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The opportunity to act through drama activities renders to the development of motor sensory of Papuan seminarians. 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 action which is shown by the physical
movements in drama improves the Papuan seminarians’ ability to learn, especially in learning English.
Based on the study conducted through questionnaire items, there are two statements about drama performance and its influence to Papuan seminarians’
confidence. The seminarians’ attitudes toward the two statements mentioned above are stated in form of percentage as followed:
Table 1. The Seminarians’ Attitude Related to the Confidence No.
Statements SA
A D
SD
10. Drama performance provides
repetition in
pronouncing English words.
43 43
14 -
14. Drama facilitates me to improve
my confidence. 57
29 14
-
Form the table above, six of seven students choose to agree and strongly agree to the statement that drama performance provides repetition in pronouncing
English words. In contrast, there is one student who chooses to disagree to the statement. The positive result also found in the statement that drama helps them
improve confidence. Six of seven students support this statement by choosing to
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agree and strongly agree to the statement. Meanwhile, the other one student chooses to disagree to the statement. Therefore, it can be inferred that drama
performance provides repetition in pronouncing English word. Besides, drama performance enables Papuan seminarians to improve their confidence.
2. Drama Performance Facilitates Papuan Seminarians to Create
Relaxing Atmosphere in Learning English
As described in the learning culture before, Papuan seminarians learn better in relaxing atmosphere. The relaxing atmosphere is important since Papuan
seminarians often do not feel relax in learning, especially in learning English. Considering this, drama performance is an appropriate technique which
facilitates Papuan seminarians to learn English in relaxing way. For instance, drama facilitates Papuan seminarians to memorize English vocabularies.
Memorizing English vocabularies can be difficult for Papuan seminarians if they are forced to learn under pressure. Drama performance also includes the English
sentence structures. It means that the dialogues spoken in drama performance help the Papuan seminarians sharpen their English. Through the dialogues, Papuan
seminarians are given the chance to listen and memorize the English sentence structure. In the long run, they have the ability to produce the correct verbal and
written English sentences. One of the questionnaire items conducted to the seven Papuan seminarians
in St. House of Spiritual Formation states that Papuan seminarians enjoy learning English through drama performance. The finding of the questionnaire item is
stated in form of percentage as presented by the table below.
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Table 2. The Seminarians’ Attitude Related to the Relaxing Atmosphere No.
Statements SA
A D
SD
2. I enjoy learning English through
drama performance. 86
14 -
-
The positive power of drama toward the Papuan seminarians’ feeling in learning English is shown by the statement that Papuan seminarians enjoy
learning English through drama performance. Six of seven Papuan seminarians at St. Paul House of Spiritual Formation state that they strongly agree to the
statement, while one student states that he agrees to the statement. For these findings, it can be concluded that Papuan seminarians feel a
relaxing atmosphere in learning English through drama performance. This relaxing atmosphere leads them to enjoy the learning process. By enjoying the
learning process, the Papuan seminarians can learn English better.
3. Drama Performance Facilitates Papuan Seminarians in Utilizing Their
Kinesthetic and Auditory Ability to Learn English Creatively
The most observable aspect in drama is that every student who plays drama has the opportunity to move and speak out loud. This opportunity is closely linked
to Ignatian Pedagogy as stated by Kolvenbach 2005. Ignatian Pedagogy associates best way to engage learners as whole persons in the teaching and
learning process through the experience of the students. In this context, Papuan seminarians have the experience to move fast and speak out loud. Thus, the
