Papuan Seminarians English Teachers at St. Paul House of Spiritual Formation

13 their own ideas, thoughts and feelings based on experiences or willingness to explore further. In the same way, Brown 2005 states that dramatic performances have been shown to have positive effects on language learning since drama uses sight, sound, and actions. In this context, actions are closely related to total physical response as a technique which requires physical activities in language learning. As noted by Brown 2002, memory is increased if the physical activities are stimulated through association with motor activity. Thus, it can be inferred that the physical activity in drama is closely linked to total physical response. In total physical response, teachers play the role to give directions and instructions while students have the role to listen and act as actors. In language learning, drama performance takes a part as the means to develop language proficiency of the students. Brauer 2002 claims drama improves students’ cognitive, language skills, and problem solving ability. It means that drama also enables students to develop the basic skills, namely, speaking, listening, reading, and writing since drama is the integration of those four skills. Further, the performance itself is dealing with memory, behavior and culture as well. It can implement the collective memory through dialogic conversation which offers opportunity to understand different culture Roach, 1996, as cited in Brauer, 2002. Other strengths of drama are related to the recognition of the active and simultaneous engagement of mind, body, and imagination. It means that learning through drama is holistic, interactive, and student centered, involving critical and 14 creative thinking and participation. This holistic, integrated nature of the learning which is experienced in drama allows learners to take opportunities to make connections across other areas of learning Brauer, 2002. To be more specific, there are varieties of drama techniques that lead to creative thinking and can be used to develop language skills. The strengths of each drama which is possible to support language learning are explained by some experts as followed.

a. Role play

The shared experiences and engagement in a role play and acting help pupils to develop the essential language skills of speaking and listening Line, 1997 in Evans Thompson, 2010, p.16. In the same way, Brauer 2002 believes that a role play gives students more opportunity to use language in elaborate dialogues within culturally relevant and significant contexts p.228. These explanations indicate that role play is closely related to the ability to produce language in authentic conversation. In addition, role play demands the cultural awareness and allows students to act out their knowledge. In this context, the knowledge about English as the target language is the main focus of role play drama.

b. Improvisation Drama

As noted in Brauer 2002, improvisation drama expresses emotion and ideas through gesture, posture, and facial expression. It provides practice for students to develop spontaneous speaking skills and greater fluency, but it has