Abstract
Oral literature learning through pantun exchanges provides a participatory space that enables students to develop verbal interaction, collaboration, and performative expression, but the characteristics of student participation in this learning process still need to be examined more systematically. This study aims to describe and analyze students’ dialogic, collaborative, and performative forms of participation in oral literature learning through pantun exchanges at SMA Negeri 2 Solok Selatan. The study employed a qualitative approach with a descriptive design, involving one Indonesian language teacher and 57 Grade XI students over eight learning sessions. Data were collected through participant observation, in-depth interviews, documentation, and audio and video recordings and were subsequently analyzed through data condensation, data display, and conclusion drawing and verification. The results revealed three main forms of student participation. Dialogic participation was reflected in responses, questions, clarifications, and speaking initiatives, with student talk accounting for 58% of the total. Collaborative participation was manifested through the exchange of ideas, joint composition of pantun, peer assistance, and role distribution, while performative participation was evident in the use of intonation, rhythm, expression, gestures, eye contact, and responses to the audience. These three forms of participation were interconnected in the processes of understanding, composing, and performing pantun. These findings confirm that student participation in oral literature learning is multidimensional, encompassing dialogic, collaborative, and performative dimensions. The implications of this study indicate the importance of pantun-exchange learning that integrates opportunities for interaction, collaboration, and performance to strengthen student engagement in oral literature learning.