an analysis of teachers’ humor use in efl...
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AN ANALYSIS OF TEACHERS’ HUMOR USE IN EFL CLASSROOM
(A Study of Reading and Technology of Educational Communication Classrooms of
International Class Program of Teacher Training and Education Faculty Students of
IAIN Salatiga in the Academic Year of 2014/2015)
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfilment of the Requirements for
the Degree of Sarjana Pendidikan (S.Pd) English Education Department of Teacher
Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga
Written by:
Yusi Andriyani
113 12 043
ENGLISH EDUCATION DEPARTMENT OF
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
2016
MOTTO
SUCCESS IS GOING FROM ONE FAILURE TO ANOTHER
FAILURE WITHOUT LOSING ENTHUSIAM
(Muhammad Assad)
JIKA ALLAH MENGIZINKAN KITA MENAPAKI SEBUAH
PERJALANAN BERAT, DIA JUGA AKAN MEMBERIKAN KITA
SEPATU YANG KUAT. SETIAP ADA KESULITAN PASTI ADA
KEMUDAHAN. KADANG ALLAH MEMBERIKAN KESEDIHAN
SEBELUM MEMBERIKAN KEBAHAGIAAN
(The Writer)
DEDICATION
This graduating paper is sincerely dedicated to:
My beloved parents, Acep Pribadi and Yunani, H. Himawan Prastyo, S.H. and Hj. Robikah
Maskimayah, S.H., there is no a single word can explain my thankfulness and my pride to all
of them.
ACKNOWLEDGEMENT
Bismillahirrohmanirrohim,
Alhamdulillahirabbil ‘alamin, the deepest thanks to Allah SAW, The Most Gracious
and Merciful, so that the writer can be able to finish this graduating paper entitled “An Analysis
of Teachers’ Humor Use in EFL Classroom” is presented to the Teacher Training and Education
Faculty of State Institute for Islamic Studies (IAIN) Salatiga as one of the requirements for
Sarjana Pendidikan (S.Pd). of English Education Department of Teacher Training and
Education Faculty of State Institute for Islamic Studies (IAIN) of Salatiga.
However, this success would not be achieved without those supports, guidance,
motivations, advices, help, and encouragement from individual and institution. It is an
appropriate moment for the writer to gratitude for:
1. Dr. Rahmat Haryadi, M.Pd. as the Rector of State Institute for Islamic Studies (IAIN)
of Salatiga.
2. Suwardi, M.Pd. as the Dean of Faculty of Teacher Training and Education, State
Institute for Islamic Studies of Salatiga.
3. Noor Malihah, Ph.D. as the Head of English Education Department of Teacher Training
and Education Faculty of State Institute for Islamic Studies of Salatiga.
ABSTRACT
Andriyani, Yusi. 2016. An Analysis of Teachers’ Humor Use in EFL Classroom (A Study of
Reading and Technology of Educational Communication classroom of International Program
of Teacher Training and Education Faculty Students of IAIN Salatiga in the Academic Year of
2014/2015) Faizal Risdianto, S.S, M.Hum
The objectives of this study is to define the teachers’ humor or kinds of humor that are used by
teacher, to describe the most frequent teachers’ humor that occurred in teaching the fourth
semester students of International Class Program, and to analyze the positive outcomes of
teachers’ humor used by the teachers. The writer used descriptive qualitative as the method of
doing this study. This study was conducted on May 12th to June 2nd 2016. The participants of
this research was the students of fourth semester of International class Program and two teachers
of English as a Foreign Language classroom. The information and the data of this study was
taken from observation, interview, and documentation. The technique of analyzing data was
descriptive analysis. The result showed that first, there were two kinds of humor used in a
classroom; appropriate and inappropriate. These two kinds of humor consist of funny comments
and jokes as appropriate. While inappropriate were irony and ethnic humor. Second, the most
frequent humor used by the teacher in a classroom was irony. Third, this teachers’ humor give
positive outcomes to learning process for students. It makes the relation between teachers and
students be more tied.
Keywords :
Teachers’ humor. Learning process. Outcomes. Appropriate and Inappropriate
TABLE OF CONTENT
TITTLE …………………………………………………………………………i
DECLARATION………………………………………….………....................ii
ATTENTIVE COUNSELOR NOTE…………………………………..............iii
PAGE OF CERTIFICATION………………………………………………….iv
MOTTO…………………………………………………………………………v
DEDICATION…………………………………………………………………vi
ACKNOWLEDGMENT………………………………………………………..vii
ABSTRACT……………………………………………………………………...ix
TABLE OF CONTENT…………………………………………………………x
LIST OF TABLES ……..………..…………………………………………….xiii
CHAPTER I INTRODUCTION
A. Background of the Research …………………………………………1
B. Problems of the Research……………………………………………...3
C. Objectives of the Research ………………………………………..…..4
D. Benefits of the Research………………………………………………..5
E. Limitation of the Research ………………………..……………………5
F. Definition of the Key Terms
1. Humor …………………………………………………….....6
2. Teacher’ Humor ……………………………………………….7
3. Students’ Responses …………………………………………...7
4. EFL classroom ………………………………….……….…....8
G. Paper Organization …………………………………..……………….9
CHAPTER II THEORETICAL FRAMEWORK
A. Previous Researches …………………………………………………..10
B. Definition of Humor ………………………………………………….12
C. Laughter and Humor …………………………………………………..14
D. Types of Humor Used in Classroom …………………………………..15
E. Benefit of Humor and Laughter ……………………………………….16
F. Nature of Humor
1. Superiority Theory of Humor ………………………………….18
2. Relief Theory of Humor ……………………………………….19
3. Incongruity Theory of Humor …………………………………20
G. Humor in Classroom …………………………………………………..23
CHAPTER III
RESEARCH METHODOLOGY
A. Research Methodology …………………………………………….......27
B. Research Design ………………………….……………………………27
C. Respondents of the Research …………………...………………….......28
D. Technique of the Data Collection ……………………………………....38
E. Technique of the Data Analysis …………………………………..…….39
F. Technique of Data Interpreting ……………………………..……….....40
G. Coding …………………………………………………………………..40
CHAPTER IV FINDING AND DISCUSSION
A. Types of Teachers’ Humor Used In Classroom ………………………...43
B. Positive Outcomes of Teachers’ Humor ………………………………..51
C. Most Frequent Teachers’ Humor ……………………………………….53
CHAPTER V CLOSURE
A. Conclusions …………………………………………………………… 61
B. Suggestions …………………………………………………………….62
REFERENCES
APPENDICES
LIST OF TABLES
Table 3.1 Data Presentation……………………………………………29
Table 3.2 List of Subject ………………………………………………37
Table 4.1 Types of Humor …………………………………………….52
CHAPTER I
INTRODUCTION
A. Background of the Research
The circumstance in a classroom gives both negative and positive
effects to students’ achievement, motivation and their behaviors in teaching and
learning process. They will reach great achievement when they feel happy and
comfortable during the lesson in a classroom. The students who perceive good
stimulation from the environment, they will be active and creative mentally and
physically. The comfort will give their memories a chance to remember and
keep many information, whether in short period or long period. The main factor
in learning activities is interaction between teacher and students. This
interaction will create positive outcomes, happiness, and comfortable.
Teaching is all about relationship. Not only the relation to the learners
but also to all teachers, staff, stakeholders, and everyone in charge for the
school. Most important relation is relation to the learners (Lowe: 2009:1-23).
The way teacher wants to interact with the learners is really essential to be
observed. Good interaction between teacher and learners improves the
effectiveness of learning in a classroom. As the figure, the teacher should
promote or enhance all competencies of the learners. Therefore the learners can
learn more for their future life.
Good teaching and communication are the elements of making the
classroom productive. When the classroom has that circumstance, the learners
will be motivated to reach a better outcomes of learning (Soares: 2015:24).
Using jokes or humor is one way of many tricks to make a good interaction
among learners (Lowe: 2009:1-23).
In learning system, learning strategy becomes the most important
component. It includes choosing the material, the way of teach the students, and
also the evaluation for the whole activities in classroom in a subject. Learning
strategy is the way to organize learning in a classroom, conveying the material,
and managing the classroom using learning sources to make classroom
attractive and efficient. According to AECT (1977), that the components of
learning are message, people, material, instrument, technique, and setting.
Hence, learning strategy is the important part of techniques and method
components in a learning system. There are many strategies in learning
activities used by the teachers to make their classrooms more attractive and
conducive. Reigeluth (1983: 12) claimed that three aspects of learning strategy
are organizing strategy, conveying strategy, and managing strategy.
Berk (1998) as cited by Darmansyah (2002) explained that fun learning
strategy is the way which teachers use to apply the methods of conveying the
material in order to make it easier to be understood by the students and make
learning circumstance not boring. DePorter, Reardon and Singer (1999) as cited
by Darmansyah (2000:15) added that fun learning strategy is an ability to
change learning community be the place where raise the awareness, hearing
potential, participation, giving feedback, and development, which emotion can
be worth.
Students expect the teacher profile such jaunty, friendly, honest, mature,
health mentally, adaptive, strong personality, interesting and not boring. One
way to increase the quality of interaction between teacher and students is using
humor in learning activities. Humor is proven by many researches to give
positive effects toward increasing the interaction between teacher and students.
In another word that humor has an essential role in facilitating students’
attention in a classroom and their learning outcomes.
Based on the explanation above, the writer would like to conduct the
research about humor in classroom entitled “An Analysis of Teachers’ Humor
Use in English Foreign Language Classroom”.
B. Problems of the Research
Based on the background of the research, the writer formulates the
questions of the research as follows:
1. What kinds of humor are used by teacher in teaching the fourth
semester students of International Class Program in IAIN Salatiga?
2. What is the most frequent teachers’ humor which occurred in the fourth
semester of International Class Program in State Institute for Islamic
Studies of Salatiga?
3. What are the positive outcomes of teachers’ humor use in English
foreign Language classroom for the fourth semester students of
International Class Program of IAIN Salatiga?
C. Objectives of the Research
The focus of this research is on the humor used by teachers in EFL
classroom and the objectives are listed below:
1. To define kinds of humor that are used by teacher in teaching the fourth
semester students of International Class Program in IAIN Salatiga.
2. To describe the most frequent teachers’ humor which occurred in the
fourth semester of International Class Program in State Institute for
Islamic Studies of Salatiga.
3. To analyze the positive outcomes of teachers’ humor use in English
foreign Language classroom for the fourth semester students of
International Class Program of IAIN Salatiga.
D. Benefits of the Research
The writer expects that this research would give several benefits
theoretically and practically.
1. Theoretical Benefits
a. To produce new knowledge of attractive learning in classroom
through implementation of humor.
b. Becomes a reference for the next researchers whether is similar or
different approach.
2. Practical Benefits
a. To the students, the result of the research will be useful for them
to get an easy way to learn.
b. To the English teachers, the result of the research will give them
another attractive strategies to improve their teaching in a
classroom.
E. Limitation of the Research
The writer limits this research in purpose to specify the problem. The
limitation of this research is focused on two teachers’ talk or the humor
utterances from two teachers in English Foreign Language Classroom of
reading and technology of educational communication classroom of
International Class Program of Teacher Training and Education Faculty of
IAIN Salatiga in academic year 2014/2015. The writer chose these two
classrooms and teachers as the sample of the population.
F. Definition of the Key Terms
1. Humor
According to Abraham, Humor is something funny and amusement that
makes someone laughing (Abraham et.al: 2014:1). There is a gap in recent
knowledge concerning rhetorical humor that is lack of understanding
between humor and persuasive situation. Philips (2007:3) claimed that
humor is all linguistic act of the speaker which intended to make an
amusement or mirth in the audience.
There are three kind of identification of something amusing and
laughing as expected responses. First, risible; all actions that make the
audiences amused which the truth the actor does not intend to. Second,
humor is all linguistic act that intended to amuse the audience. Third,
rhetorical humor is similar to humor but it has a purpose that it can change
the attitude or belief (Philips: 2007:3).
Sometimes perhaps it may be something humorous although no body
laughing and it often happen when all of people laughing but some of them
said that it is not funny. Ross (2005:1-2) claimed that humor is something
can make people laugh and smile. There are three theories of humor;
Superiority theory which focus on how people feel about something they
laugh at, Relief theory is theory that focus on the effect of the humor, while
incongruity theory which examines the situation that makes funny or
amusing (Philips: 2007:3-13).
2. Teachers’ Humor.
The word teacher means someone whose job is teaching in a school or
college. The teacher has an important role in managing the classroom as
well as a figure for the learners. The use of humor as the tool of teaching in
a classroom will make an inductive environment during the lesson. Humor
also facilitate students in attention, motivation and comprehension the
lesson during learning process. A review literature reveals and supports
many types of appropriate humor can be used in a classroom. the
appropriate humor are : puns, story- telling, jokes, self-deprecation,
cartoon, riddles, humorous comments, quotes, role play, word play,
exaggeration, analogies, metaphor, and spontaneous types of humor
(Mantooth: 2010:39).
3. Students’ Responses.
Students means learner or someone who learn something and response
is an action to react the stimuli or the result of react to something. Students’
response here means learners’ action toward humor. They might laugh,
smile, and mirth. Berk (2001:325) states that humor has two responses;
emotional response (mirth) and physical response (laughter). Emotional
response (mirth) produces psychological effect while physical response
(laughter) produces physiological effect to someone. Both responses have
its benefits. There are eight benefits of emotional response to humor: humor
can reduce anxiety, tension, stress, depression, loneliness, improves self-
esteem, restores hope and energy, and provides a sense of empowerment
and control. While physiological benefits of humor effect the entire body
such smirk, smile, grin, snicker, giggle, chuckle, chortle, laugh, cackle,
guffaw, howl, shriek, roar, convulse, and die laughing which involved the
central nervous, muscular, respitory, circulatory, immune (Fry: 1992 as
cited by Berk: 2001:328).
4. EFL Classroom
EFL is abbreviation for “English as a Foreign Language”. This term is
used by people in countries where do not speak English as mother tongue
or officially. In short word that English spoken as the third language and
more. For instance, Indonesia, Bahasa Indonesia is used by all Indonesian
as medium or tool for communication both daily and officially. Indonesia
consists of more than a thousand islands and languages, so that, to unity
them and to understand each other, Bahasa Indonesia becomes official
language. Even so, Indonesia has million professional English teachers.
They educate, teach, drill and evaluate trough learning process in order to
make the students mastering English as foreign language and international
language. Moreover, English course or English classroom grows
undeniably in this country.
G. Paper Organization
In writing this research, the writer divides into five chapters. The
systematic organized as follows:
Chapter 1 is introduction that consists of background or the research
that describes the reason why the writer conducts the research. This chapter also
provides questions of the research, objectives of the research, benefit of the
research, limitation of the research, definition of key term and also the paper
organization.
Chapter II is the theoretical framework. It consists of the underlying
theories that include the nature of English Language Teaching and learning,
humor and responses.
Chapter III is the methodology of the research. It elaborated the
methodology of the research including research method, research schedule,
data collecting, the technique of data analysis, and the last is college profiles.
Chapter IV is the result and discussion of research. It consists of data
presentation, discussion, observation and reflection, data analysis, and
summary.
Chapter V is closure that consists of conclusion, suggestions, and
recommendation. For the attachment there are references and appendices.
CHAPTER II
THEORETICAL FRAMEWORK
A. Previous Researches
Paajoki (2014: 87) has conducted the comparative research of Humor
in EFL Classroom. “A Comparative Case Research between Elementary and
Secondary School Lesson” as the title of his research. Conversation analysis
and interview are the methods that were used by Paajoki. In this research, he
observed the same teacher who teaches the 5th grade and 9th grade. He presumed
that every teacher has different teaching style. He focused on how teacher act
with students with different ages, a more clear view of possible differences in
humor used between two grades.
After conducting the research, he concluded that teasing and irony were
often used in classroom of 5th grade and 9th grade. Irony was used in 9th grade
while in 5th grade the teacher used teasing and neutral type humor repeatedly.
The effect of humor in classroom was another interest of the research and the
result mostly showed the positive effects.
The second previous research is the implications for teachers’ use of
humor in classroom which conducted by Rareshide (1993: 3). His research is
focused on how teacher opinion about the value of humor, the use of humor in
classroom, the guidelines for the teachers how to use humor in classroom, and
the appropriate types of humor. The researcher used survey as the method to
gain the finding or result. The research was conducted for 5th – 6th grades’
teachers.
The result of his research is that most of teachers agreed that one type
of humor, sarcasm, should never be used in a classroom. He also concluded that
humor in classroom has positive impact for the students. It is also being
alternative ways as teaching tool during learning.
The last previous research is written by Blackman (2001: 11-12). His
research is about using humor in academic college classroom to address low
academic achievement.
In his research he explained that college teachers or lecturers have faced
many problem about their academic achievement. It can be seen during learning
in a classroom. He also focused on the benefits of humor for teachers and
students. The most compelling benefit of humor is that to encourage the student
to learn more and more and enjoy the learning. It also can improve the students’
achievement. After he observed the literature review about using humor in a
classroom, he suggested the professor to use humor in teaching activities.
The similarities and differences are found by the writer after researching
those previous studies. The similarity with Blackman’s and Rareshide’s studies
that these studies will focus on the benefit of using humor in a classroom,
finding the result of the students’ learning, kinds of humor that used by the
teacher in teaching the students in a classroom.
While the differences are found between this research with two of these
previous studies that are Pajooki’s and Rareshide’s. Their studies focused on
the guidelines of using the humor, and the teachers’ opinion of it.
Moreover, the difference is that Pajooki focused and observed the same
teacher in teaching the different ages or grades that are 5th and 6th grades. It
means that Pajooki compared the learning style used by the same teacher how
to act in different ages. While in this research is only focusing on the two
teacher female and male who use humor in the same classroom.
B. Definition of Humor
Linguist, Psychology and Anthropology have taken humor to be an all
-encompassing category, covering any event or object that elicits laughter,
amuses, or felt to be funny (Attardo: 1992:4). According to Plato, humor is “a
mixed feeling of the soul” mixture of pleasure and pain (Piddington (1933:152)
as cited by Attardo (1992: 18)). A set of definition taken from MSN Encarta’s
entry on the word ‘humor’ (cited by Jensen 2009: 1) are
1. Funny quality: the quality or the content of something such as story,
performance, or jokes that elicits amusement and laughter.
2. Ability to see something as funny: the ability to see that something
is funny, or enjoyment of things that are funny.
3. Funny thing that as genre: writings or other material created to make
people laugh.
Sheinowitz (1996) explained the definition of humor into many
definitions. The quality that makes something laughable or amusing; funniness:
could not see the humor of the situation
1. That which is intended to induce laughter or amusement: a writer
skilled at crafting humor.
2. The ability to perceive, enjoy or express what is amusing, comical,
incongruous, or absurd.
3. One of the four fluid of the body, blood, phlegm, choler and black
bile, whose relative proportions were thought in ancient Greek
psychology to determine a person’s disposition and general health.
4. Psychology. (a) A body fluid such as blood, lymph, or bile. (b)
Aqueous humor. (c) Vitreous humor.
5. A person’s characteristics disposition or temperament: a boy of
sullen humor
6. An often temporary state of mind; a mood: I’m in no humor to argue.
7. (a) A sudden, unanticipated whim. (b) Capricious or peculiar
behavior.
Morreall (1983: 6) explained that laughter as the body phenomenon and
amusement as mental effect of humor are quite difference. It becomes essential
to be learnt because not all of laughter caused by amusement. There is a very
difference concept of both humor and laughter. Humor can cause laugh while
laughter as effect of humor is neither necessary nor guaranteed. Laughter is not
related to humor. For instance: someone laughs when his/her body is tickled by
another.
C. Laughter and Humor
The explanation of Morreall (1983: 6) about the differences between
laughter and humor are very clear. This opinion is also supported by Lovorn
(2008: 1-12). Lovorn conducted the research that laughter is the body
phenomenon that begins in infant around four months of ages. The baby
produces pleasant smile, and voice of friendly face. The next year, this infant
produces the laughter more frequently such as if the mother tickles its body.
Many researcher did not consider that these activities of laughter included to
humor. Even these activities are not included as humor but it is important that
these signs shows the health baby.
While according to Whipple and Calvert (2008:1-3), laughter is
biological reaction to humor condition. It is similar to past research that looks
that laughter as part of ongoing stream of social interaction and it’s the impact
of humor (Partington: 2006:1-2).
The Cambridge Advanced Learner’s Dictionary defines humor as the
ability to find things funny, the way which people see that some things are
funny or the quality of being funny.
According many humor researchers that humor is not developed in a
children even this children begin to learn walking or toddler. The development
of humor adjusts the development of their cognitive and conceptual
understanding. The capacity of appreciation and laughter at the incongruity
situation or absurdity. When the children around seven or eight of ages, their
sense of humor is similar to adults’ sense.
D. Types of Humor Used in Classroom
Humor is one kind of useful tools in teaching students in a classroom.
The use of humor in a classroom may give positive and negative effect for
students’ learning and communication between teacher and students. Therefore,
there are types of humor which is appropriate and inappropriate humor used in
a classroom. According to Wanzer et.al (2007: 2-32), there are two types of
humor; appropriate and inappropriate.
According to Levine et.al (2000) as quote by Wanzer et.al (2006: 179)
“An aspect of appropriateness is meeting social norms. When we violate norms,
we are likely to be perceived as behaving inappropriately”. When the humor
violates students’ expectancies and causes a negative emotional response may
be viewed as inappropriate. On the other hand, it is likely that teachers’ humor
attempts will be perceived as appropriate when the incongruity is recognized
and resolved and when the target of humor is a disliked other or is not a member
of the students’ references group. Social norms is shared understandings about
actions that are obligatory, permitted or prohibition (Crawford and Ostrom,
1995; Cummins, 1996 as cited by Ostrom, 1999: 15).
Funny stories, funny comments, puns, jokes, riddle, cartoons, and
professional humor are kinds of appropriate humor which are used by the
teachers as the tools of teaching in classroom. These kinds of humor are
considered as positive strategies used in classroom. There are also four kinds
of inappropriate humor; sarcasm, sexual humor, ethnic humor, and aggressive
or hostile humor. These four types of humor should not be used in classroom
(Bryant et.al: 1979 as cited by Wanzer et.al: 2007: 3-4).
E. Benefits of Humor and Laughter
Your body cannot heal without play. Your mind cannot heal without
laughter. Your soul cannot heal without joy.
- Catherine Rippenger Fenwick
Many people find that maintaining a sense of humor inside themselves
can heal and improve their health. Here are the health benefit of using humor
and laughter:
1. Blood Pressure: When people laugh heartily, they will increase
their blood pressure then it will decrease to level below normal.
2. Hormones: Actually, laughter can reduce four hormones of stress
in the body such as epinephrine, cortisol, dopamine, and growth
hormone.
3. Immune system: Laughter can strengthen the immune system by
increasing infection- fighting antibodies.
4. Muscle relaxation: When you laugh your muscle will move and
then relax after laughing.
5. Brain function: laughter stimulates both sides of the brain to
enhance learning. It allows people to get more information.
6. Respiration: it is similar to have a deep breathing.
7. Heart: Laughter, along with an active sense of humor may protect
from heart attack.
According to Bell & Pomerantz (2016:12), when the use of humor to
probe for and negotiate in group affiliation, humor may be the way to influence
the others’ behavior.
The humor process has two effects both psychologically and
physiologically. Psychological benefits of humor are reduce anxiety, reduce
tension, stress, depression, loneliness, improve self-esteem, restore hope and
energy, provides a sense of empowerment and control. While physiological
benefits of humor are: improve mental functioning, exercises and relaxes
muscles, improves respiration, stimulates circulation, decreases stress
hormones, increases immune self’s defenses, and increases the production of
endorphins (Berk: 2001: 325-332).
Berk (2014: 82) states that there are twelve benefits of humor when it is
used in teaching and learning process. Humor can improve overall functioning
mental, reduce the negative emotional consequences of anxiety, stress, and
tension, improves performance, enhance creativity, facilitate communication,
arouses attention and engagement, improves understanding, retention and
memory, improves problem-solving, relaxes students, encourages open-
minded, increases instructor-students rapport, facilitate a positive mood and
cooperative classroom atmosphere.
F. Nature of Humor
1. Superiority Theory of Humor
This theory looks at our feeling when we laugh at something. It
focuses on behaviors of the observer and the condition of observed
to explain why it is called as funny. The feeling of superiority over
other people or things is being the main focus of the theory. The
superiority theory of humor, often referred to derision was first is
stated by Plato and he was supported by the others such Aristotle,
Hobbes, and Ludovic (Philips: 2007: 4-6)
This theory explained that when the audience watch or hear
something and they make it as the basic feeling then they laugh at
it. Example: I see someone slipped on banana peel, I will laugh
because I feel as superiority; I am still upright while she/he on the
ground. It will be funnier if the fallen person is someone I hate, and
it will be less amusement if she/he get more serious injury.
According to Claudia (1986: 26-28), superiority theory of
humor claimed that someone get pleasure because the feeling of the
superiority rather than other or seeing themselves better than the
others. Aristotle, Cicero, Decartes, and Francis Bacon stated that
laughter arise caused by deformity is seen in other. This theory
seems explain that seeing the problem, lack and the fault from the
others as the basic feeling of pleasure is accorded. The teacher did
misspells is funnier because she/he larger life than us.
Kulka (2007: 1) stated that superiority theory sees comical is
received and felt as the inferior and laughter as the sudden
expression of superiority feeling.
‘I wouldn’t say she was pretty and I wouldn’t say she was ugly
- just pretty ugly’.
That is one instance of British humor that shows superiority
theory of humor. This humor belongs to mother-in law jokes.
2. Relief Theory of Humor
Relief theory looks at the effects caused by humor and laughter.
It explained that when people constrained by the world around them,
they will find the way to move. The motion can relieve them from
their constraints. This theory also sees laughter as a released of
surplus energy which can decreasing the physic tension (Kulka:
2007: 1).
Spencer (1911) as cited by Philips (2007: 20) argued that the
necessary discharge in human as the result of all stimuli which build
up their energy. This theory used the biology as its basis. Cooper
(2008) stated that the relief theory is found by Sigmund Freud who
claimed that funny thing, amuse moment, or utterances may produce
the pleasant. He also believed that humor is being the way people
reduce their stress.
“Mirth is God’s medicine”.
-Henry Ward Beecher
Except relieve the stress, humor can also help people to make a
deal with reducing the effect of the potential of stressors and
reducing the nervous system. In short, humor is the medicine. It is
important for our healthy and it help us from being lonely and make
us connected to the others who is interested in cheerfulness
(Whipple & Calvert 2008: 1-3).
3. Incongruity Theory of Humor
This theory observes the condition of something to be found
funny. According to Jonas, this theory is all about an expected
action or word that happen. It means it is surprise action and
utterance (Jonas: 2004 as cited by Mantooth: 2010: 14). The
incongruity can be strength, absurd, unexpected ending of event or
utterances. It also can be confusion, unpleasant emotion, or even
pain. Therefore, not all of incongruities are amusing. Philips
(2007:10) states that incongruity theory of humor focuses on the
humor itself rather than laughter and tries to find the humorous
condition of what being funny.
Playfulness and incongruity are two foundations and become the
basic structure of humor before it happen. The first element is
playfulness. Humor cannot exist without it. For instance; when we
used humor to mock our rival or when we want to reduce our
tension, but playfulness here must be confirmed and communicated
by appropriate facial expression. Without playfulness it will hurt the
rival instead of making an amusement. Moreover, humor often uses
‘play behavior’ or an action to create humor. If the play behaviors
are used more aggressively, it can cause violence, distress or
confusion. Therefore, the play signal is very essential to indicate that
the play behavior is just a play and not serious. Human signals are
smiling and laughter. Without those signal, the rival can be
misinterpreting and misunderstanding about the play behaviors
used, chasing or beating, by the attacker. The rival may take a
revenge for what have happened (Astolfi: 2007: 9)
The second element is incongruity. The incongruity theory of
humor claims that incongruity things can cause humor happen.
Moreall (1983: 9-11) stated that the situation which is not equal
between someone’s perception and someone’s misinterpreting of
that perception may cause humor.
There is the most famous jokes as the example of incongruity
situation. “Why did the chicken cross the road?” – “To get the other
side” (Astolfi 2007: 14). It shows us that the listener expects the
surprising answer as the incongruity. After a while tries to figure out
the answer, they surprise that there is no incongruity of the answer,
therefore it provides another incongruity.
Another examples of incongruity humor is confusion jokes.
‘What’s a baby pig called?’
‘A piglet’
‘So what’s a baby toy called?’
‘A toilet’
‘-let’ is one of suffix word that means small. It occurs usually in
the final syllable of the word.
G. Humor in Classroom
Since humor gives the benefit of learning for students, many researchers
suggest the teachers or lecturers to use humor in a classroom. According to
McGrath (2013: 1-3), the use of humor can engage the students, and reduce the
distress during the exam. It can help the learners to reduce the anxiety and the
nervousness in strange or awkward condition.
The use of humor in a classroom help the students and the instructor or
the teacher. Humor give a positive impact for the outcomes of the students. It
could be the increase of achievement level. While for the teacher, since students
achievements are increasing the teacher evaluation will be easy (Wanzer 2002
as cited by McGrath 2013: 1).
Darmansyah (2002: 2), did research about the students’ perception to
teachers who use humor in learning activities. The result is students happy to
have teacher who has high sense of humor. The result of research gives the
implication in learning process, whether it is from the teachers or their students.
It means that as a teacher should understand what makes students enjoy with
the learning in a classroom.
Kottler & Zehm (2000) as cited by McEwan (2012: 71) claimed that
based on personal style of teaching, humor is the humane element among the
others. Most of teachers who appreciate the humor, are not only tolerate of
laughter and happiness in a classroom but also establish and encourage it, will
be more relevant and interesting for the students instead of the teachers who
looks lurid and not having sense of humor. When the students are asked to fill
the survey of teachers’ characteristics, they will mention the sense of humor as
one of their characteristics.
This opinion is supported by Walker (2008: 64-67) who stated that there
are twelve characteristics of professional and effective teacher; prepared,
positive, hold high expectation, creative, fair, display a personal touch, cultivate
a sense of belonging, compassionate, have sense of humor, respect to students,
forgiving, admit mistakes.
Here are the guidelines of using humor in a classroom according to
journal of instructional Pedagogies :
1. The humor must be suitable with the topic and situation.
2. It must be fit with the instructor/ teacher.
3. Avoid sarcasm and put-down.
4. Don’t be afraid being funny and lighten up on yourself.
5. It should never be directed to a group or individual.
6. Don’t be afraid to experiment or even fail.
Guidelines for teaching using humor also stated by Power (2005) as
cited by McGrath (2013: 1). Here are the guidelines of applying humor to the
classroom:
1. Humor should not be hurtful or offensive. The instructor should
consider the tone, content, intent, and situation.
2. Don’t afraid to be funny. The students usually feel fear and shy.
Then the instructor or the teacher should be the model. If the teacher
shows no fear and embarrassment, the students will imitate that
attitude.
3. Make humor relevant. Humor will be the most useful tool if it is
linked to the content being studied. There are three steps of linking
the humor to the content. First, the instructor or the teacher explains
the students without humor. Second, give the humorous example or
demonstration. The last, the teacher summarizes the information and
relates it to the humorous event.
4. Act it out. When teacher teaches without any visual/ audio, the other
strategy is act it out.
5. Use clips from movies or television shows.
6. Try music. Use music from time to time can ease the tension to the
upcoming classes for students and teachers.
7. Classroom management.
8. Test and quizzes. Use humorous examples in exam and quizzes may
reduce tension and anxiety of the students.
9. Use yourself as examples
10. Use stories and comments from students.
11. Be yourself. It means that the instructor or the teacher should choose
the humor which fit with them.
CHAPTE R III
RESEARCH METHODOLOGY
A. Research Methodology
Research or research methodology is the way to find the result of
research problem. According to Kothari (2004: 8), research methodology is the
way to solve the problem systematically. It may be understood as the
knowledge to research on how the research will be done scientifically. In doing
the research, the researcher have to know about how to determine the test, to
calculate the mean, the mode, and median. The researcher also need to know
about the technique that relates to the research and how to indicate the mean.
In this research, the writer use descriptive analysis. According to
Cambridge for Advanced Learner’s Dictionary, Descriptive means to describe
something in interesting way or is understood as research which is based on
saying what its subject is really like, rather than on developing theories about
it. In the research field, descriptive is type of research method to describe the
moment in past or present. Sutama (2011: 38) claimed that descriptive research
has a purpose to describe the way phenomenon or situations are.
B. Research Design
Creswell (2009: 3) states that research design are the plans and
procedures of research that span the decision from broad assumption to detailed
methods of collecting and analyzing data. The function of research design is to
provide the collection of relevant evidences with minimal expenditure of effort,
time and money (Kothari: 2004: 14).
This research is used descriptive qualitative method. It means that the
problem of the research solved through collecting, analyzing and interpreting
data. Descriptive analysis means to analyze the data that have been described.
The source of the data taken from teachers’ utterances of humor in a classroom.
There are some processes of this research:
1. Data Collection: The instrument of the research to collect and elicit the data
are interview, observation, and documentation.
2. Data Analyzing: The data as the result of data classifying will be analyzed.
3. Data Interpreting: Drawing the inferences from the collected facts after
analyzing the data.
C. Respondents of the Research
The object of the research are taken from teachers’ talk about humor in
a classroom during teaching and learning process. The teachers are teaching the
students in the academic year 20014/2015. There are two kind of data in the
research; primary data and secondary data. The primary data means the data
that are taken from the transcript of recording (Class Observation and
interview) and field note. The secondary data comes from books, journal, and
website.
Table 3.1 Data Presentation
NO TYPES OF
HUMOR
KINDS
OF
HUMOR
DATA CODE
1 Appropriate
(A)
Funny
Stories
(A1)
1. T2: I read on
Yahoo there is a
crazy man who
speaks English
fluently. Seriously.
“What is your
name? “My name, I
have many names
from my father.my
first name is Bapak
Tatang Gondana or
Gatot Kaca
Pringgodani”.
Crazy is crazy. But
he answers the
question fluently in
English. Who is
your prophet? His
prophet is
Sulaiman.
Muhammad is your
prophet, isn’t he?
“Muhammad SAW
is my father’s son”.
I can’t stand for
A1.1
this jokes. I laugh.
My friend said
“miss, don’t laugh
that the important
point is that
someone who is
clever in speaking
English got the
crazy nomination.”
Laughter. So I
suggest you to
watch it.
2. T2: Funny Story
about drinking
coffee (once time, I
had ever drunk a
cup of coffee I
didn’t realize that
the coffee contains
of alcohol. So then,
when I opened the
roof of the car I feel
dizzy but still I
didn’t know why.
Then my friends
said to me “ wao
you got completely
drunk, heheh” “
A1.2
Actually before
ordering the coffee,
the waitress said “
better for you not to
order this one” but
I answered “ its Ok.
I wanna try” and I
determined. A
while after
drinking the coffee
my sight was lost
slowly. Then I
realized that I got
drunk, so that was
something I didn’t
know, then it
means it doesn’t
matter. Right?
Hehe
3. T2: My son said
“when aunty
passed in front of
me, I smell a nice
perfume. But when
my mommy passed
in front of me, I
smell the aroma of
sun.
A1.3
Sa: Laughter, oh
my God, le-le
(expression to call
a little boy in
Javanese
Language).
Funny
Comments
(A2)
Puns (A3)
Jokes (A4) 1. T2: well, oke. We
will only have two
more meetings
today and next
week. You want
me to make or
reschedule our
meeting? It will be
fine. If you want to
reschedule our
meeting its OK, if
you don’t want to
Alhamdulillah,
SS: (laughter) deal, deal.
A4.1
Riddles
(A5)
Cartoon
(A6)
2 Inappropriate
(B)
Irony (B1) 1. T1: (After
explaining). Any
question?
SS: (Silent)
T1: No question?
SS: (Silent)
T1: understand? Do
you understand
(Pointing
someone)? It seems
that you have a
mental burden?
What kind of
burden is it?
SS: Laughter
2.T1: For example, you
have a free time, you sit on
the bus stop while waiting
for the bus to come you can
just open your cellphone
and instead of playing
Facebook or Instagram or
twitter and bla bla bla
B1.1 B1.2
3. T1: Sharing is giving.
The more you share the
more you receive. Take
and give. Everyone must
do it.
Sa: that is Check & R-
check (one of reality show
about celebrities’ news).
T1: what? Check & R-
check. You just know
about gossip.
SS: Laughter
4. T1: (reading the
attendant lists) Nur fahmi.
Sd: (Silent and looking at
the teacher)
T1: say I am here. Don’t
just sit, you will get
hemorrhoids.
SS: laughter
5. Sc: (Explaining the
project about learning
baina yadaik book). I will
record my voice in the
video
T1: so you will speak with
the different accent and
B1.3 B1.4 B1.5
intonation to replace the
speakers?
Sc: No, I will borrow the
voice of my little boy.
T1: ha? Little boy? Who’s
that? Does that mean your
boy has a small body or
what?
Sc: No, my little brother.
SS: laughter
6. T2: you know Mc
Donald right? Have you
ever go there?
SS: not yet
T2: Not yet? Oh my God.
In this era? Where do you
go usually? To Kentuki
Pret (Kentucky Fried
Chicken)
SS: Laughter
7. T2: (explaining about
buying the expensive
product) Sometimes you
buy an expensive product,
but when it is running out,
you can’t buy it anymore
because you don’t have
enough money. This case
B1.6 B1.7
Sutama (2011: 97) states that subject of research is everyone who
participates in the research. The researcher finds the data from them. The
is usual for students like
you right?
SS: Laughter.
T2: don’t worry, there are
many people especially for
mothers have that case.
Sa: students are not
included, mom.
T2: ow,,, students are not
included?
Sexual
Humor
(B2)
Ethnic
Humor
(B3)
1.T2: (explaining the
meaning of difficult
words) then chain, what
does it mean? The symbol
of third Pancasila
principle.
Sb: Rantai (Chain)
T2: rantai yes it is, don’t
say “bebek nungging ya?
B3.1
Aggressive/
Hostile
Humor
(B4)
subject of this research are the teachers and students of International Class
Program in State Institute for Islamic Studies of Salatiga in the academic year
2014/2015.
The list of the subjects is presented in the table 3.2. I only write their
name by initial in order to keep their confidence to give the data.
Table 3.2 List of Subjects
NO NAME NIP/NIM OCCUPATION
1 Mr. N Lecturer
2 Mrs. W Lecturer
3 AMD 113-14-036 Student
4 DAY 113-14-318 Student
5 FWA 113-14-060 Student
6 HJF 113-14-119 Student
7 KFS 113-14-149 Student
8 LTI 113-14-049 Student
9 LSF 113-14-131 Student
10 MAM 113-14-128 Student
11 NPS 113-14-199 Student
12 NAL 113-14-107 Student
13 NHM 113-14-019 Student
D. Technique of the Data Collection
The essential part of research is data collection. In this stage, the
researcher must collect the information to answer the problem of the research.
Data collection begins after the researcher decide and define the research
problem and the research design. In this research, the writer use interview,
observation, and documentation to collect the information and data.
According to Creswell (2009: 48), the researcher collect data on
instrument and test, or seek the information on behavioral checklist. On the
other end of continuum, the researcher might visit the research site and
observing the behavior of individual or conducting the interview. Qualitative
researcher typically gathering multiple form of data, such as interview,
observation, and documentation. This opinion is supported by Sutomo (2011:
92) who states that the technique of data collection is multi instrument. He
writes that data collection can be achieved by observing, interviewing and
documenting.
1. Observation
Observation is a method that is usually used in studying the behavior.
In this observation, the researcher can seek the information about the
respondent without asking the question. Under the observation, the
information that relates to what currently happening can be achieved. The
writer will use non- participant observation for the research. It means that
the researcher observes as a detached emissary without any attempt to her
part to experience through participation what others’ feel.
2. Interview
There are four methods of interview in qualitative research; personal
interviews, telephone interviews, focused interview, and email interview.
This method of interview need to presentation of oral- verbal stimuli and
reply in term of oral – verbal responses (Creswell: 2011: 212). The writer
likes to use focused interview in collecting the data. Focused interview was
explained by Kothari (2011: 7) that it is an interview which the interviewer
focuses attention upon a given experiences and its effects.
3. Documentation
To make a good finding or the result requires a good documentation of
qualitative procedures (Yin: 2003 as cited by Creswell: 2009: 226). The
documentation might be text (journal and notes taking), image, sound, etc.
In this research the writer use the documentation as the evidence of the
research to corroborate the finding and discussion.
E. Technique of the Data Analysis
Data analysis is ongoing process during the research. It involves
analyzing the information from the participant. Kothari (2004: 130) claimed
that analysis means to measure certain indices with the pattern of relationship
in data. This research used the descriptive analysis as the method of analyzing
the data. Descriptive analysis focuses on the research of distribution of one
variable. The research provide the profile of organization, company, person or
other subject on multiple characteristics.
The steps for analyzing the data, the researcher conducted the interview
and then transcribed them into many codes to identify the themes. The
researcher also will take notes on observation-site. Subsequently, she analyses
the field notes and the information from the interview, then she developed and
write the research narrative.
F. Technique of the Data Interpreting
After collecting and analyzing the data, the writer have to interpret the
data as the result from analyzing. Interpreting is defined as the activity of
drawing the result or inferences then followed report writing. Interpretation
the data may search the broader meaning of research. In this stage, the writer
should do very carefully. If she misleading the drawing of the conclusion, the
whole purpose of the research may get vitiated (Kothari: 2004: 59).
G. Coding
The writer made many codes in this research in order to make the
analyzing easier to be recognized. The first data was taken from the
conversation between teachers and students in the classroom to define and
describe types of humor used during the lesson. Here are the codes:
T1: Teacher 1 (Mr.N)
T2: Teacher 2 (Mrs.W)
SS: Whole Students
Sa: The student named Amira
Sb: The student name Haqiqi
Sc: The student named Yesika
Sd: The student named fahmi
A: Appropriate Humor. There were six kinds of appropriate humor:
A1: Funny Stories. There were found three funny stories during the lesson.
It means A1.1 (for the first stories), A1.2 (second stories), and A1.3
(third funny stories)
A2: Funny Comments
A3: Puns
A4: Jokes. A4.1 The writer found only one joke in the classroom
B: Inappropriate Humor. There were four kinds of inappropriate humor:
B1 : Irony. After defining the types of humor, the writer concluded there
were seven irony humors. B1.1, B1.2, B1.3, B1.4, B1.5, B1.6, B1.7
B2 : Sexual Humor
B3 : Ethnic Humor. B3.1 because there was only one kind of ethnic humor
B4 : Aggressive/ Hostile Humor
The second data was taken from the interview with two teachers of EFL
classroom. The first teacher was Mr. N and second teacher was Mrs. W. There were
six questions in interview. For example: A.N.L 3-4 means A: question point A; N:
means the speaker was Mr. N; L 3-4: the positive outcomes found in the line 3-4.
A.W.L 3-4, 13-14: Question point A, Mrs. W. line 3-4 and 13-14
B.N.L 3-4: Question point B, Mr. N. line 3-4
B.W.L 1: Question point B, Mrs. W. line 1
C.N.L 5-7: Question point C, Mr. N. line 5-7
C.W.L 1-3: Question point C, Mrs. W. line 1-3
D.N.L 1-2, 8-10: Question point D, Mr. N. line 1-2 and 8-10
D.W.L 1: Question point D, Mrs. W. line 1
E.N.L 4-5: Question point E, Mr. N. line 4-5
E.W.L 3-4: Question point E, Mrs. W. line 3-4
F.N.L 6: Question point F, Mr. N. line 6
F.W.L 8-9: Question point F, Mrs. W. line 8-9
CHAPTER IV
FINDINGS AND DISCUSSION
1. Types of Teachers’ Humor used in Classroom
After finishing the process of Analysis, it can be found that there
were two kinds of teachers’ humor used in the classroom as the tool of
teaching. There were appropriate and inappropriate humor.
A. Appropriate Humor
Appropriate humor that were used by the teachers in teaching
the students of reading and technology of educational
communication are funny stories and joke.
1). After explaining the material and answering the questions
from students, the teacher tried to give motivation to them. The
motivation is about learning English and speaking it up. Then
the teacher begun to retell the story about crazy man in Indonesia
who speaks English fluently.
T2 : “I read on Yahoo there is a crazy man who speaks
English fluently. Seriously. “What is your name? “My
name, I have many names from my father. My first name
is Bapak Tatang Gondana or Gatot Kaca Pringgodani”.
Crazy is crazy. But he answers the question fluently in
English. Who is your prophet? His prophet is Sulaiman.
“Muhammad is your prophet, isn’t he?” “Muhammad
SAW is my father’s son”. I can’t stand for this jokes. I
laugh. My friend said “miss, don’t laugh that the
important point is that someone who is clever in
speaking English got the crazy nomination.” hehe. So I
suggest you to watch it. Then, you will think that you
have to be cleverer than a crazy man in speaking
English.
The teacher suggested the students to watch it on you tube. It is
funny to find a crazy man in Indonesia can speak English
fluently. The teacher expected that her students would have
high motivation to learn English more and more.
2). This story was delivered by teacher when the material is
about monopolistic competition. She retell the story that she
ever got drunk because of coffee. The funny thing in this story
that she is a muslimah and prohibited to drink an alcohol. But
still she ordered the coffee which contains of alcohol. Actually
she didn’t know that matter but when the waitress suggested her
to not order that beverage she refused and drunk it. After a while
she realized she got drunk and she defensed herself by saying
she didn’t know that coffee contains alcohol.
T2 : “Once time, I had ever drunk a cup of coffee I didn’t
realize that the coffee contains of alcohol. So then, when
I opened the roof of the car I feel dizzy but still I didn’t
know why. Then my friends said to me “ wao you got
completely drunk, heheh” “ Actually before ordering the
coffee, the waitress said “ better for you not to order this
one” but I answered “ its Ok. I want to try” and I
determined. A while after drinking the coffee my sight
was lost slowly. Then I realized that I got drunk, so that
was something I didn’t know then it means it doesn’t
matter. Right? Hehe
3). A teacher told a story about her sister who come back from
Disneyland. Actually, the sister and her family are used to go
abroad. Beside telling the story, the teacher encouraged her
students to have a big dream to go abroad. Then story begun
funny when teacher’s son compared his aunty to his Mom
(Teacher).
T2 : My son said “when aunty passed in front of me, I smell
a nice perfume. But when my mommy passed in front of
me, I smell the aroma of sun.
SS : Laughter, oh my God, le-le (expression to call a little
boy in Javanese Language)
4). Before beginning the lesson, the teacher want to make a deal
about the schedule of class meeting. That schedule would
replace the previous meeting which was off. The humorous
thing occurred when the teacher advised the students to
reschedule but a while she thanks if they don’t make reschedule.
T2 : Well, oke. We will only have two more meetings today
and next week. You want me to make or reschedule our
meeting? It will be fine. If you want to reschedule our
meeting its OK, if you don’t want to, Alhamdulillah,
SS: (laughter) deal, deal.
B. Inappropriate Humor
The teachers also used inappropriate humor in the classroom.
Inappropriate humor that used by the teachers were irony and
ethnic humor. Here are the example of them:
1).T1 : (After explaining). Any question?
SS: (Silent)
T1: No question?
SS: (Silent)
T1 : understand? Do you understand (Pointing someone)?
It seems that you have a mental burden (Mental
illness)? What kind of burden is it?
SS: Laughter
2). The lesson is about technology in learning. The teacher
explained that todays, learning English is very easy. Because
everyone can learn from online learning. The amusement part
of this text is when the teacher teased the students with their
customs of playing Facebook, Instagram, Twitter etc. After
teasing them, the teacher suggested them to learn English
through online media.
T1 : For example, you have a free time, you sit on the bus
stop while waiting for the bus to come you can just open
your cellphone and instead of playing Facebook or
Instagram or twitter and something, you can learn
English from website that Mr. Aji created
3). The teacher introduced Mr. Aji to the students. Mr. Aji is
someone who can create website or online learning. The teacher
praise Mr. Aji because he want to share his knowledge of how
to create online learning website. While after praising Mr. Aji,
one of the students said abruptly “Check & R-check”. The
teacher looked at the students and replied “what? Check & R-
check. You just know about gossip”. Check & R-check is a show
that contains of gossip of celebrities. This show is really well-
known in society of Indonesia. This show gives the hot news of
celebrities.
T1 : Sharing is giving. The more you share the more you
receive. Take and give. Everyone must do it.
Sa : that is Check & R-check (one of reality show about
celebrities’ news).
T1: what? Check & R-check. You just know about gossip.
SS: Laughter
4). When students are discussing the project, the teacher read the
attendant list. Usually, when the teacher call students’ name,
they would raise their hand or saying I am here or present. In
this case, the teacher called someone in a class, but the student
whom called by the teacher only kept silent and looked at the
teacher. Then the teacher needed to look for the student he called
by seeing the entire of students and finally found the silent
student and they looked at each other. Here is the funny thing.
When the teacher said “say I am here. Don’t just sit, you will get
hemorrhoids”.
T1: (reading the attendant lists) Nur fahmi.
Sd: (Silent and looking at the teacher)
T1: say I am here. Don’t just sit, you will get hemorrhoids.
SS: laughter
5). That time the teacher ordered the student one by one to make
a presentation about the project of making an interactive
learning tool. There is a girl presented her project. She want to
make a video which contains the material from the book of
“Baina Yadaik”. In that video, the girl intended to record her
voice to make it attractive. The humorous thing occurred when
the girl miss speaking “little brother” becomes “little boy”. The
teacher got confused with term of “little boy” then he asked “ha?
Little boy? Who’s that? Does that mean your boy has a small
body or what?” this question makes the entire of the class
laughing.
Sc : (Explaining the project about learning baina yadaik
book). I will record my voice in the video
T1 : so you will speak with the different accent and
intonation to replace the speakers?
Sc: No, I will borrow the voice of my little boy.
T1 : ha? Little boy? Who’s that? Does that mean your boy
has a small body or what?
Sc: No, my little brother.
SS: laughter
6). The reading material is about the system of Mc Donald
organization. The teacher explained that the systems of Mc
Donald are same. There is no difference between Mc Donald in
America and Indonesia.
T2: You know Mc Donald right? Have you ever go there?
SS: not yet
T2: Not yet? Oh my God. In this era? Where do you go usually?
To Kentuki Pret (Kentucky Fried Chicken)
SS: Laughter
Mc Donald is well-known enough in Indonesia. The teacher
thought that all of her students ever went to Mc Donald but when
she asked about that, the students answered that they were never
went to Mc Donald. So the teacher surprised with the answer.
Today is new era while the students have never gone to Mc
Donald. It is something unbelievable in this era. The humorous
thing in that case is that the teacher said “Oh my God. In this
era?” then asked “Where do you go usually? To Kentuki Pret
(Kentucky Fried Chicken”. The teacher intended to miss
spelling of the word “Kentucky Fried” becomes “Kentuki pret”.
The word “Kentuki” in Indonesia is similar to “Kentut” means
Flatus. While the word “pret” here to replace the voice of flatus.
7). All of people like to have a good product. They are willing
to buy an expensive product for their satisfaction. In this case
the teacher explained the material that relates to expensive
product and she related that material by giving a real experience
for them.
T2: Sometimes, you bought an expensive product, but when it
was running out, you can’t buy it anymore because you don’t
have enough money. This case is usual for students like you
right?
SS: Laughter.
T2: don’t worry, there are many people especially for mothers
have that case.
Sa: students are not included, mom.
T2: ow,,, students are not included?
The humorous thing in the text that actually the teacher give an
example of buying expensive product but when he/she needs to
buy it again he/she can buy it anymore. Because students usually
do not have enough money. The teacher tease the students by
saying “Sometimes, you buy an expensive product, but when it
is running out, you can’t buy it anymore because you don’t have
enough money. This case is usual for students like you right?”
but then, the students deny for that statement.
8). While the lesson the teacher explained the material and when
she got the difficult word for students, she explained and tried
to make the students understand the meaning of the difficult
word.
T2 : Then chain, what does it mean?
SS: Silent
T2: The symbol of third Pancasila principle.
Sb: Rantai (Chain)
T2: Rantai yes it is, don’t say “bebek nungging ya?
The meaning of chain in Bahasa Indonesia is Rantai. Fortunately
this thing is also one of five symbols in Pancasila principle. The
funny word in that case is when the teacher said “don’t say
bebek nungging ya” for replace the meaning of chain. Actually
the word “bebek nungging” is said by the famous actress in
Indonesia, Zaskia Gothik. At that time, she got the problem
because she tried to amuse the viewer by replacing one of five
symbols of Pancasila principle by “bebek nungging”.
2. The most frequent use of teachers’ humor
After analyzing the data, it can be found that the most frequent use of
teacher humor was irony humor and it belonged to inappropriate humor.
Here the writer presented the percentage of teachers’ humor use in the
classroom.
Table 4.1 Types of Humor
No Types Kinds Utterances Total
1 Appropriate
(A)
Funny Story
(A1)
3
25%
Funny
Comment
(A2)
Puns (A3)
-
-
Jokes (A4)
1
8,5%
4 33,3%
Riddles (A5)
-
-
Cartoon (A6)
-
-
2 Inappropriate
(B)
Irony (B1)
7
58%
Sexual
Humor (B2)
-
-
8
66,7%
Ethnic
Humor (B3)
1
8,5%
Hostile
Humor (B4)
-
-
TOTAL
12
100%
Table 4.1 demonstrates that there were two kinds of humor that are used
by teachers in a classroom. There are appropriate and inappropriate humor.
The appropriate humor (33.3%) are funny stories (25%) and joke (8.5%).
While inappropriate humor that are used in classroom include irony (58%)
and ethnic humor (8.5%). Then the result of inappropriate humor is 66.7%.
This amount means that inappropriate humor used most frequently by the
teachers in teaching the students in International Class Program especially
using the irony humor.
3. The Positive Outcomes of Teachers’ humor
The positive outcomes of teachers’ humor can be seen from the result
of interview with two teachers for the subject “reading and technology of
educational communication”. The code after each sentence refers to the
sources in the appendices. For example: A: Question A; (the speaker N line
1-3) it means that the utterances found in question point A with the speaker
N in line 1-3.
A. What is your opinion about the use of teacher humor in a
classroom?
Mr.N: “It is very good. We need some ice breaker sometimes when
students are, you know, you don’t make your students fed up with
your material or the way you teach. You need ice breaker to make
students to be motivated again to join and participate the class”.
(A.N.L 3-4)
Mrs.W: “Teacher humor, for me, is very essential to be done in a
classroom because strict learning system will reduce the
concentration of the students. So the process of learning and
teaching will achieve the goal by using humor. Because it relates to
the student who will achieve the goal of learning that is usually
depending on the way of teachers’ conveying and their humor. It
means the teachers understand students’ condition. Actually, how
to be a killer teacher is easy but the target or the goal that we want
to reach it will not come true. The students will also feel being
penetrated, then whatever they get to be a must. Not all of the
teachers or lecturers have the sense of humor. That is the point.
Everyone always has his/ her goal and it must be perceived. In my
opinion, teachers’ humor is one of tool how to grab the students,
how to make them get involved in a classroom”. (A.W.L 3-4, 13-
14)
This question is aimed to know teacher’s opinion about humor
that is used in classroom as the tool of teaching. From the interview
above, the writer can conclude that humor is a useful tool of teaching
to grab the students engage in the classroom and make them
motivated again. The teacher humor is important tool because the
teachers usually need the ice breaker to make a tied relationship
between teachers and students.
B. Do you agree that the use of teacher humor can enhance the
students learning?
Mr.N: “In my opinion, it is not exactly enhancing for the learning
but it more likes motivating to students how to learn. You know,
when we have high motivated we can learn effectively but if we don’t
have high motivated, you know, we can’t learn effectively”. (B.N.L
3-4)
Mrs.W: “Of course yes”. (B.W.L 1)
This writer asked this question to the teachers to dig a deep
information from their experiences in teaching the classroom by
using humor. In the interview with Mr. N, he does not agree that
humor enhance learning process but he replace the word “enhance”
to “motivate” the students for learning in a classroom. While Mrs.
W agreed that humor can enhance the learning process in a
classroom.
C. Could you tell me what the impacts of using humor for the
students and teacher in a classroom are?
Mr.N: “Well, you got to be aware of the word ‘impact’ because the
word impact implies something deeper rather than just motivation.
Because it requires like a return if you talk about impact. I am not
sure whether when I use humor then it will give an impact or some
impacts of those learning but at least, I can see that when I use
humor, I try to get the students interested in my class, in the way I
am teaching. But I am not sure about the impact, because you need
to do some research if you want to use the word impact. Be careful
with that word and you may replace that word with “improve”.
(C.N.L 5-7)
Mrs. W: “There are many advantages. The example, the target or
the goal will be acquisition easily both for teachers and students.
The other benefit is students’ engagement. Sometimes in a process
of teaching and learning, a teacher considered as the center of
universe, the one who always be right and knows everything. That
is the wrong opinion. The right one is the students are the agent of
change. Many of them can beat their teacher in knowledge but not
all of them. For the teacher focuses on theories while students are
more applicative”. (C.W.L 1-3)
The purpose of this question is to know the benefits of humor in
classroom. From the interview, the teachers mentioned many
benefits such as creating the classroom attractive and interesting,
reaching the target or the goal of learning for teacher and students,
making the students get involved or students’ engagement in
classroom. This benefits are really important for teacher. Because
teachers are not only teaching and conveying the material in a
classroom but also makes a good relation to their students. When
teacher and students have a good relationship they will work
cooperatively.
D. Do you agree that teacher humor use always enhance or give the
positive effect on the students’ learning? Why and why not?
Mr. N: “Ya, I mean it give a fresh situation or circumstances in a
classroom. Like I said, in the beginning, if you don’t want to break
out your students the way you teach, therefore sometimes when they
tend to be like motivated and improved. but the thing is, don’t use
the humor all the time, because if you use humor all the time, you
are losing the core of your teaching, you still have to trick with the
core of your teaching but sometimes you see when you students are
sleepy o they don’t pay attention to you then sometimes you need to
use humor. To get them interested and to get their attention to you
again”. (D.N.L 1-2, 8-10)
Mrs. W: “Of course. The negative side of teachers’ humor depends
on the perception of the teachers themselves. Sometime they don’t
know how to behave. Because they think it is only a conversation
and a chit chat whereas they don’t know that my respect to them is
to give them time to make a conversation. There are many students,
when I try to speak up, they feel uncomfortable with me then they
will stay away because they know who I am. A killer teacher”.
(D.W.L 1)
Teachers’ humor used in a classroom give positive effect on
learning process. Not only positive but also negative effect can
appear because of teachers’ humor used. Based on the interview,
there are negative effects in using humor in a classroom. When
humor is used all the time in teaching process the teacher will lose
the core of teaching. It means the material will not be transferred to
students’ memories. The target or the goal of teaching and learning
will not be achieved. The other negative effect of teachers’ humor
used is that sometimes, the students will trifle or treat the teacher
without respect.
E. How effective humor as the tool of teaching can engage the
students in a classroom?
Mr. N: “I think a lot of teacher use humor and then I think it is quite
effective to get students’ attention so that as far I can tell that when
you use the humor then the main point when you use humor is not
to give impact but at least to get students’ attention when they are
listening to you, you can easily deliver your material or the
content”. (E.N.L 4-5)
Mrs. W: “The effectiveness of using the teacher humor is so high.
Just like what I said that one of the benefits or advantages of
teachers’ humor is to make the engagement between teacher and
students more tied”. (E.W.L 3-4)
The usage of teachers’ humor used in a classroom is really high.
Through humor, the teacher can grab students to get involved in a
classroom. It makes the students pay attention to the material that
delivered by the teachers and their relation would be more tied.
F. Which one is your style of humor? Explain your reason!
(a). Humor as the tool of ice breaking between teacher and
students or
(b). Humor as the support of the material in teaching
process.
Mr. N: “Both. I can be both, I mean sometimes we make some kind
of daily humor where the humor is not related to anything to
material in classroom, but if you are creative sometimes you can
make the content of your teaching to be humor, I mean you give an
example of the topic with funny or hilarious example so that students
can easily remember it then it will always stick in their minds”.
(F.N.L 6)
Mrs. W: “I use both of that. I teach language. If I use strict learning
system, my students will not reach the goal. Because language
relates to our present and language always changes. Language is
dynamic. The language as the medium. When this media is strict
then the target will not reach the goal. Teacher humor also depends
on the material. If the material is hard just like math or physics, the
teacher humor will be reduced rather than the material that needs
how to attract the students to keep active in a classroom”. (F.W.L
8-9)
Based on the interview above, humor can be used as the support the
material in teaching the students. It may be giving the examples that
relates to content of the lesson. On other side, humor can be used as
the ice breaker between teachers and students. Moreover, the ice
breaker can keep their mood to learn more and more and make
students remember easily then save the lesson in their mind in long
time periods.
From the interview above can be concluded that there were positives
outcomes of teachers’ humor in the classroom. According to Mr. N, the
benefits were the students motivated again, students participated in the
classroom, and humor gives fresh situation, easily deliver the material, and
made the memories stick on students’ minds. While Mrs. W said that
teachers’ humor could make students got involve (students’ engagement),
keep active and made the relation between teachers and students more tied.
CHAPTER V
CLOSURE
A. Conclusions
From the result of data and information of the research, the writer try to
make the conclusions to answer the question research or the problem in this
research. The conclusions are written as bellow:
1. The humors that were used by the teacher in teaching the students
of fourth semester of International Class Program were appropriate
humor such as funny stories and jokes and inappropriate humor such
as irony and ethnic humor.
2. Irony humor was the most frequent use of teachers’ humor that were
applied by the teacher in teaching the students of the fourth semester
of International Class Program of State Institute for Islamic Studies
of Salatiga.
3. Based on the interview, the positive outcomes of teachers’ humor
used were the students could be motivated again, students
participated in the classroom (A.N.L 3-4), and humor gives fresh
situation (D.N.L 1-2, 8-10), easily deliver the material (E.N.L 4-5),
and made the memories stick on students’ minds (F.N.L 6).
Teachers’ humor also could make students got involved (students’
engagement) (A.W.L 3-4, 13-14), keep active (F.W.8-9) and made
the relation between teachers and students more tied (E.W.L 3-4).
B. Suggestions
1. For Teacher
Teachers’ humor was useful tool of teaching the students in a
classroom. It gave the positive outcomes or effect in learning
process. Although, the humor might give negative effect if it used
all time during the lesson. To improve students’ learning, humor can
be applied in classroom and be more creative to create attractive
class.
2. For student
When teacher used humor to make the relation between teachers
and students be more tied, the students should know the purpose and
treat them with respect.
3. For researcher
It has been discussed above about teachers’ humor used in
classroom. For the next researcher who interested in researching the
teacher humor, the result of this research can be used as the
additional reference.
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Record: 1 Teacher 2: Mrs. W
00:00 – 00:23: T2 : Assalamualikum wr.wb
SS : (Wa alaikum Salam wr.wb)
T2 : So until the last meeting before we have final exam I will be
facilitator, oke?
00:24 - 03.59 T2 : Kemarin sampe mana? Mc donalization. Oke. Sudah di bahas belum?
Oke so the text is quit long, now just jump to the first paragraph, and you will
have knowing star, new experience about Mc. Donalization. Because it happen
in our society. Now let’s see the first sentence in the paragraph. The problem
and peculiarities. What does it mean? Jadi kadang-kadang masalah masalah
dan birokrasi can have effect in our society. For example, coin, when you study
vocabulary, you got coinage, Do you remember what coinage is? Kamu kesini
naik apa sih? “Naik Honda” there are many motor cycles type, but the most
popular is honda, so the word honda is used as representation of all motor
cycles. For instances” Aqua, Supermi, Rinso, odol, actually Odol is only a
merk, tipex, and then sun silk, and sanyo, actually it is a merk of electronic.
Ya that is coin.
04.00- 04.43 T2 : (Explaining the meaning of difficult words) then chain, what does it
mean? The symbol of third Pancasila principle.
Sb : Rantai (Chain)
T2 : rantai yes it is, don’t say “bebek nungging ya?.
04.44- 06.29 T2 :Then second sentence, sat had been the can with what George rikzsa.
Sebuah istilah yang di ambil dari ranta makanan yang terkenal.
Notice. Do you notice mean? Memperhatikan.or pay attention, George know
that the principle that characterize an organization increasing in U.S. society
and society around the world. (Explanation in Bahasa)
06.30-06.43 T2 : you know Mc Donald right? Have you ever go there?
SS : not yet
T2 : Not yet? Oh my God. In this era? Where do you go usually? To
Kentuki Pret (Kentucky Fried Chicken)
SS : Laughter
06.44- 09.36 T2 :Mc. Donalization refers to the increasing modal in daily life such
travel, work, leisure, shopping, health care, education and politic and all
became subject of Mc. Donalization (explain in Bahasa)
09.37 – 11.43 T2 : it was conducted base on principle of high and efficient productivity
with traditional social organization with simple employee and low pay the
customer experiencing it convenience and peculiarity. (Explaining in Bahasa)
11.44 – 15.32 T2 : next, let’s read aloud together. (Read the material together loudly).
(Explain in Bahasa)
15.33 – 18.36 T2 : Kemudian, with to identify for dimension of Mc Donalization
protect, intentionally, calculability, predictability and control. Efficiency.
What does it mean? Means that thing small from start to completion in
triangulate part. (Explaining in Bahasa). Step in the production of the
hamburger are regulated. It means the hamburger is made exactly in the same
way. Business can be more efficient if the customer done the work one by an
employee. (Explain in Bahasa)
18.37 – 21.55 T2 : in fact, a restaurant claim that you can have your way. It really means
you can assemble your sandwich. But you have be careful of having raw
vegetable. (Explain in Bahasa)
21.56 – 33.16 T2 : ok. Next, the second one is calculability means that there is an
affective in quality accept product sold. (Explain in Bahasa).at Mc Donald
branch manager must account for the number of cubic inches of Ketchup used
per day. Like way ice cream cooper in cream store measure out and determine
an exact amount of ice cream. (Explain in Bahasa)
33.17 – 34.56 T2 : the last paragraph, Mc. Donalization clearly bring many benefits.
There is a great evaluability of good way for the population. Convenience to
the public with life inside, predictability and familiarity in good side and
standardization uniform quality to neat a puy (Explain in Bahasa)
34.57 - 39.54 T2 : However, this increasingly rational system cause irrationality.
(Explaining in Bahasa) people allowed that and lose their creativity and little
consent.
39.54 – 43.06 T2 : even with increasing globalization and opportunities to provide to
expose ourselves to differ with no fight. Mc Donalization just come to provide
other society’ issues. (explain in Bahasa)
43.07 – 53. 23 T2 : oke. Number 1. Which of the following band expresses the main
idea? It can be A or B (Explain in Bahasa). So the true answer is B. number 2.
What is calculability? Reside inventory. Number 3. The first subject refers to?
Potential. Them, in paragraph 2? Chain. Then dimension of mc donalization?
Control. Number 7. You have it your way? C. all right. Number 8. Except
benefit of Mc. Donalization? More emission to daily product. Number 9. Yes
all right. Then number 10? It is impossible to tell the difference. So the answer
is A. (explain in Bahasa)
53.24 – 56.19 T2 : coba, I read on Yahoo there is a crazy man who speaks English
fluently. Seriously. “What is your name? “My name, I have many names from
my father.my first name is Bapak Tatang Gondana or Gatot Kaca
Pringgodani”. Crazy is crazy. But he answers the question fluently in English.
Who is your prophet? His prophet is Sulaiman. Muhammad is your prophet,
isn’t he? “Muhammad SAW is my father’s son”. I can’t stand for this jokes. I
laugh. My friend said “miss, don’t laugh that the important point is that
someone who is clever in speaking English got the crazy nomination.”
Laughter. So I suggest you to watch it.
56.20 – 57.10 T2 : Well Oke thank you so much guys. We will meet next week, so I
want you to prepare the next pages, two pages.
Record: 2 Teacher 2: Mrs. W
00.00 – 02.20 T2 : Assalamualaikum wr.wb
SS : Wa alaikum salam wr.wb
T2 : I have a good news for you all. I will make a question for your exam.
(Explain in Bahasa)
02.21 – 07.07 oke. You remain me one thing about your performance of ALE. My friend
asked me to know more about ALE. (Explain in Bahasa)
07.08 – 11.05 Oke. Well, do you find the difficult word that you find here? Affordable? What
does it mean? terjangkau, bisa di jangkau, the prices is affordable to attract the
buyer ( Explain in Bahasa)
11.06 – 11.28 T : (explaining about buying the expensive product) Sometimes you buy
an expensive product, but when it is running out, you can’t buy it anymore
because you don’t have enough money. This case is usual for students like you
right?
S : Laughter.
T : don’t worry, there are many people especially for mothers have that
case.
S : students are not included, mom.
T : ow,,, students are not included?
11.29 – 13.52 Oke. Paragraph two, is there any difficult word you find here? Oligopoly, it is
a technical term. (Explain in Bahasa) there are four kind of business
competition. Pure competition, Monopolistic competition, Oligopoly, and
Monopoly. (Explain in Bahasa)
13.53 - 16.59 then paragraph 3, difficult word? No, yah, it is easy. (Explain paragraph 3 in
Bahasa)
17. 00 – 19.47 T2 : Funny Story about drinking coffee (once time, I had ever drunk a cup
of coffee I didn’t realize that the coffee contains of alcohol. So then, when I
opened the roof of the car I feel dizzy but still I didn’t know why. Then my
friends said to me “ wao you got completely drunk, heheh” “ Actually before
ordering the coffee, the waitress said “ better for you not to order this one” but
I answered “ its Ok. I wanna try” and I determined. A while after drinking the
coffee my sight was lost slowly. Then I realized that I got drunk, so that was
something I didn’t know then, it means it doesn’t matter. Right? Hehe
SS : Laughter
T2 : give another stories.
19.48 – 26.01 Oke, next, Oligopoly. What is Oligopoly? (Explaining in Bahasa) in Oligopoly
there is a competition that is not desirable. (The teacher explained the material
sentence per sentence)
26.02 – 26.28 T2: My son said “when aunty passed in front of me, I smell a nice perfume.
But when my mommy passed in front of me, I smell the aroma of sun.
Sa: Laughter, oh my God, le-le (expression to call a little boy in Javanese
Language).
26.29 – 28.29 T2: Oke, Question from 1 to 10. (Discussed the answer together)
28.30 – 35.14 T2: Now, Clip cycle. Have you read this paragraph in your home? What is
EEG? It is a tool for sleeping detection about dream (explain in Bahasa) during
weak-fullness the waves are recorded about ten more waves per second
(explain in Bahassa) the largest and the slowest way occurred during the sleep
3 hours sleep. (Explain in Bahasa), so it refers to Non-ram sleep. (Explain in
Bahasa)
35.15 – 39.40 T2: Sleepers are awaken during this eyes rapid movement sleep, will even
recall the dream they have it (Explain in Bahasa). It is call as dreaming sleep
or rapid eyes movement (Explain in Bahasa)
39.41 – 43.00 T2: Since,people who suffer from sleep experience, there is a clue that sleep is
essential. It makes lost concentration. And non-rap increasing after exercising.
(Explain in Bahasa)
43.01 – 46.00 T2: Non ram is good to repair mental activity (explain in Bahasa)
46.01 – 47.26 T2: From 1 to 10, Oke, what are the answer? (Discussion the answers)
47.27 – 47.48 T2: Well, Thank you so much. Wasalamualaikum wr.wb
SS: wa alaikum salam wr.wb, thank you mom.
Transcription of Teacher 1 : T1
T1 : Assalamualaikum Wr. Wb.
SS: Waalaikumsalam Wr. Wb.
T1 : Let’s say Al –Fatihah, Al-Fatihah
T & S : (Say Al-Fatihah)
T1: Okey, thank you very much. Morning everyone?
SS : Morning, sir.
T1: How are you?
SS : I’m fine, thanks.
T1 : Okey, have you tired?
S: Yes
T1: After having a big performance, you was, I heard that you was attended by thousand
of audience in IAIN Salatiga. You was proud that everybody can get in the role,
because of the anthusisasm of the audience. It was correct?
S : Yes, sir.
T1 : Sampai luber-luber
S: Haha
T1: I really apa itu, admired for you all because the achievement, your appreciation.
So give applause.
(applause)
T1: Amazing, amazing... I was there until the middle of the drama. Because I have class
routine. So I am sorry.
S: yes, no problem
T1 : Ada beautiful princes, ada handsome king.
S: hehe
T1 : Itu cuma, cuma di panggung aja ya?
S : Ya
T1: Kalau disini, ada ada... di kelas gak ada relationship ya?
S: enggak
T1 : Kenapa gak dibawa sampai sini?
S: Langsung putus.
T1: O, angsung putus.
S : Haha
T1: ee... dan juga congraculation of the director of the drama, mbak Lailatul ya
directornya?
S : Yes.
T1: give applause for mbak Lailatul. Whuh...
(applause)
T1: Di video enggak? Di video enggak?
S : Yes.
T1 : Where is the video?
S : I have it.
T1 : You have it? Can I have it? I can watch it.
S : Now?
T1: No, not now. There are ways behind the scadule. Because last week, we didn’t
meet and yesterday, I am sorry because I had something to do. So, I wasn’t in the
campus. And then, we meet today, with hope we will say something, we watch
something, and we will know something. And then next week, I’m not sure. Well, my
schedule is temporary shcedule. Then next week, I am going to Yogjakarta. So, I might
not be able to come in this class. Therefore, well I am asking you,if we meet Thrusday
next week, so, if we make up the class like this on Friday, it’s ok for you?
S : Insyaallah
T1 : Is it okey for you?
S : Insyaallah pak.
T1: Insyaallah ya. Insyaallah itu apa?
S: hehe
T1: Ow, harus datang. Yang gak bisa datang itu saya. Kalian itu harus datang. Masak
saya datang, kalian gak datang.
(laughing)
T1 : Well, starting for today until the end of the semester, we are going to have the final
semester. Tidak ada ujian di kelas. Will not be in class exam. To complete this class, I
will get a project for you, ya. Anda membuat project about technology in education.
How you can use technology to support learning, to support teaching, to support
education. And then, what become technology? I don’t know, it’s up to you. You can
use the simpliest thing like powerpoint. Power point is the kind of technology, right?
S : Yes
T1: You also can use the screen recorder. Screen recording softfile, I have shared with
you. You can also use google box or google apps if you wanna use that I have shared
with you. Okey, The point is using technology to support learning what you teach. And
then, the project will last by the end of the semester. And then, during this meeting I
will need see your progress the final product. Jadi di pertemuan terakhir, saya ingin
melihat progresnya seperti apa. Karena minggu depan, anda baru mendapat, apa ya, the
frame worknya dulu. Seminggu selanjutnya anda sudah punya scriptnya atau apalah,
buat produknya. Terus di pertemuan terakhir, saya ingin anda presentasi produk. Well,
I wanna asking, you will do your project by yourself or by collectively?
S: Collective sir.
T1: Anda ingin kelompok atau sendiri-sendiri?
S : Kelompok
S : Sendiri.
T1 : It’s up to you.
T1 : Do you want to do in group?
S : Votting
T1 : Votting. Ini ada individu, ada yang kelompok. Which one you want to do, you
want to do collectively or individual?
S: Individual
T1: It’s up to you.
T1 : Ya, who want to be individual? 1 2 3 4 5 6
T1 : And who wanna be collectively? 1 2 3
T1 : What about who do not rise your hand? What do you want to?
S: No sir
T1: Hlo, gakpapa dong. Kamu pilih apa, pilih apa, hayo?
S : hehe
T1 : Ok, the solution, who might do by yourself that you make yourself and who might
do collectively, you might do it maximum 3 students in your group, ya?
S : Yes.
T1 : Kalau pilih yang kelompok maksimal satu kelompok 3 orang. Boleh 3 orang, boleh
2 orang, tapi tidak boleh lebih dari 3 orang.
S : Okey
T1: Ok, paham?
S : Ya.
T1 : Deal ya? Siapa yang pengen individu, individu. Yang pengen kelompok ya
kelompok maksimal ya 3 orang.
S : what is the project sir? Yang keamarin itu hlo.
T1: The project is you make a product of education, of course. For example, you have
material to teach. You are PAI?
S : right
T: PAI katakanlah materi tentang apa ya, tentang toharoh. I don’t know who want to
make a kind of a powerpoint presentation about toharoh tapi yang kreatif. Katakanlah
yang kreatif powerpointnya. Atau anda bisa video recording. Anda kan kemarin kan
sudah browsing, gimana caranya bersuci, gitu ya.
S : Hehe
T1: Bagaimana cara bersuci, katakanlah di video, anda wudhu. Wudhu itu harus begini,
seluruh muka harus basah, begini begini. It’s up to you.
S : Ow...
T: Jadi katakanlah, eemmm... I don’t ask you to much. I just ask you about what kind
of teaching product just one topic. For example, di PAI topiknya toharoh, di TBI apa
ya. What is the topic in?
S: Speaking.
T: Ya katakanlah topik tentang tenses atau conditionalsentences. Anda fokus di
condditional sentences, berikan sesuatu yang menarik. Okey, Anda cari topik. OK, Any
question?
S : eemm.. saya kan bahasa inggris, kalau mau kelompokan dengan jurusan lain kan
beda topik?
T1: Beda.
S: Kalau saya bahasa inggris walaupun kelompoknya beda, jadi harus mencari topik
yang sama apa enggak?
T1: Ya, that is the problem for you. So you make sure that when you make a product,
you are in the same, the same...
S: Topic?
T: The same major. Bahasa inggris dengan bahasa inggris, PAI dengan PAI, Bahasa
Arab dngan bahasa Arab. However, we just one studnt from PBA, Yesintha. Ya, kalau
enggak carilah materi yang kira-kira disemua jurusan di ajarkan. Di PAI diajarkan, di
bahasa Inggris diajarkan. Di...
S: Statistika?
T. Ya, statistika. Statistika semua diajarkan. Berarti kalian harus bikin materi statistika.
Bagaimana bisa menarik ketika diajarkan.
S : Harus teknologi?
T1: Iya donk, ini kan mata kuliah teknologi komunikasi pendidikan. Berarti
kemungkinan dngan teknologi terus. You can use, you know the simpliest thing, like
power point, making blog, or other sytems of internet. It’s up to you. I like you to
explore yourself. Ok, any question?
S : No.
T1: No? Apa apa? Kaya mau ingin tanya? Kayak ada beban mental?
S: Haha
T: Diajak main ALE, 3 bulan persiapan akhirnya bisa plong. Layaknya isinya udah
penuh, bebelen langsung plong gitu ya.
S : haha, ya Allah.
T1: Next, kemarin ada tiket tuh, kemarin banyak untung atau tidak?
S: Rugi pak.
S : 50:50
T: Karena yang gak dapat tiket bayar 3000.
T: Harusnya berapa? 5000?
S: 5000
T: Ya gakpapa. Gak dapat tiket itu namanya iuran. Yang penting uang masuk gitu.
S: Haha. Ada yang gak bayar juga kok
T 1: Ada yang gak bayar juga, ya. Emang g ada keamanannya.
S: Kan semua main pak.
T1 : Ok, next week. I want you to do draft presentation. Saya ingin anda presentasi
kepada saya atau kepada seluruh teman-teman anda tentang draft produk anda yang
anda buat. Nanti bisa berupa power point, bisa berupa bentuk hand out atau terserah.
Intinya dngan saya, dengan teman-teman anada semua tentang produk yang akan anda
buat. It strat from next week, okey? Understand?
S : Yes.
T1: kok mbak Dinda gini gini gini (geleng). Okey, for your friens that can not come
today, please tell her or him. Ada yang tidak berangkat? Siapa?
S : Lidya.
T1: Cuman Lidya. Ada yang lain?
S: (geleng)
T1: Kenapa?
S: Sakit.
T1: Next, please welcome to one of amazing student of IAIN Salatiga. And the major
is English department. Semester berapa mas?
S: 6
T1: Ya, semester 6. Who is sitting in that chair. Mr. ...? Siapa namanya tadi? Saya lupa.
S : Aji iswanto
T1 : Aji Iswanto, please welcome. (appaluse) Aji Iswanto is going to share with you
about the project that he did in the last semester. Do you know the great in the project.
He used a perfect technology in his project. Em, do you know blog, and then online
learning? In short, it is about online learning. How you get learn from, ee... you know,
online technology. For example, you love learn about the tenses, you dn’t have time
learn in the classroom, you are so busy, and then you go home. And the, in the next left,
you feel bored, and then you will learn in that tenses. You have internet connection.
Jadi bisa open your google dan kemudian go to other website. I mean is there, you can
learn online by yourself. That’s the power of google,that’s the power of teaching. You
can learn everywhere, you can learn everytime wherever and whenever. Jadi anda
sambil nunggu bis, bisa belajar bahasa inggris dari website yang telah diciptakan oleh
mas Aji Iswanto. Ini hanya sebagai contoh, kalau nanti anda kepengen buat projek
seperti yang dibikin mas Aji. Mungkin you can communicate with Mr. Aji. Ya Mr. Aji
ya? Kira-kira kalau nanti setelah keluar dai kelas ini ada yang mau berkomuniakasi bisa
ya?
S : ya
T1: mas Aji itu orang yang baik hati sekali tanpa pamrih pokoknya. Sharing terus.
Sharing is giving. Jika anda sering memberi, jadi anda akan semakin menerima. Jadi
take in give. Well, I just come to Mr. Aji Iswanto come here and to be share it this
project and please, pay attention then ask question. As many questions as ask for Mr.
Aji iswanto. Please Mr. Aji Iswanto, time is yours.
S : Ada yang tau apa itu lms? Sistem management pembelajaran. (give explanation)
(silent)
T1 : I hope don’t confuse you. Jadi kita tidak membuat anda bingung tapi you have
more technology education. And the last one is about the project is up to you to choose
that you will use. You can use anything in video recording, or you can use the simplest
technology like power point . it’s up to you. All up to you. Okey? There’s any question?
S : No
T1 : No? Then see you next week. I really ask you to change the time of the class on
Friday. It’s okey for you?
S : Yes
T1 : Okey, thank you very much, and do meke your the best paper and then the last is
let’s say hamdalah.
T & S: Alhamdulillahirobbil’alamiin.
T1: And thanks for Mr. Aji Iswanto. Give applause to him! (appaluse)
wassalamu’alaikum Wr.Wb.
SS: Wa’alaikusalam Wr.Wb.
Recording of the Interview
A. What is your opinion about the use of teacher humor in a classroom?
Mr. N : “It is very good. We need some ice breaker sometimes when students are, you
know, you don’t make your students fed up with your material or the way you teach.
You need ice breaker to make students to be motivated again to join and participate
the class”. (A.N.L 3-4)
Mrs. W : “Teacher humor, for me, is very essential to be done in a classroom
because strict learning system will reduce the concentration of the students. So the
process of learning and teaching will achieve the goal by using humor. Because it
relates to the student who will achieve the goal of learning that is usually depending
on the way of teachers’ conveying and their humor. It means the teachers understand
students’ condition. Actually, how to be a killer teacher is easy but the target or the
goal that we want to reach it will not come true. The students will also feel being
penetrated, then whatever they get to be a must. Not all of the teachers or lecturers
have the sense of humor. That is the point. Everyone always has his/ her goal and it
must be perceived. In my opinion, teachers’ humor is one of tool how to grab the
students, how to make them get involved in a classroom”. (A.W.L 3-4, 13-14)
B. Do you agree that the use of teacher humor can enhance the students learning?
Mr. N : “In my opinion, it is not exactly enhancing for the learning but it more likes
motivating to students how to learn. You know, when we have high motivated we can
learn effectively but if we don’t have high motivated, you know, we can’t learn
effectively”. (B.N.L 3-4)
Mrs. W : “Of course yes”. (B.W.L 1)
C. Could you tell me what the impacts of using humor for the students and teacher in a
classroom are?
Mr. N : “Well, you got to be aware of the word ‘impact’ because the word impact
implies something deeper rather than just motivation. Because it requires like a return
if you talk about impact. I am not sure whether when I use humor then it will give an
impact or some impacts of those learning but at least, I can see that when I use humor,
I try to get the students interested in my class, in the way I am teaching. But I am not
sure about the impact, because you need to do some research if you want to use the
word impact. Be careful with that word and you may replace that word with
“improve”. (C.N.L 5-7)
Mrs. W : “There are many advantages. The example, the target or the goal will
be acquisition easily both for teachers and students. The other benefit is students’
engagement. Sometimes in a process of teaching and learning, a teacher considered as
the center of universe, the one who always be right and knows everything. That is the
wrong opinion. The right one is the students are the agent of change. Many of them
can beat their teacher in knowledge but not all of them. For the teacher focuses on
theories while students are more applicative”. (C.W.L 1-3)
D. Do you agree that teacher humor use always enhance or give the positive effect on
the students’ learning? Why and why not?
Mr. N : “Ya, I mean it give a fresh situation or circumstances in a classroom. Like I
said, in the beginning, if you don’t want to break out your students the way you teach,
therefore sometimes when they tend to be like motivated and improved. but the thing
is, don’t use the humor all the time, because if you use humor all the time, you are
losing the core of your teaching, you still have to trick with the core of your teaching
but sometimes you see when you students are sleepy o they don’t pay attention to you
then sometimes you need to use humor. To get them interested and to get their attention
to you again”. (D.N.L 1-2, 8-10)
Mrs. W : “Of course. The negative side of teachers’ humor depends on the
perception of the teachers themselves. Sometime they don’t know how to behave.
Because they think it is only a conversation and a chit chat whereas they don’t know
that my respect to them is to give them time to make a conversation. There are many
students, when I try to speak up, they feel uncomfortable with me then they will stay
away because they know who I am. A killer teacher”. (D.W.L 1)
E. How effective humor as the tool of teaching can engage the students in a classroom?
Mr. N : “I think a lot of teacher use humor and then I think it is quite effective to get
students’ attention so that as far I can tell that when you use the humor then the main
point when you use humor is not to give impact but at least to get students’ attention
when they are listening to you, you can easily deliver your material or the content”.
(E.N.L 4-5)
Mrs. W : “The effectiveness of using the teacher humor is so high. Just like
what I said that one of the benefits or advantages of teachers’ humor is to make the
engagement between teacher and students more tied”. (E.W.L 3-4)
F. Which one is your style of humor? Explain your reason!
(a). Humor as the tool of ice breaking between teacher and students or
(b). Humor as the support of the material in teaching process.
Mr. N : “Both. I can be both, I mean sometimes we make some kind of daily humor
where the humor is not related to anything to material in classroom, but if you are
creative sometimes you can make the content of your teaching to be humor, I mean you
give an example of the topic with funny or hilarious example so that students can easily
remember it then it will always stick in their minds”. (F.N.L 6)
Mrs. W : “I use both of that. I teach language. If I use strict learning system,
my students will not reach the goal. Because language relates to our present and
language always changes. Language is dynamic. The language as the medium. When
this media is strict then the target will not reach the goal. Teacher humor also depends
on the material. If the material is hard just like math or physics, the teacher humor will
be reduced rather than the material that needs how to attract the students to keep active
in a classroom”. (F.W.L 8-9)
I. Personal Identity
Name : Yusi Andriyani
Gender : Female
Marital Status : Not Married
Date and Birth Place : Semarang, 12 September 1990
Address : Lemah Ireng Krajan RT 01 RW 03 Kecamatan
Bawen Semarang Jawa Tengah 50661
Citizenship : Indonesian
Phone Number : +6285701012321
Email : [email protected]
Educational Background
No Institution Graduated in Website
1 TK Pelita Bunda Bawen ( Kindergarten) 1996
2 SD Negri Lemah Ireng 02 Bawen 2004
3 Modern Islamic Boarding School Ta’mirul Islam for
Girls (Senior High School)
2007
4 Modern Islamic Boarding School Ta’mirul Islam for
Girls (Senior High School)
2010
5 IAIN Salatiga 2016