Data Analysis Technique METHODOLOGY

34 Based on the interview which was conducted to seven Papuan seminarians at St. Paul House of Spiritual Formation, five of them stated that they were from marginalized places such as remote villages and rural communities near the sea, hill, forest and valley. Most of these areas did not have educational institutions like schools. Therefore, for most Papuan seminarians at St. Paul House of Spiritual Formation, attending a school was totally a challenge. This information was affirmed by Nem pseudonym, a Papuan seminarian from Kabe village, Merauke regency. He had to walk for five kilometers to go to the nearest elementary school. Moreover, he had to a row boat for three days to reach the nearest city. His experience shows that Papuans are physically powerful. Another similar experience was from Mepa pseudonym, a Papuan seminarian from Bilogai village, Intan Jaya regency. Mepa used to wake up at 2 a.m. every day to walk for about 20 kilometers to attend the nearest junior and senior high schools in Omeyo sub-district. Additionally, Nae pseudonym, a Papuan seminarian from Dama Bagata village, Deiyai regency stated that the hill contour of Dama Bagata village created obstacles for the transportation facilities to reach the area. Thus, walking became the only way to reach some places such as school, market, and city. Munro 2013 stated that most of the villages in Jayawijaya and highlands in Papua do not have primary schools. One of the research participants named Nayak pseudonym was from Wamena, Jayawijaya. He confirmed that elementary school was not accessible in his village namely Pikae village. Considering this, he was accustomed to walking for about 7 kilo meters in order 35 to go to the nearest elementary school which located in another village in Wamena. The statements of Nem, Mepa, and Nayak show that most of the geographical areas of Papua enable Papuans to walk further than those who are in other regions in Indonesia. The portraits of Papuan seminarians at St. Paul House of Spiritual Formation are strengthened by the experience of the writer when teaching Papuan seminarians around Papuan society. On Sunday, students in the St. Paul House of Spiritual Formation used to walk for about 10 km to go to Nabire city. Due to their nature, the Papuan seminarians at St. Paul House of Spiritual Formation were at ease with the duty to work in the field such as to chop down the trees, look for grass, and hoe the patch as well. In addition, some children around the Jayanti village were accustomed to walking far to reach the nearest elementary school, whereas the adults did activities which related to physical movements such as hunting and farming. The further example is linked to the kinesthetic skills of Papuan seminarians at St. Paul House of Spiritual Formation. Gardner 1996 in Huffman and Vernoy 2010 points out that bodily-kinesthetic intelligence facilitates students to control bodily movement and to handle object skillfully. In fact, most of the students at St. Paul House of Spiritual Formation had outstanding skills to control bodily movements in some activities such as playing football, volley ball, swimming, and fishing. Moreover, through the games which were played in the classroom, Papuan seminarians at St. Paul House of Spiritual Formation were able to move, walk, and run faster.