Role play Improvisation Drama

18 sympathetic to improve the teaching situation and other recent developments in learning and teaching. The approach is a synthesis of the success of personal teaching practice reflection, past approaches and the recent developments. Ignatian Pedagogy deeply describes the holistic approach which is implemented in education field. This approach considers the students’ context, puts forward the students’ experiences, and engages the concrete actions for the students. To go further in in-depth learning, Ignatian Pedagogy requires two other elements namely evaluation and reflection. According to Kolvenbach 2005, context is related to the needs to know about learners, such as their environment, background, community, and potential to teach the students well. Meanwhile, experience is associated to the best way to engage learners as whole persons in the teaching and learning process. Teachers must create the conditions whereby learners gather and recollect the material of their own experience in order to distil what they understand already in terms of facts, feelings, values, insights and intuitions they bring to the subject matter at hand. Teachers later guide the learners in assimilating new information and further experience so that their knowledge will grow in completeness and truth. In reflection, teachers lay the foundations for learning how to learn by engaging students in skills and techniques of reflection. At this point, memory, understanding, imagination, and feelings are used to grasp the essential meaning and value of what is being studied, to discover its relationship to other facet of human knowledge and activity, and to appreciate its implications in the continuing search for truth. Besides, the action is about the opportunities which are provided 19 by teachers that challenge the imagination and exercise the will of the students. Whereas the evaluation is related to the way teacher assess learners’ growth in mind, heart, and spirit.

3. The Learning Culture of Papuans

Theories provided are related to the learning culture of Papuan seminarians which clearly give insight of the subject of the research. This learning culture is divided into four parts, they are: the kinesthetic activities of Papuans, the oral tradition of Papuans, the basic disposition of Papuans, and the social life of Papuans.

a. The Overview of Kinesthetic Activities of Papuans

Located in the easternmost part of Indonesia, Papua has always been as the province with problematic cases in terms of education. Most of Papuan people live in highlands, mountains, and village which are difficult to be reached by transportation facilities which influence their access to education. Considering the Papuan people are accustomed to living traditionally with nature, the idea about education is absolutely new. As noted by Rutherford 2013 that Irian Jaya which is known as Papua is inhabited by people who run across snowfields wearing nothing but penis gourds and pig fat p.2. In addition, Rutherford 2013 has described the life of Biak people, a big tribe in Papua: Biak people’s ancestors were still running around naked when Biak evangelists arrived to open schools. “Living, as it were, in the Stone Age” makes it difficult for highlanders and coastal people in the self- determination movement to unite Rutherford, 2013, p.3