International Journal of Humanities.
Education, and Social Sciences e-ISSN : 3026-0892 p-ISSN : 3026-1422 Index : Harvard.
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58578/IJHESS.
STUDENTSAo PERCEPTION OF USING HUMOR IN TEACHING
ENGLISH AT XI GRADE IN SMAN 2 TILATANG KAMANG
Rahma Yana & Syahrul UIN Sjech M.
Djamil Djambek Bukittinggi.
Indonesia Rahmagultom97@gmail.
syahrulshabry@gmail.
Abstract The goals of this research were to find out the studentsAo perception of using humor in teaching English class and to find out the difference between male and female studentsAo perceptions of using humor in teaching English at XI grade in SMAN 2 Tilatang Kamang.
The researcher found several problems related to the use of humor in teaching English.
First, some students were noisy in the classroom and did not focus on learning.
Second, some students gave positive and negative responses to teachers who used humor in the Third, there were differences in responses between male and female students regarding the use of humor in the classroom.
Last, some students didn't like humor in class.
The researcher used a descriptive quantitative The researcher chose XI grade.
In this study, the researcher used total sampling because the population was less than 100.
The researcher used a closed questionnaire.
Based on this research, it can be concluded that used humor in teaching had a positive category as marked by the average score of the 4 categories of humor in learning English such as caricature humor was 07%, short story or anecdotes humor was 78.
58%, special humor was Unplanned was 74.
Then, female students more preferable to caricature humor which was 78.
72%, and male students more preferable to a short story which was 78.
Next, female students had better perceptions than male students which was female was 75,73% while male were 73,81%.
Keywords: Humor.
Perception Volume 1.
Nomor 1.
November 2023.
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0 International License Rahma Yana & Syahrul
INTRODUCTION
In learning process, interaction is one point of success in teaching learning.
This interaction will create positive outcomes, happiness, and comfort.
Because, it is a collaborative exchange of thought, feeling or ideas between a teacher and learner or a learner and other learner resulting in reciprocal effect on each other (H.
Brown.
means good interaction will make students 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.
Good interaction in the classroom, the students can receive the material good given by the teacher.
Both of them do some activities that related to transfer and accept There is an interactive process between the teacher and the students in the Good teaching and communication are elements that make classes productive.
The way the teacher interacts with students in the classroom is observed by seeing students feel comfortable or not during learning in class activities.
Teachers should be able to direct students' attention during the learning process so that students stay focused on the In guiding students, teachers should have various ideas to build a positive atmosphere during class activities so that students are motivated to learn.
For example, by adding humor at the learning session that make students feel happy and comfortable in Humor is one of the methods of solving rigid atmosphere.
According to Oxford English Dictionary, humor is that quality of action, speech, or writing which excites amusement: oddity, jocularity, facetiousness, comicality, and fun.
The humor can support the success of the process learning.
Sometimes learning is delivered in a monotonous and tense manner.
Furthermore, it will be affected the thinking power and attention of students to reduced.
Based on Darmansyah, "the results of research in learning at the last decade has revealed that learning will be effective, if students are The joy in learning is proven to have an extraordinary effect on the achievement of learning outcomes of students.
Even the potential of intellectual intelligence, which has been the "Primadona" as a determinant of learning success, is not entirely true.
Emotional intelligence has contributed significantly to the effectiveness of learning in addition to intellectual intelligence (Darmansyah, 2.
Humor makes an immeasurable contribution to life humans, especially in the world of education.
Using humor in class is one of the positive methods to create an interesting Volume 1.
Number 1.
November 2023 Rahma Yana & Syahrul According to Maria in Fata, " Humor has many benefits such as maximizing brain power, contributing to the mind or balance of the body enhances creativity, facilitates communication, and creates an optimal environment for teaching and earning (Ika Aprilia Fata, 2.
AuIt means humor as a good impact in the learning process in class.
Aboudan states in Fata, "humor is indispensable for teaching and learning to motivate and attract students ' attentionAy (Ika Aprilia Fata, 2.
It proves that humor can be useful to create a positive atmosphere in the learning process.
Humor is also very influential in a relationship between students and teachers.
The use of humor in the classroom can build and maintain a good relationship between teachers and students and can also increase trust between teachers and students (Morrison.
Teachers who have a humorous character in the classroom become one of the teachers who are loved by students and become favorites among other teachers.
Actually.
Students expected, he/she teachers 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.
The fact show that it gives positive effects toward increasing of interaction between teachers and students.
In another word that humor has an essential role in facilitating studentsAo attention in a classroom and their learning outcomes.
There is difference between male and female in perceiving humor.
So that, there are some evidences that female students perceive certain subjects to be more offensive than male students do.
Studies have shown that female students are less tolerant of jokes about male or female stereotypes that are crude or profane and female students are less likely than male students to enjoy sexual humor (Coope, 2.
This means that there are differences of how students perceive the humor that was giving by the teacher.
Studies showed that males are more tolerant toward humor.
Humor type in learning Sheinowitz divides humor designs for learning into two types (Darmansyah, 2.
: .
Planned humor is humor that is planned for learning by using a variety of learning resources that allows the trigger to laugh in students.
It is not even necessary to have a high sense of humor, because it only takes a little ability to select and determine the humor obtained from various sources that are considered useful for The forms of planned humor are caricature humor, a short story / humorous anecdote, special humor designs on teaching materials.
International Journal of Humanities.
Education, and Social Sciences Rahma Yana & Syahrul .
Unplanned humor is came suddenly.
This humor appears spontaneously, both from teachers and students.
This humor can be spontaneous and triggered by a variety of creativity in learning.
This type of humor can't be done by everyone.
Teachers who do not have a high sense of humor may find it difficult to use humor in the classroom.
Because it is spontaneous, it requires teachers and students in the class to be able to seize every opportunity that exists.
It is not easy to create humor, especially in a learning environment.
Using humorous inserts in the classroom requires special intelligence.
According to KHA.
Mustafa in Adnan said that there is a correlation between intelligence and humor.
The teacher must present witty and classy humor.
This opinion is in accordance with the statement from Darminto M.
And M.
Majib states that "classy and intelligent jokes can stimulate the intellectual feelings of the audience so that they can be enjoyed by those around them without feeling overwhelmedAy (Morrison, 2.
More, humor is a spontaneous joy that usually occurs naturally when we feel relaxed and happy, a teacher must be ready to collect humor at any time through the events that occur in the classroom.
The best way to insert humor in learning that is spontaneous, sudden, and unplanned is that the teachers must be smart in looking for opportunities in each learning process, for example when the teachers sees signs that students are getting bored with learning or after during lunch break, usually the students will be lazy to take part in learning and they are also sleepy, at times like this a teachers must insert humor into learning so that students don't feel bored in learning, the atmosphere becomes less rigid and students are enthusiastic again in the learning process.
METHODS
Research Design This research used descriptive quantitative research.
Quantitative descriptive research used the data shape of the numbers and statistic analyze.
There was a different between male and female in responding humor.
Population and Sample The population in this research was all of Eleventh grade students of SMAN 2 Tilatang Kamang for the 2020/2021 school year consisting of three classes with a population of 78 students.
The population in this research was described in the table Volume 1.
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November 2023 Rahma Yana & Syahrul Table 1.
Distribution of population at the Eleventh grade students of SMAN
2 Tilatang Kamang
Class
Male
Students Female Students Total members XI MIPA
XI IPS 1
XI IPS 2
Total The researcher used total sampling because the researcher want to select all of students who were taught as a sample.
Sugiyono states that total sampling is a technique sampling that take all populations a sample (Sugiyono, 2.
In conclusion, the sample in this study was the eleventh grade of SMAN 2 Tilatang Kamang for the 2020/2021 period which consisted of 78 students.
Instrumentation The researcher used questionnaire because it was precise way to collect data related to the focus of the research and gave some advantages for the researcher.
In this research, the researcher used the options of sangat setuju, setuju, netral, tidak setuju, and sangat tidak setuju as the alternative answer in the scale.
Each of them had positive and negative scoring.
The following table showed the scoring of each answer:
Table 2.
Rating Likert Scale Pernyataan Positif Sangat Setuju Pernyataan Negatif Sangat Setuju Setuju Setuju Netral Netral Tidak Setuju Tidak Setuju Sangat Tidak Setuju STS 1 Sangat Tidak Setuju STS 5 Source: IAoanatut Thoifah .
International Journal of Humanities.
Education, and Social Sciences Rahma Yana & Syahrul To validate the data usually the questionnaire is analyzed by using judgement It means that the researcher did the validity to judge questionnaire was valid by consulting it to the experts, which in this research were lecturers of English Education Technique of Data Collection In collecting data, the researcher conducted by applying several steps.
The steps were taken by researcher to collect the data as follow: The researcher distributed the questionnaire to the respondents, the researcher asked respondents to choose the optional answer that provide in the questionnaire, the researcher gave time to the respondents to answer the question, the researcher collected the questionnaire.
Technique of Data Analysis This data was analyzed through instrument to get the research result after collected the In describing the data of the studentsAo perception of using humor in teaching English, the researcher had followed these following steps: .
The researcher tabulated the data from the respondentsAo students .
The researcher classified the questionnaire based on the respondentsAo gender, .
The data from both male and female students were analyzed separately, .
The researcher calculated the percentage of the data, .
Data interpretation, .
Data interpretation, .
Making the conclution.
Table 3.
Data Interpretation of Rating Quality The Range of Category Interpretation 0% - 20% Very Negative 21% - 40% Negative 41% - 60% Enough 61% - 80% Positive 81% - 100% Very Positive Source: Adaptation from Thoifah, .
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Rahma Yana & Syahrul
RESULTS
Findings Data Description The questionnaire was distributed by using WhatsApp application.
The questionnaire that the informants received was in Google Forms Format.
From the Google Forms, the responses that each sample gave had been recorded automatically and were saved in Google Drive that the researcher already prepared.
Table 4.
StudentsAo Perception toward Humor in Learning English
Indicators Sub
Indicators Percentage Interpretation Caricature Humor
78,07%
Positive 78,53% Positive Special
Humor
74,13%
Positive Unplanned Performance 72,22% Positive Humor Pantomime 73,47% Positive Gestures 73,69% Positive 75,02% Positive Planned Humor A short story /Humorous Mean Score The Result of Female StudentsAo Perception of Using Humor in Teaching English Class It was found out the 26,69% of the female students responded very agree to positive statements and very disagree to negative statements.
36,36% of the female students responded agree to positive statements and disagree to negative statements.
21,18% of the female students responded neutral.
8,80% of the female students responded disagree to positive statements and agree to negative statements.
Finally, only 3,97% of the female students responded very disagree to positive statements and very agree to negative International Journal of Humanities.
Education, and Social Sciences Rahma Yana & Syahrul The Result of Male StudentsAo Perception of Using Humor in Teaching English It was found out the 19,48% of the male students responded very agree to positive statements and very disagree to negative statements.
44,81% of the male students responded agree to positive statements and disagree to negative statements.
22,56% of the male students responded neutral.
10,88% of the male students responded disagree to positive statements and agree to negative statements.
Finally, only 2,27% of the male students responded very disagree to positive statements and very agree to negative Data Analysis StudentsAo perception of using humor in teaching English class Students Perception toward Humor in Learning (Caricature Humo.
There were 4 items of this type of humor which were number 1-4.
There were 2 positive items and 2 negative items.
The data from the questionnaire can be viewed on the table Table 5.
Students Perception toward Humor in Learning (Caricature Humo.
Numbe Items Types of Humor Caricature Humor Percentage Alternate Options 29,33% 43,00% 18,67% 6,67% 2,33% Perception 78,07% It was found that the studentsAo perception toward humor in learning especially caricature humor was 78,07%.
This means that the studentsAo perception was positive since it was between score range 61%-80%.
A short story / humorous anecdote There were 4 items that are about this indicator.
They are number 5-8 which consisted of 2 positive items and 2 negative items.
The data from the questionnaire related to this result are as follow:
Volume 1.
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November 2023 Rahma Yana & Syahrul Table 6.
Students Perception toward Humor in Learning (A short story / Humorous anecdot.
Numbe Items Types of Humor Alternate Options A short story 32,67% 42,67% 13,33% 7,33% Humorous Percentage Perception 78,53% 4,00% It was found that the studentsAo perception toward humor in learning especially A short story / Humorous anecdote was 78,53%.
This means that the studentsAo perception was positive since it was between score range 61%-80%.
Apecial humor There were 3 items that are about this indicator.
They are number 9-11 which consisted of 2 positive items and 1 negative items.
The data from the questionnaire related to this result are as follow:
Table 7.
studentsAo perception toward humor in learning .
pecial humo.
Numbe Items Types of Humor
Special
Percentage Alternate Options 25,33% 36,44% 24,89% 10,22% 3,11% Total
74,13%
It was found that the studentsAo perception toward humor in learning especially Special Humor was 74,13%.
This means that the studentsAo perception was positive since it was between score range 61%-80%.
International Journal of Humanities.
Education, and Social Sciences Rahma Yana & Syahrul .
Performance humor There were 6 items of this type of humor which were number 12 ,13, 14, 18, 19,22.
There were 3 positive items and 3 negative items.
The data from the questionnaire can be viewed on the table below:
Table 8.
Students Perception toward Humor in Learning (Performance Humo.
Number Sub Indicators Items Alternate Options Perception 22,89% 36,44% 24,00% 12,22% 4,44% Performance Percentage 72,22% It was found that the studentsAo perception toward humor in learning especially performance humor was 72,22%.
This means that the studentsAo perception was positive since it was between score range 61%-80%.
Pantomime humor There were 2 items of this type of humor which were number 15 & 21.
There were 1 positive item and 1 negative item.
The data from the questionnaire can be viewed on the table below:
Table 9.
Students Perception toward Humor in Learning(Pantomime Humo.
Numbe Items Sub Indicators Pantomime Alternate Options Percentage 22,67% 38,00% 26,00% 10,67% Perception 73,47% 2,67% It was found that the studentsAo perception toward humor in learning especially pantomime humor was 73,47%.
This means that the studentsAo perception was positive since it was between score range 61%-80%.
Volume 1.
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November 2023 Rahma Yana & Syahrul .
Gesture humor There were 3 items of this type of humor which were number 16, 17, 20.
There were 2 positive item and 1 negative item.
The data from the questionnaire can be viewed on the table below:
Table 10.
Students Perception toward Humor in Learning(Gestures Humo.
Numbe Items Sub Indicators Alternate Options Percentage Gestures 20,89% 40,89% 26,22% 9,78% Perception 73,69% 2,22% It was found that the studentsAo perception toward humor in learning especially gestures humor was 73,69%.
This means that the studentsAo perception was positive since it was between score range 61%-80%.
Based on the analysis of the data above, it was found out that students had positive perception towards the types of humor that were used in the learning.
The result was concluded on the table below:
Table 11.
StudentsAo Perception toward Humor in Learning English
Indicators Planned Humor
Unplanned Humor
Sub
Indicators Percentage Interpretation Caricature Humor
78,07%
Positive 78,53% Positive Special
Humor
74,13%
Positive Performance 72,22% Positive Pantomime 73,47% Positive Gestures 73,69% Positive 75,02% Positive A short story /Humorous Mean Score It can be concluded that the studentsAo perception toward humor in learning English was 75,02% which was in the score range between 61%-80%.
This means that the studentsAo perception was in positive category.
International Journal of Humanities.
Education, and Social Sciences Rahma Yana & Syahrul The difference of female and male studentsAo perception of using humor in teaching English class Female students There were 47 female students who responded to the questionnaire.
It was found that the female studentsAo perception toward humor in learning was 75,74%.
This means that the studentsAo perception was positive since it was between score range 61%-80%.
Male students There were 28 male students who responded to the questionnaire.
It was found that the male studentsAo perception toward humor in learning was 73,64%.
This means that the studentsAo perception was positive since it was between score range 61%-80%.
Table 12.
StudentsAo Perception toward Humor in Learning English
Indicators Sub
Indicators Caricature Humor
Planned Humor A short story /Humorous Special Humor
Performance Pantomime Gestures 78,72% > 76,96 Whose
Perception is Female 78,62% > 78,39 Female Female vs Male
73,76% <74,76%
74,04% > 69,17%
75,11% > 70,71%
74,18% > 70,71%
Male Female Female Female Mean Score 75,74% > 73,81% Female It can be concluded that both male and female students had positive perception toward humor in teaching English.
However, the female students had a slightly better perception than the male students.
DISCUSSION
Based on the finding above, it found that the used humor in teaching English had positive category as marked by average score of the 4 types of humor in learning English such as: firstly, caricature Humor was 78,07%, secondly, a short story or humorous anecdote was 78,53%.
Next, special Humor was 74,13%.
Then, unplanned humor 72.
Volume 1.
Number 1.
November 2023 Rahma Yana & Syahrul Furthermore, based on the 4 categories of humor the average score of these indicators was 75,02% which was in the positive category because the score range 61%-80%.
Female more preferable to caricature humor while the result was 78,72%.
And female more preferable to a short story while the result was 78,39%.
Both male and female students had positive perception toward humor in teaching English.
However, the female students had better perception than the male students by used humor in teaching English.
This finding supports the theory from cooper et al & Hartono, they said that there were 3 main advantages of using humor (Hartono.
They found that the majority of students reported that an instructorAos use of funny humor caused them to pay either a little more or a lot more attention to course content.
They found.
an instructorAos used of funny humor in learning increased instructor relatability for student.
Last, they said that instructor use of funny humor increased most studentsAo sense of belonging to the course.
The result of this research showed that the students also had positive perception toward the usage of humor in the English teaching class.
Furthermore, this result of the research contradicts the theory from Decker.
Rotondo, and Herzoq that said there were some evidences that female students perceive certain subjects to be more offensive than male students did.
there were some evidences that female students perceive certain subjects to be more offensive than male students did.
Studies had shown that female students were tolerant of jokes about male or female stereotypes that were crude or profane and female students were less likely than male students to enjoy sexual humor.
The reason of why this result of the research contradict with the theories from experts is because the researcher did not include the sexual jokes in the questionnaire since it would offensive in the field of the research.
REFERENCES