The salsa dance pattern usually uses three steps for every four beats, one beat being skipped. However, missed beats are generally characterized by foot jerks, kicks, flicks, and so on. Usually, salsa music involves a fast and complex percussion beat, which is about 180 beats per minute.

5 . Waltz Dance

 Waltzs is a type of ballroom dance and folk dance in 3/4 beat, performed mainly in a closed position. The main basic movement of a waltzs is a two-stage complete loop with three stages per stage. Waltzs became popular in Vienna around 1780s and spread to various other countries in the following years. Waltzs and their closed positions serve as examples for the creation of a variety of other room dances. Subsequently, many types of waltzs developed, including several other folk and room dances.

6 . Break Dance

Breaking, also called breakdancing or b-boying/b-girling, is an athletic style of street dance from the United States. While diverse in the amount of variation available in the dance, breakdancing mainly consists of four kinds of movement: toprock, downrock, power moves and freezes. Breakdancing is typically set to songs containing drum breaks, especially in hip-hop, funk, soul music and breakbeat music, although modern trends allow for much wider varieties of music along certain ranges of tempo and beat patterns. Breaking was created by the African American youth in the early 1970s. The earliest 1st Generation breakdancers of Bboys known as Trixie (Lauree Myers), Dancing Doug (Douglas Colon), A1 Bboy Sasa, The Legendary Smith Twins and Clark Kent. The groups included Zulu Kings, Star Child La Rock, Salsoul and Crazy Commandos. By the late seventies, the dance had begun to spread to other communities and was gaining wider popularity; at the same time, the dance had peaked in popularity among African Americans and Puerto Ricans. A practitioner of this dance is called a b-boy, b-girl, or breaker. Although the term "breakdance" is frequently used to refer to the dance in popular culture and in the mainstream entertainment industry, "b-boying" and "breaking" are the original terms and are preferred by the majority of the pioneers and most notable practitioners.

7 .  contemporary dance

 Is a type of dance that is affected by the impact of modernization and is free and is not bound by the provisions of movement as in traditional dances. One example of contemporary dance is the Cak Rina dance by Sardono W. Kusumo and the Yapong dance by Bagong Kussudiarjo. As stated in the Big Indonesian Dictionary (KBBI), the word 'contemporary' itself means 'at the same time' or 'present'. In this way, contemporary dance can be defined as a dance that depicts the present state and when it was created has provisions outside of dance in general. The aims of contemporary dance appear to be many. Among them are for the purpose of education, communication, entertainment / correction only, and arstistics that can be enjoyed by other artists.

2 .  Traditional Dance

                                  

 

          Dance in Indonesia (Indonesian: Tarian Indonesia) reflects the country's diversity of ethnicities and cultures. There are more than 300 ethnic groups in Indonesia: Austronesian roots and Melanesian tribal forms are visible, and influences ranging from neighboring Asian and even western styles through colonization. Each ethnic group has its own dances: there are more than 3,000 original dance forms in Indonesia. The old traditions of dance and drama are being preserved in the many dance schools which flourish not only in the courts but also in the modern, government-run or supervised art academies. For classification purpose, the dances of Indonesia can be divided according to several aspects. In historical aspect it can be divided into three eras; the prehistoric-tribal era, the Hindu-Buddhist era and the era of Islam. According to its patrons, it can be divided into two genres; court dance and folk dance. In its tradition, Indonesian dances can be divided into two types; traditional dance and contemporary dance. As for the types of traditional dance, namely :

1 . Kecak Dance

  The Kecak dance is performed by dozens of male dancers who sit in a circle, raise their hands, and shout "cak". This dance tells a deep story of the Ramayana.

2 . Jaipong Dance

     This traditional dance from West Java is famous for its dynamic movements. This dance is actually a combination of pencak silat, Ronggeng Dance, and Tilu Tap Dance. It can be danced individually or in groups. This dance tells about the characteristics of Sundanese women who are brave, independent, hardworking, and romantic.

3 . Pendet Dance

     Originating from the same island as the Kecak Dance, Pendet Dance is also one of the famous traditional Balinese dances and is usually performed by female dancers with a small bowl, aka a bowl filled with various kinds of flowers. This dance is performed as a welcome dance or a welcoming dance.

4 . Zapin Dance

      In this dance, embedded Islamic teaching values ​​are used as a means of preaching. Zapin dance contains education knowledge for the people of the Riau Islands so that they have a high sense of social life in the midst of society.

5 . Gambyong dance

   Gambyong dance displays graceful and beautiful movements. Circular movements, back and forth, moving the head, and playing the shawl, philosophically depict the beauty and tenderness of Javanese women. Gambyong dance can be performed for the needs of welcoming the guest of honor.

6 . Yapong Dance

 

     This contemporary dance is a hallmark of the culture of the Betawi people in Jakarta. The Yapong Dance movement is simple, but very dynamic, exotic, and expressive. In some of its movements, this dance shows a happy atmosphere in welcoming the guest of honor.

7 . Leleng Dance

         Originally from East Kalimantan, Leleng Dance tells the story of a girl who is forcibly married by her parents. Then the girl chose to run away from the house and fled into the forest. The hallmark of this traditional dance is the colorful costumes and feather accessories on the hands.

8 . Tor Tor Dance

  This dance, which was influenced by Hindu-Buddhist culture, originated from Batak Toba, North Sumatra. The name of this dance is the sound of dancers stomping on the floor of the traditional Batak house. In ancient times, this dance was part of a dance offering to ancestral spirits.

References : 

http://www.kittykohl.com/tari-tango-merupakan-tarian-pergaulan-di-amerika-latin/#:~:text=Seni%20Tari%20tango%20adalah%20tarian,dari%20kebudayaan%20Eropa%20dan%20Afrika.&text=Sehingga%20mempengaruhi%20tarian%2C%20musik%2C%20kebudayaan,dan%20agama%20di%20Amerika%20Latin , https://id.wikipedia.org/wiki/Flamenco#:~:text=Flamenco%20adalah%20sebuah%20pertunjukkan%20musik,kastanyet%20pada%20pesta%2Dpesta%20rakyat , https://id.wikipedia.org/wiki/Salsa_(tarian) , https://id.wikipedia.org/wiki/Wals#:~:text=Wals%20adalah%20suatu%20jenis%20tarian,dengan%20tiga%20langkap%20per%20tahap , https://en.wikipedia.org/wiki/Breakdancing , https://kumparan.com/berita-hari-ini/mengenal-pengertian-dan-ciri-ciri-dari-tari-kontemporer-1uDw7xtdhMp/full , https://en.wikipedia.org/wiki/Dance_in_Indonesia , https://www.gojek.com/blog/godaily/GODAILY-tari-tradisional-indonesia/