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A GRADUATING PAPER
Written by:
Yusi Andriyani
113 12 043
(Muhammad Assad)
(The Writer)
DEDICATION
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
However, this success would not be achieved without those supports, guidance,
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
3. Noor Malihah, Ph.D. as the Head of English Education Department of Teacher Training
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
PAGE OF CERTIFICATION………………………………………………….iv
MOTTO…………………………………………………………………………v
DEDICATION…………………………………………………………………vi
ACKNOWLEDGMENT………………………………………………………..vii
ABSTRACT……………………………………………………………………...ix
TABLE OF CONTENT…………………………………………………………x
CHAPTER I INTRODUCTION
1. Humor …………………………………………………….....6
F. Nature of Humor
CHAPTER III
RESEARCH METHODOLOGY
G. Coding …………………………………………………………………..40
CHAPTER V CLOSURE
A. Conclusions …………………………………………………………… 61
B. Suggestions …………………………………………………………….62
REFERENCES
APPENDICES
LIST OF TABLES
INTRODUCTION
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
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
The way teacher wants to interact with the learners is really essential to be
promote or enhance all competencies of the learners. Therefore the learners can
classroom productive. When the classroom has that circumstance, the learners
Using jokes or humor is one way of many tricks to make a good interaction
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
activities used by the teachers to make their classrooms more attractive and
conducive. Reigeluth (1983: 12) claimed that three aspects of learning strategy
strategy is the way which teachers use to apply the methods of conveying the
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
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
positive effects toward increasing the interaction between teacher and students.
Based on the explanation above, the writer would like to conduct the
Studies of Salatiga?
1. To define kinds of humor that are used by teacher in teaching the fourth
The writer expects that this research would give several benefits
1. Theoretical Benefits
different approach.
2. Practical Benefits
a. To the students, the result of the research will be useful for them
b. To the English teachers, the result of the research will give them
classroom.
The writer limits this research in purpose to specify the problem. The
1. Humor
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
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
2. Teachers’ Humor.
well as a figure for the learners. The use of humor as the tool of teaching in
(Mantooth: 2010:39).
3. Students’ Responses.
response here means learners’ action toward humor. They might laugh,
smile, and mirth. Berk (2001:325) states that humor has two responses;
its benefits. There are eight benefits of emotional response to humor: humor
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
4. EFL Classroom
or officially. In short word that English spoken as the third language and
They educate, teach, drill and evaluate trough learning process in order to
G. Paper Organization
In writing this research, the writer divides into five chapters. The
that describes the reason why the writer conducts the research. This chapter also
research, limitation of the research, definition of key term and also the paper
organization.
theories that include the nature of English Language Teaching and learning,
data collecting, the technique of data analysis, and the last is college profiles.
summary.
A. Previous Researches
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
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
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
humor in classroom has positive impact for the students. It is also being
academic achievement.
many problem about their academic achievement. It can be seen during learning
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’
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
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
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
people laugh.
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.
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.
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
that laughter as part of ongoing stream of social interaction and it’s the impact
ability to find things funny, the way which people see that some things are
children even this children begin to learn walking or toddler. The development
situation or absurdity. When the children around seven or eight of ages, their
The use of humor in a classroom may give positive and negative effect for
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
and resolved and when the target of humor is a disliked other or is not a member
professional humor are kinds of appropriate humor which are used by the
considered as positive strategies used in classroom. There are also four kinds
or hostile humor. These four types of humor should not be used in classroom
Your body cannot heal without play. Your mind cannot heal without
can heal and improve their health. Here are the health benefit of using humor
and laughter:
hormone.
3. Immune system: Laughter can strengthen the immune system by
4. Muscle relaxation: When you laugh your muscle will move and
probe for and negotiate in group affiliation, humor may be the way to influence
used in teaching and learning process. Humor can improve overall functioning
F. Nature of Humor
other people or things is being the main focus of the theory. The
something and they make it as the basic feeling then they laugh at
humor claimed that someone get pleasure because the feeling of the
seems explain that seeing the problem, lack and the fault from the
‘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
they will find the way to move. The motion can relieve them from
2007: 1).
up their energy. This theory used the biology as its basis. Cooper
(2008) stated that the relief theory is found by Sigmund Freud who
the pleasant. He also believed that humor is being the way people
Except relieve the stress, humor can also help people to make a
important for our healthy and it help us from being lonely and make
humor itself rather than laughter and tries to find the humorous
the play behavior is just a play and not serious. Human signals are
Moreall (1983: 9-11) stated that the situation which is not equal
situation. “Why did the chicken cross the road?” – “To get the other
side” (Astolfi 2007: 14). It shows us that the listener expects the
Since humor gives the benefit of learning for students, many researchers
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
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
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
It means that as a teacher should understand what makes students enjoy with
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
This opinion is supported by Walker (2008: 64-67) who stated that there
positive, hold high expectation, creative, fair, display a personal touch, cultivate
cited by McGrath (2013: 1). Here are the guidelines of applying humor to the
classroom:
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
attitude.
linked to the content being studied. There are three steps of linking
the humor to the content. First, the instructor or the teacher explains
4. Act it out. When teacher teaches without any visual/ audio, the other
6. Try music. Use music from time to time can ease the tension to the
7. Classroom management.
8. Test and quizzes. Use humorous examples in exam and quizzes may
11. Be yourself. It means that the instructor or the teacher should choose
A. Research Methodology
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.
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
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
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.
1. Data Collection: The instrument of the research to collect and elicit the data
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
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
Funny
Comments
(A2)
Puns (A3)
Cartoon
(A6)
participates in the research. The researcher finds the data from them. The
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
1 Mr. N Lecturer
2 Mrs. W Lecturer
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,
other end of continuum, the researcher might visit the research site and
92) who states that the technique of data collection is multi instrument. He
documenting.
1. Observation
In this observation, the researcher can seek the information about 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
2. Interview
reply in term of oral – verbal responses (Creswell: 2011: 212). The writer
likes to use focused interview in collecting the data. Focused interview was
3. Documentation
documentation might be text (journal and notes taking), image, sound, etc.
In this research the writer use the documentation as the evidence of the
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
The steps for analyzing the data, the researcher conducted the interview
and then transcribed them into many codes to identify the themes. The
the field notes and the information from the interview, then she developed and
After collecting and analyzing the data, the writer have to interpret the
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
describe types of humor used during the lesson. Here are the codes:
T1: Teacher 1 (Mr.N)
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
A3: Puns
A4: Jokes. A4.1 The writer found only one joke in the classroom
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
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
D.N.L 1-2, 8-10: Question point D, Mr. N. line 1-2 and 8-10
were two kinds of teachers’ humor used in the classroom as the tool of
A. Appropriate Humor
the teacher begun to retell the story about crazy man in Indonesia
ever got drunk because of coffee. The funny thing in this story
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
(Teacher).
B. Inappropriate Humor
of this text is when the teacher teased the students with their
check. You just know about gossip”. Check & R-check is a show
celebrities.
whom called by the teacher only kept silent and looked at the
teacher. Then the teacher needed to look for the student he called
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”.
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
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
thought that all of her students ever went to Mc Donald but when
she asked about that, the students answered that they were never
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
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
for them.
enough money. This case is usual for students like you right?”
8). While the lesson the teacher explained the material and when
she got the difficult word for students, she explained and tried
word.
funny word in that case is when the teacher said “don’t say
After analyzing the data, it can be found that the most frequent use of
classroom.
Funny
Comment
(A2)
Puns (A3) - -
4 33,3%
Jokes (A4) 1 8,5%
Riddles (A5) - -
Cartoon (A6) - -
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
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
The positive outcomes of teachers’ humor can be seen from the result
of interview with two teachers for the subject “reading and technology of
1-3) it means that the utterances found in question point A with the speaker
N in line 1-3.
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
above, the writer can conclude that humor is a useful tool of teaching
students learning?
using humor. In the interview with Mr. N, he does not agree that
classroom.
C. Could you tell me what the impacts of using humor for the
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
reaching the target or the goal of learning for teacher and students,
cooperatively.
D. Do you agree that teacher humor use always enhance or give the
learning process. Not only positive but also negative effect can
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
used is that sometimes, the students will trifle or treat the teacher
without respect.
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)
students or
process.
Based on the interview above, humor can be used as the support the
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
classroom, and humor gives fresh situation, easily deliver the material, and
made the memories stick on students’ minds. While Mrs. W said that
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
1. The humors that were used by the teacher in teaching the students
humor such as funny stories and jokes and inappropriate humor such
2. Irony humor was the most frequent use of teachers’ humor that were
of Salatiga.
situation (D.N.L 1-2, 8-10), easily deliver the material (E.N.L 4-5),
the relation between teachers and students more tied (E.W.L 3-4).
B. Suggestions
1. For Teacher
all time during the lesson. To improve students’ learning, humor can
class.
2. For student
and students be more tied, the students should know the purpose and
3. For researcher
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.
Transcription of Teacher 1 : T1
Educational Background