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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
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importance of drama performance-based activities toward the language learning of Papuan seminarians. The analysis is conducted by comparing and contrasting the
finding of the research to the drama theories provided. Meanwhile, the holistic education which is described in Ignatian Pedagogy
affirms the powers of drama for language learning. The five elements in Ignatian Pedagogy serve as the framework in choosing drama performance as the
instructional method to teach Papuan seminarians. In addition, the information about the learning culture of Papuan
seminarians is required as the basic thought in placing performance as the method and drama as the technique to teach English for Papuan seminarians.
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CHAPTER III METHODOLOGY
This chapter discusses the method of the research. It also discusses a certain analysis used to prove the research from the data gathering. This chapter is
divided into seven parts. They are research method, research setting, research participants, research instrument and data gathering technique, data analysis
technique, and research procedures.
A. Research Method
This research was a qualitative research. According to Ary, Jacobs, Sorenses, and Razavieh 2010, the qualitative research focused on the
understanding of social phenomena in the perspective of human participants in natural settings. Thus, in this research, the perspective of Papuan seminarians
toward their learning culture and the importance of drama performance-based activities toward their English learning became the focal points.
In this qualitative research, the writer used basic interpretive qualitative research as the method. As defined by Merriam 2009, basic interpretive
qualitative study focuses on understanding how participants make meaning of a situation of a situation or phenomenon. Hence, this study focused on obtaining
information about the learning culture of Papuan seminarians at St. Paul House of Spiritual Formation and the importance of drama as the instructional technique in
the program “Jayanti Formative English 2014”.
