Drama Performance Facilitates Papuan Seminarians in Utilizing Their

53 The seminarians’ attitude toward the importance of drama performance to develop their creativity and writing skill are presented in form of percentage by the table below. Table 4. The Seminarians’ Attitude Related to the Creativity and Writing Skill No. Statements SA A D SD 12. Drama performance facilitates me to develop my creativity. 43 57 - - 11. Drama performance facilitates me to write English sentences. 29 43 29 - From the findings of questionnaire items, all seven Papuan seminarians at St. Paul House of Spiritual Formation state their agreement to the statement that drama performance improves their creativity. Then, there are five Papuan seminarians who support the second statement that drama performance facilitates the Papuan seminarians in writing English sentences. However, there are two seminarians who disagree to the statement. By conducting the study, it can be stated that the Papuan seminarians at St. Paul House of Spiritual Formation recognize the importance of drama performance in improving their creativity and their writing ability. Based on Fontichiaro 2010, retelling stories through drama calls on students to demonstrate two key skills. One is the ability to understand the elements of story such as its plot, character, setting, and sequence of events. The 54 second is the ability to demonstrate that understanding through dramatic action p.31. Related to English learning, Brauer 2002 believes that story telling drama is able to make a text more interesting, lively, and memorable. Story telling activity also provides the opportunity to practice pronunciation. Also, the listening activity in story telling drama creates improvement on the other three skills namely speaking, reading, and writing. In order to support the analysis and the theories above, there are several questionnaire items conducted to seven Papuan seminarians of St. Paul House of Spiritual Formation. The findings of the questionnaire items are presented in form of percentage as followed. Table 5. The Seminarians’ Attitude Related to the Speaking Skills No. Statements SA A D SD 5. Drama performance trains my vocal organ to be accustomed in speaking English. 57 29 14 - 6. Drama performance improves my ability to pronounce English sentences well. 86 14 - - 7. Drama performance is a good learning method because through drama performance I 86 14 - - 55 can speak English in the correct intonation. 8. Drama performance is a good learning method since through drama performance I can speak English in appropriate expressions. 43 57 - - 9. Drama performance is a good learning method because through drama performance I can use English contextually. 57 43 - - 15. Drama performance facilitates me to improve my memory. 57 29 14 - The statement about the strength of drama performance in training Papuan seminarians’ vocal organ to be accustomed in speaking English is supported by six of seven students. Conversely, one seminarian chooses to disagree to the statement. The use of vocal organ is linked to the pronunciation of the seminarians. Thus, there is statement related to pronunciation of the seminarians. The statement is that drama performance improves the Papuan seminarians’ ability to pronounce English sentences well. Then, the seven Papuan seminarians choose to agree and strongly agree to the statement. 56 The next statement is that drama performance facilitates Papuan seminarians to speak English in the correct intonation. As well as other statements, all seven Papuan seminarians at St. Paul House of Spiritual Formation choose to agree to the statement. The agreement of those seven seminarians is also shown in the next statement that drama performance facilities Papuan seminarians to speak English in appropriate expressions. The seven Papuan seminarians of St. Paul House of Spiritual Formation also choose to agree to the statement that drama performance facilities seminarians to use English contextually. Further, in accordance to the memory, drama performance is also a good method to improve Papuan seminarians’ memory. This statement is supported by six of seven seminarians who choose to agree to the statement. However, there is one seminarian who disagrees to this statement. As shown above, Papuan seminarians have positive attitudes toward the six statements which are shown by their agreements to those statements. Therefore, as stated in the six statements, drama performance has power to train Papuan seminarians’ vocal organ to be accustomed in speaking English. Besides, drama performance also improves Papuan seminarians’ pronunciation and memory. Most importantly, through drama performance, Papuan seminarians are able to speak English contextually using the correct intonation and appropriate expressions.

4. Drama Performance Involves Cooperation to Learn English

Drama performance provides creative process which involves one of the learning cultures of Papuans, specifically the communal activities. As explained 57 before, Papuans are known as people who learn through communal activities. They commonly work and learn together to achieve their goals. Thus, the use of drama performance enables Papuan seminarians to learn English in a small community that is group work. Working together in drama performance will enable Papuan seminarians to build and develop their cooperation. It is because group work provides opportunity for each Papuan seminarian to communicate to each other. Additionally, each Papuan student will take a significant part to act on a stage. Therefore, the cooperation will grow continually through being involved in all practices such as preparation, rehearsal, and also D-Day of drama performance. Based on the observation to seven Papuan seminarians at St. Paul House of Spiritual Formation, all seminarians are able to develop their cooperation through drama. To be certain, the following table presents the Papuan seminarians’ attitude in toward the statement that drama performance facilitates Papuan seminarians to develop cooperation. Table 6. The Seminarians’ Attitude Related to the Cooperation No. Statements SA A D SD 13. Drama performance facilitates me to improve cooperation. 43 43 14 - Most of the Papuan seminarians at St. Paul House of Spiritual Formation state their agreement to this point of view. From the finding of the questionnaire, it can be seen that six of Papuan seminarians agree to the statement that drama 58 performance facilitates Papuan seminarians to improve their cooperation. Meanwhile, only one of the seminarians states their disagreement. By having this finding, it can be concluded that drama performance is an appropriate teaching technique for Papuan seminarians. It provides cooperation between seminarians which perfectly matches to the Papuan seminarians’ learning culture namely communal culture. 59

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

This chapter consists of two parts. The first part is the conclusions of the study. Meanwhile, in the second part, the writer would like to present recommendation related to the use of drama performance as English instructional method for Papuan seminarians.

A. Conclusions

This study was conducted to seek answer to two research questions. They are: a what is the learning culture of Papuan seminarians b to what extent did drama performance as instructional method lead Papuan seminarians into English learning. Related to the first research question about the learning culture, the writer finds out that Papuan seminarians have various learning cultures. They are: a Papuan seminarians learn through kinesthetic activities b Papuan seminarians learn through oral language c Papuan seminarians learn better in relaxing atmosphere d Papuan seminarians learn through communal activities. Due to those learning culture, the English learning for Papuan seminarian should consider four main points. First, the English learning for Papuan seminarians should involve physical movements as the instruction. Second, the English learning for Papuan seminarians should involve oral practices. Third, the English learning for Papuan seminarians should be able to create relaxing atmosphere so that the Papuan seminarians can learn better. Forth, the English 60 learning for Papuan seminarians should involve the communal activities in form of group works. Meanwhile, in order to answer the second research question, which aims to find out the importance of drama performance, the writer conducted an analysis by comparing and contrasting the finding of the research to the drama theories provided. From the results, it can be concluded that drama performance is an appropriate instructional technique for Papuan seminarians’ English learning. In the deeper analysis, drama performance facilitates Papuan seminarians’ English learning in some characteristics. They are a drama performance facilitates Papuan seminarians to develop confidence in learning English b drama performance facilitates Papuan seminarians to create relaxing atmosphere in learning English c drama performance facilitates Papuan seminarians in utilizing kinesthetic and auditory ability to learn English creatively d drama performance involves cooperation to learn English.

B. Recommendations

The first recommendation is for PBI. I have been in PBI for eight semesters. Upon completion of the courses, I realize that PBI has formed me to be a good teacher through the courses provided. One of the objectives of the courses in PBI is to provide learners’ competence and performance as teachers. Through the courses in PBI, I learn to develop creative and innovative learning activities. However, most of the courses in PBI are designed to form teachers for students in a society which is accustomed to the coding and decoding tradition. Meanwhile,