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nature. Therefore the reconstructed knowledge appears in the process of strengthening the understanding.
There were some steps in conducting this study. Firstly, the writer directly involved as a tutor in the program “Jayanti Formative English 2014”. In the
program “Jayanti Formative English 2014”, the writer implemented drama performance based-activities which were designed by Father Harjanto, S.J. Then,
the writer observed the drama performance in the program and wrote down the findings of the observations in the daily journal of the writer. Secondly, the writer
distributed questionnaire to the students to know the importance of drama performance for their English learning. The third step was conducting interview to
the students through telephone to know the learning culture of them. The fourth step was transcribing the data gathered from the interview. As stated by Cohen,
Marion and Morrison 2003, transcribing data is a crucial step to give information trough written communication so that the data does not become time-
consuming to analyze. The last step was that the writer analyzed the result of questionnaire, and interview which will be discussed in the next chapter.
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CHAPTER IV RESEARCH RESULTS AND DISCUSSION
This chapter discusses the answers of research questions which are formulated in the problem formulation. This discussion is divided into two major
parts. The first part presents the discussion of the first research problem. Meanwhile the second part provides the discussion of the second problem
formulated. Each analysis of the research problems is discussed and strengthened by theories written in the review of related literature.
A. The Learning Culture of Papuan Seminarians
According to the theories about learning cultures of Papuans as described in the review of related literature, the dominant learning cultures of Papuan
seminarians can be divided into four parts, they are: Papuan seminarians learn through kinesthetic activities, Papuan seminarians learn through oral language,
Papuan seminarians learn better in relaxing atmosphere, and Papuan seminarians learn through communal activities.
1. Papuan Seminarians Learn through Kinesthetic Activities
Papuans are kinesthetically strong since they are accustomed to living traditionally with nature. As stated by Rutherford 2013, Papuans live in
highlands, mountains, and villages which are difficult to be reached by transportation facilities. In addition, they are comfortable with the nature which
forces them to run and move quickly.
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Based on the interview which was conducted to seven Papuan seminarians at St. Paul House of Spiritual Formation, five of them stated that they were from
marginalized places such as remote villages and rural communities near the sea, hill, forest and valley. Most of these areas did not have educational institutions
like schools. Therefore, for most Papuan seminarians at St. Paul House of Spiritual Formation, attending a school was totally a challenge.
This information was affirmed by Nem pseudonym, a Papuan seminarian from Kabe village, Merauke regency. He had to walk for five kilometers to go to
the nearest elementary school. Moreover, he had to a row boat for three days to reach the nearest city. His experience shows that Papuans are physically powerful.
Another similar experience was from Mepa pseudonym, a Papuan seminarian from Bilogai village, Intan Jaya regency. Mepa used to wake up at 2 a.m. every
day to walk for about 20 kilometers to attend the nearest junior and senior high schools in Omeyo sub-district. Additionally, Nae pseudonym, a Papuan
seminarian from Dama Bagata village, Deiyai regency stated that the hill contour of Dama Bagata village created obstacles for the transportation facilities to reach
the area. Thus, walking became the only way to reach some places such as school, market, and city.
Munro 2013 stated that most of the villages in Jayawijaya and highlands in Papua do not have primary schools. One of the research participants named
Nayak pseudonym was from Wamena, Jayawijaya. He confirmed that elementary school was not accessible in his village namely Pikae village.
Considering this, he was accustomed to walking for about 7 kilo meters in order
