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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
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It is equally important to be familiar with the school condition in Papua. Munro 2013 describes the school condition in Jayawijaya and highlands in
Papua as followed: A recent World Bank study found that in Jayawijaya there are just four
primary schools per one thousand schoolage children, which is roughly half the national average. Around 60 percent of all villages in Jayawijaya
do not have a primary school, and the average distance from these villages to the nearest school is seven kilometers. The average distance from these
villages to a secondary school ranged from twenty-three to thirty-two kilometers. Local terrain is hilly or mountainous, criss-crossed by rivers
and a patchwork of marshes, swamps, and gardens. Transportation is limited and expensive p.36.
These backgrounds support the idea that Papuan seminarians have high naturalist intelligence. Due to their nature Papuan seminarians were accustomed
to speaking out loud and moving quickly. Thus, their physical and visual abilities were much better than any other students in other places in Indonesia. This kind
of intelligence is closely related to bodily-kinesthetic intelligence which facilitates students to control bodily movement and to handle object skillfully Gardner,
1996 in Huffman Vernoy 2010. Hence, this background enables drama performance-based activities to be used as the instructional technique to cultivate
the Papuan seminarians’ fluency in English since drama requires physical response as its main principle.
b. The Overview of the Oral Tradition of Papuans
Language is the ability to understand and use a structured system of communication Evans Thompson, 2013, p.1. Language is divided into two,
written and oral. People who have had writing system or alphabet are known as people with written tradition. People with written tradition record their history and
