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CHAPTER II REVIEW OF RELATED LITERATURE
This chapter presents a discussion of related literature as a theoretical base upon which the research outlined in Chapter 1 is conducted. This chapter is
divided into two sections, they are: theoretical description and theoretical framework.
A. Theoretical Description
The theoretical description discusses theories which are used in research discussion namely drama performance, Ignatian Pedagogy, and learning culture of
Papuans. Theories about drama performance are the main emphases of this research, while the Ignatian Pedagogy substantiates five elements as the outline of
drama performance based-activities in “Jayanti Formative English 2014”. Lastly, theories about learning culture of Papuan seminarians clearly give insight about
the subject of the research.
1. The Overview of Drama Performance Based-Activities
Referring to Evans and Thompson 2010, drama is described as a multi- sensory tool, which combines listening, speaking, thinking, exploration. Drama
also uses the immediate environment and the development of physical control of
the students. Hence, through drama, teachers can encourage students to contribute
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their own ideas, thoughts and feelings based on experiences or willingness to explore further.
In the same way, Brown 2005 states that dramatic performances have been shown to have positive effects on language learning since drama uses sight,
sound, and actions. In this context, actions are closely related to total physical response as a technique which requires physical activities in language learning. As
noted by Brown 2002, memory is increased if the physical activities are stimulated through association with motor activity. Thus, it can be inferred that
the physical activity in drama is closely linked to total physical response. In total physical response, teachers play the role to give directions and instructions while
students have the role to listen and act as actors. In language learning, drama performance takes a part as the means to
develop language proficiency of the students. Brauer 2002 claims drama improves students’ cognitive, language skills, and problem solving ability. It
means that drama also enables students to develop the basic skills, namely, speaking, listening, reading, and writing since drama is the integration of those
four skills. Further, the performance itself is dealing with memory, behavior and culture as well. It can implement the collective memory through dialogic
conversation which offers opportunity to understand different culture Roach, 1996, as cited in Brauer, 2002.
Other strengths of drama are related to the recognition of the active and simultaneous engagement of mind, body, and imagination. It means that learning
through drama is holistic, interactive, and student centered, involving critical and
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