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These statements are strengthened by Munro 2013 who describe that the quality of teaching is questionable since there is the fact that teachers are absent
during school hours approximately 30 percent. Meanwhile, Surya 2013 believes that the keys for successful learning in Papua are a good teacher and the
appropriate method p.125. A teacher who is respectful of both process and performers will ultimately improve the product, both the performance and a
successful student outcome. Related to students’ comprehension, Krashen 1981 in Willis 2010
stated that physical structures or neural networks in brain are influenced by stress. Neuroimaging studies reflect the influence of stress and pleasure on the filtering
of sensory input that enters the brain determines whether the information goes to the thinking brain or the lower, involuntary reactive brain. When the stress directs
sensory input to the lower brain, the input does not become consolidated as stored memory. Hence, the students’ comprehension of the first or second language
occurs when they are able to get the message of each language in low anxiety levels.
d. The Overview of the Social Life of Papuans
Merriam and Kim 2008 highlight the learning of non- Western adults which are communal, lifelong and informal, and holistic. In contrast to how
Westerners view learning as individual, non-Westerners tend to view knowledge as communal. From this communal perspective, learning is the responsibility of
all members of the community because it is through this learning that the community itself can develop p.73. It means that the knowledge gained is to be
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shared. Additionally, non-Western cultures view learning as lifelong and informal. It means that learning is not only related to formal institutions, but it occurs in
everyday life and only ends when the learners die. Finally, learning is holistic. It departs from the notion that learning involves not only the mind but the body, the
spirit, and the emotions p.76. Papuans, as described by Boelaars 1986, are communal people. Every
tribe of Papuans usually does activities jointly since they are led by a headman in their tribe. They work and survive their lives through kind of communal activities
such as hunting-gathering, and farming. Papuan people who live in the mountains, and highlands earn their living
by farming, hunting, and gathering with people in their societies. They plant various plants such as sweet potatoes, bananas, cassavas, and kinds of vegetables
for their daily needs. Some others are working as pig breeders. Meanwhile, those who live near sea or lakes like Mimika, Asmat, and Marind-anim, fulfill their
needs by fishing or gathering shells.
B. Theoretical Framework
In conducting the research, the writer applies theories of drama performance, the holistic approach in Ignatian Pedagogy, and the theories of
learning culture of Papuans. Theories about the power of drama are applied as the guidance to analyze
types of drama which are appropriate to lead Papuan seminarians into learning. For the further analysis, those drama theories support the findings about the
