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All Journal FOSTER: Journal of English Language Teaching International Journal of Humanities, Education, and Social Sciences
Yana, Rahma
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Students’ Perception of Using Humor in Teaching English Class at SMAN 2 Tilatang Kamang Yana, Rahma; Syahrul, Syahrul
FOSTER: Journal of English Language Teaching Vol. 4 No. 1 (2023): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v4i1.77

Abstract

There were several student problems that the writer found at SMAN 2 Tilatang Kamang. First, Some students agree on using humor in the classroom, but some students disagree on using humor in the classroom. Second, Some students said that using humor in teaching English is necessary to make the atmosphere pleasant. Using humor in teaching helped them to understand the material quickly and made them enjoy the learning. Last, Some students said that the use of humor in learning English is good as long as they don't laugh too much in class because it will take up a lot of time in the learning process and cause the learning process to be not optimal. So, some students do not understand the material. This research aims to determine students' perceptions of using humor in teaching English classes. The researcher wants to determine whether students' perceptions are positive or negative. The instrument of this research used a quantitative approach with a descriptive form. The population was the Eleventh Grade at SMAN 2 Tilatang Kamang in 2020/2021, with 75 students. The researcher used the total sampling technique because the population was less than 100 students. The result of this research was taken by taking the average score of 6 types of humor in learning English, namely learning Caricature Humor (78,07%), Short Stories/Anecdotes Humor (78,53%), Special Humor (74,13%), and Unplanned Humor, Performance, Pantomime, and Gestures (73,12%). It was found that male and female students have positive perceptions of humor in teaching English. Female students had slightly better perceptions than male students (75,74%>73,81%). Thus, the result of the research showed that students supported the use of humor in teaching English class.
Students’ Perception of Using Humor in Teaching English at XI Grade in SMAN 2 Tilatang Kamang Yana, Rahma; Syahrul, Syahrul
International Journal of Humanities, Education, and Social Sciences Vol 1 No 1 (2023): International Journal of Humanities, Education, and Social Sciences
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijhess.v1i1.1841

Abstract

The goals of this research were to find out the students’ perception of using humor in teaching English class and to find out the difference between male and female students’ 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 classroom. 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 method. 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 78.07%, short story or anecdotes humor was 78.58%, special humor was 74.13%. Unplanned was 74.13%. Then, female students more preferable to caricature humor which was 78.72%, and male students more preferable to a short story which was 78.39%. Next, female students had better perceptions than male students which was female was 75,73% while male were 73,81%.
Co-Authors Syahrul Syahrul