MUDZALIFAH, YULI, 2020. The Use Of Humor In EFL Teaching Activities In SMK Muhammadiyah Loa Kulu (under supervisors of Dr. Yuni Utami Asih, M.Pd and Dr. Desy Rusmawati, M.A). Samarinda Unpublished Thesis. Mulawarman University.
The aims of the study are to identify the types of humor used by teachers in EFL classrooms based on the three dominant theories of humor: superiority, incongruity, and relief theory, and to analyze how teachers use humor during teaching activities.
A qualitative design characterized by a case study is the design of this study. The data were collected through observation, interview, and documentation. The participant of the research is an English teacher in the English foreign language classroom in SMK Muhammadiyah Loa Kulu.
According to the findings of the study, teachers in EFL classrooms used various types of humor when teaching English. She embodies almost all of the theories of humor: superiority, incongruity, and relief theories. The teacher used superiority theory's characteristics of self-deprecating humor, disparaging others, teacher-student teasing, and sarcasm. Meanwhile, the teacher used ad-lib humor, a funny comment, and a riddle, all of which are characteristic of incongruity theory. Last but not least, when it came to relief theories, the teacher developed a relief situation during the class.
The teacher used good humor intentionally, planned, and spontaneously. A teacher is knowledgeable of and prepared to use humor in class, as well as schedule humorous activities. Spontaneous humor, on the other hand, is used to respond to student reactions in class and is aimed at reducing negative perceptions. Regardless of whether the humor is intended or not, it causes collective or spontaneous laughter in the classroom. The students in this study thought all of the teacher's humorous examples were appropriate and positive.