Laugh and Learn: Evaluating from Students’ Perspective of Humor Used in English Class
Laughter is an easily reachable way that can be used to erase barriers of communication for educational purposes. The purpose of this paper is to seek out students’ perception of humor added in teaching English and how that humor influenced students’ engagement in English classroom activity. This st...
| Main Authors: | , , |
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| Format: | Article |
| Language: | Arabic |
| Published: |
State Institute of Islamic Studies Imam Bonjol Padang
2018-07-01
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| Series: | Al-Ta'lim |
| Subjects: | |
| Online Access: | https://journal.tarbiyahiainib.ac.id/index.php/attalim/article/view/425 |
| _version_ | 1797232930296168448 |
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| author | Ika Apriani Fata Endang Komariah Irfandy Irfandy |
| author_facet | Ika Apriani Fata Endang Komariah Irfandy Irfandy |
| author_sort | Ika Apriani Fata |
| collection | DOAJ |
| description | Laughter is an easily reachable way that can be used to erase barriers of communication for educational purposes. The purpose of this paper is to seek out students’ perception of humor added in teaching English and how that humor influenced students’ engagement in English classroom activity. This study employs research instrument of questionnaire and observation concepts through qualitative design. There are 78 students of multi-background: gender, level of intelligence and social background as research participants. These backgroundsareintended to obtain objective perception of the students. The findings revealed that the majority of students believed the teacher’s humor could prevent them from feeling stress of learning English, develop a better relationship between teacher and students, help them remember and understand the lesson, encourage them to be more active in the classroom and ease them in learning English. However there are some obstacles to overcome during humor application that apparently the English teachers need to build a good relationship and mutual trust with students and understand students’ interests, likes and dislikes prior to applying humor, so that the humor would be more likely to be welcomed and it would not cause emotional and psychological impact such as bullying and etc for the students. |
| first_indexed | 2024-03-11T20:57:59Z |
| format | Article |
| id | doaj.art-b9e228af6513486fa9f107235063ca8a |
| institution | Directory Open Access Journal |
| issn | 1410-7546 2355-7893 |
| language | Arabic |
| last_indexed | 2024-04-24T16:08:06Z |
| publishDate | 2018-07-01 |
| publisher | State Institute of Islamic Studies Imam Bonjol Padang |
| record_format | Article |
| series | Al-Ta'lim |
| spelling | doaj.art-b9e228af6513486fa9f107235063ca8a2024-03-31T20:05:22ZaraState Institute of Islamic Studies Imam Bonjol PadangAl-Ta'lim1410-75462355-78932018-07-0125211712710.15548/jt.v25i2.425257Laugh and Learn: Evaluating from Students’ Perspective of Humor Used in English ClassIka Apriani Fata0Endang Komariah1Irfandy Irfandy2Syiah Kuala UniversitySyiah Kuala UniversitySyiah Kuala UniversityLaughter is an easily reachable way that can be used to erase barriers of communication for educational purposes. The purpose of this paper is to seek out students’ perception of humor added in teaching English and how that humor influenced students’ engagement in English classroom activity. This study employs research instrument of questionnaire and observation concepts through qualitative design. There are 78 students of multi-background: gender, level of intelligence and social background as research participants. These backgroundsareintended to obtain objective perception of the students. The findings revealed that the majority of students believed the teacher’s humor could prevent them from feeling stress of learning English, develop a better relationship between teacher and students, help them remember and understand the lesson, encourage them to be more active in the classroom and ease them in learning English. However there are some obstacles to overcome during humor application that apparently the English teachers need to build a good relationship and mutual trust with students and understand students’ interests, likes and dislikes prior to applying humor, so that the humor would be more likely to be welcomed and it would not cause emotional and psychological impact such as bullying and etc for the students.https://journal.tarbiyahiainib.ac.id/index.php/attalim/article/view/425humorperceptionsteaching englisheducationlearning environment |
| spellingShingle | Ika Apriani Fata Endang Komariah Irfandy Irfandy Laugh and Learn: Evaluating from Students’ Perspective of Humor Used in English Class Al-Ta'lim humor perceptions teaching english education learning environment |
| title | Laugh and Learn: Evaluating from Students’ Perspective of Humor Used in English Class |
| title_full | Laugh and Learn: Evaluating from Students’ Perspective of Humor Used in English Class |
| title_fullStr | Laugh and Learn: Evaluating from Students’ Perspective of Humor Used in English Class |
| title_full_unstemmed | Laugh and Learn: Evaluating from Students’ Perspective of Humor Used in English Class |
| title_short | Laugh and Learn: Evaluating from Students’ Perspective of Humor Used in English Class |
| title_sort | laugh and learn evaluating from students perspective of humor used in english class |
| topic | humor perceptions teaching english education learning environment |
| url | https://journal.tarbiyahiainib.ac.id/index.php/attalim/article/view/425 |
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