A RESEARCH PROPOSAL

IMPROVING HIGH SCHOOL EFL STUDENTS' CROSS-CULTURAL

UNDERSTANDING THROUGH MEMES AND HUMORS
MENINGKATKAN PEMBELAJARAN BUDAYA SISWA BAHASA INGGRIS
SEBAGAI BAHASA ASING DI SEKOLAH MENENGAH ATAS MELALUI
MEME DAN HUMOR

MUH. TAQWA
210502501005

ENGLISH EDUCATION STUDY PROGRAM

ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND LITERATURE
UNIVERSITAS NEGERI MAKASSAR

2023
 TABLE OF CONTENTS
TABLE OF CONTENTS ....................................................................................................... ii
CHAPTER I. INTRODUCTION .......................................................................................... 1
A. Background................................................................................................................. 1
B. Questions of the Research ......................................................................................... 6
C. Objectives of the Research ........................................................................................ 6
D. Significances of the Research .................................................................................... 6
CHAPTER II. LITERATURE REVIEW ............................................................................. 9
A. Theoretical Review ..................................................................................................... 9
1. Previous Research ..................................................................................................... 9
2. Definitions of Culture ............................................................................................. 11
3. Culture Materials .................................................................................................... 13
4. Culture and Language Education Relations ............................................................ 15
5. Definitions of Cross-cultural Understanding .......................................................... 16
6. Dimensions of cross-cultural understanding ........................................................... 17
7. Factors of Learning Motivation .............................................................................. 17
8. Definitions of Meme and Humor ............................................................................ 18
9. Motives to use Memes and Humor as Learning Media in EFL Classroom ............ 21
10. Table of Aspects ..................................................................................................... 23
B. Theoretical Framework ........................................................................................... 27
C. Hypotheses ................................................................................................................ 28
CHAPTER III. RESEARCH METHOD ............................................................................ 27
A. Research Design ....................................................................................................... 27
B. Research Site ............................................................................................................ 28
C. Population and Sample ............................................................................................ 28
D. Research Variable and Operational Definitions ................................................... 29
E. Instruments of the Research ................................................................................... 31
F. Techniques of Data Collection ................................................................................ 31
G. Data Analysis ............................................................................................................ 35
BIBLIOGRAPHY ................................................................................................................. 43
APPENDICES ....................................................................................................................... 47

ii
 CHAPTER I
INTRODUCTION

A. Background
Lun (2020) stated that language is not merely a collection of words and

grammar rules, but is also a part of culture. That is why cross-cultural understanding

in English as a Foreign Language (EFL) classrooms is a fundamental component of

language acquisition. This connection between language and culture is a central theme

that runs through the entire process of EFL education. As students explore the cultural

context of the language they are learning, they develop a profound understanding of

how language functions in real-life situations.

That means, their understanding will extend well beyond vocabulary and

grammar. It encompassing the awareness of cultural nuances, customs, and social

norms that shape language usage. It is important to EFL students to learn for the

purpose to communicate effectively, fostering meaningful interactions with native

speakers (Zhang, 2023). Moreover, cross-cultural understanding not only enhances

language proficiency but also captivates students' curiosity, making the learning

journey more engaging and motivating. As they explore the customs, traditions, and art

forms of English-speaking cultures, EFL students become language enthusiasts, eager

to engage with the world through the enriching lens of language and culture (Kuo &

Lai, 2006).

1
 2

Culture itself can be introduced to students using memes and humors as

learning media because memes have evolved to become a key form of cultural

expression. In fact, there is a lot more to the internet meme culture than we realize.

Memes can be used to poke fun and entertain but also bring awareness about local

happenings and trending topics of discussion (Suswandari, Absor, & Soleh, 2021).

Implementing memes and humors in teaching EFL students can increase the

quality of cross-cultural understanding. These internet phenomena often contain

elements of humor, sarcasm, idiomatic expressions, and cultural references that are

prevalent in everyday conversations (Shifman, 2013; Brown, 2022). Integrating memes

and humor into EFL instruction not only makes the learning process more engaging

and relatable but also provides a window into contemporary language use and cultural

trends.

High schoolers today are deeply immersed in internet culture, memes, and

humor, largely due to their proficiency in using digital technologies and their active

participation in social media platforms. As digital natives, these young individuals have

grown up in a world where technology is an integral part of their daily lives. They are

adept at navigating online ecosystems and utilizing everyday technologies to share,

create, and express themselves. Social media platforms, in particular, have become

their preferred spaces for communication and self-expression. (Mihailidis, 2020).

By incorporating memes and humor, educators can create a dynamic and

culturally immersive classroom environment. This approach encourages students to

 3

actively explore the cultural and linguistic dimensions embedded in humor, fostering a

deeper cultural understanding and enhancing their language proficiency (Brown,

2022). Therefore, the integration of memes and humor becomes a powerful vehicle to

navigate the intricate relationship between culture and language, enriching the EFL

learning experience. Students not only acquire language skills but also gain exposure

to the ever-evolving landscape of language as it is used in digital and social contexts.

However, cross-cultural understanding remains a rare topic in EFL classrooms,

and this deficiency presents a pressing issue. In many EFL educational settings, there

is an imbalance between the emphasis on language acquisition and the attention given

to cultural competence (Lafayette, 1988). While language skills are crucial, they are

only part of the equation for effective communication. The lack of cross-cultural

understanding not only impedes students' ability to fully grasp the intricacies of

language use but also hinders their capacity to engage meaningfully in cross-cultural

interactions.

Rohami and Andriyanti (2022) stated that the majority of English teachers in

junior high schools believed in the importance of teaching culture and incorporated

cultural elements in their teaching and learning activities, not all teachers explicitly

inserted and developed cultural material in their syllabi. Some teachers relied on

implicit cultural elements found in their learning sources and statements about the

learning process. Additionally, not all coursebooks used by teachers contained a

significant amount of cultural information. These findings suggest that the

 4

incorporation of cross-cultural understanding in EFL classes is still lacking to some

extent.

Other research conducted by Tran and Hong (2023) underscores a significant

issue in high school EFL education - the lack of cross-cultural understanding among

students. The findings reveal that many students prioritize basic knowledge and skills

needed to excel in exams over cultural content, which poses a considerable challenge

for teachers. The statement from the research emphasizes that addressing this issue

requires not only teachers to have positive perceptions of cultural teaching but also the

gradual elimination of the challenges and barriers that hinder cultural education. It is

clear that these challenges limit teachers' ability to effectively integrate cultural content

into their English classes, which, in turn, hinders students' understanding and

appreciation of different cultural aspects. Therefore, addressing the issue of students

lacking cross-cultural understanding is crucial for improving English education and

improving cultural teaching.

In response to this concern, on 10 September 2023 the researcher conducted

online interviews with high school students from various cities in Indonesia, namely;

Lahat, Jakarta, Mojokerto and Banjarmasin. This interview is conducted to ascertain

the current relevance of this issue. The feedback from these students confirmed that the

issue persists in their schools. They specifically mentioned that many students continue

to struggle with understanding English in everyday contexts, particularly when it

comes to humor, accents, and slang.

 5

Without cross-cultural understanding, students may find themselves unready to

navigate diverse cultural landscapes, both in international settings and within their own

multicultural communities. Misunderstandings, misinterpretations, and cultural

insensitivity can result from the absence of cultural education in EFL curricula,

potentially leading to communication breakdowns and even intercultural conflicts.

While the previous research had explored the similar part and approach of

language teaching, there is still remain a gap to explore and this research will explore

the gap. It is supported by the widespread of online resources, including memes and

humor, offers a practical advantage for integrating these materials into high school EFL

classrooms. These resources are easily accessible to both educators and students,

making them a valuable addition to the teaching media. Furthermore, as technology

continues to play a prominent role in education, the use of digital content such as

memes aligns seamlessly with modern teaching approaches. EFL educators can

effortlessly incorporate these tools to enrich the cross-cultural understanding

experience. This research aimed to investigate the potential benefits of integrating

memes and humor as tools for enhancing both language proficiency and cultural

engagement among high school EFL students.

 6

B. Questions of the Research

This study aims to answer two questions. The questions are;

1. Can learning foreign culture through memes and humors effectively improve high

school EFL students' cross-cultural understanding?

2. Does cross-cultural understanding through memes and humors influence high

school EFL students' motivation to explore the cultural context beyond the memes?

C. Objectives of the Research

Based on the research questions, the objectives of this research are;

1. To understand the impact of cross-cultural understanding through memes and

humor on high school EFL students' cross-cultural understanding.

2. To understand the impact of cross-cultural understanding through memes and

humor influences high school EFL students' motivation to explore cultural context

beyond the provided memes.

D. Significances of the Research

If both of the research objectives have positive result, this research is expected to

be used theoretically and practically.

1. Theoretical Significance

In EFL education, the importance of cross-cultural understanding is extensively

acknowledged and studied. However, gaps persist in the integration of modern

 7

digital tools, like memes and humors, to improve cross-cultural understanding in

high school classrooms. By investigating memes' impact on language proficiency

and motivating students to explore the culture beyond, this research promises vital

theoretical insights. It advances the pedagogy of digital resources and improving

educators’ way to promote cultural competence in a digital context.

2. Practical Significance

Practical significance will cover the significance of the study for teachers, for

students, and for future researchers

a. for teachers: This research holds practical significance for EFL educators by

providing insights into innovative teaching approaches. Teachers can benefit

from a more engaging and effective approach of cross-cultural understanding

through the integration of memes and humor. This approach can enhance the

classroom experience, making lessons more interactive and relevant to students.

Educators can also use this research to explore new teaching strategies,

fostering cultural competence and language proficiency among high school

EFL students.

b. for students: The integration of memes and humor not only makes learning

more enjoyable but also enhances language proficiency and cultural

understanding. Students are likely to become more motivated and curious about

exploring cultural contexts beyond the memes. This approach can make

language learning more relatable and engaging, ultimately benefiting students'

language skills and cultural knowledge.

 8

c. for future researchers: Future researchers in the field of education can draw

from this study's findings and methodology. It offers a template for

investigating the impact of digital resources on language learning and cultural

competence. Researchers can build upon this work to explore other innovative

teaching tools and their effects. By contributing to the body of knowledge on

EFL education, this research opens avenues for further inquiry and the

development of effective pedagogical strategies in an ever-evolving educational

landscape.
 CHAPTER II

LITERATURE REVIEW

A. Theoretical Review

This section contains overviews of the previously published works on a topic

of definitions of culture, relations between culture and language, definitions of cross-

cultural understanding, dimensions of cross-cultural understanding, definition of

memes and humors, and motives to use memes and humors as learning media.

1. Previous Research

Many researchers have explored the topic of the impact of cross-cultural

understanding in the classroom. First, a research by Assefa et al. (2022) explored the

impact of cultural familiarity on foreign language anxiety. The samples are 50

Indonesian students with intermediate English proficiency level. The findings

underscored the significant impact of incorporating cultural materials into the teaching

and learning process, particularly in EFL education. This highlights that acquiring

proficiency in the English language encompasses more than just vocabulary and

grammar; it also involves gaining insight into English culture. However, this research

did not involve the use of memes and humors as learning media, and the study

participants were not high school students.

Second, were focus on the integration of the usage of memes in education, one

of them is conducted to students in Pharmacy Education by Brown (2020). This

9
 10

research places a specific focus on the utilization of memes as an educational tool,

aiming to bridge the gap between teachers and students rather than introducing a new

culture to the students. Brown stated that the integration memes as a learning medium

in teaching may fit in 21th century learning environment, but some problems like the

teacher bears the responsibility of staying updated on emerging trends in meme usage

to effectively engage with students. Also, incorrectly interpreting memes and

accentuating a generational gap between professors and students can potentially hinder

the desired outcomes of connection and learning.

Third, research by Altukruni (2022), has shed light on the potential benefits of

using internet memes, particularly in terms of enhancing motivation and engagement

among EFL/ESL students, it stated that that using meme-based learning in language

classrooms increases students’ motivation and interest in the topic; creates a positive,

fun, interesting, and engaging learning environment; enhances retention and

understanding of new concepts; and simplifies complex concepts and ideas. However,

a significant research gap remains. Altukruni's work focused at students’ motivation

and interest and not on the critical area of enhancing cross-cultural understanding

within the context of high school EFL education. This gap underscores the need for the

present research, which seeks to investigate the unique role of memes and internet

humor in fostering cross-cultural understanding among high school EFL students,

aiming to contribute valuable insights to both the field of language education and

cultural studies.
 11

While previous research investigates aspects such as the impact of cultural

familiarity, challenges in meme integration, and positive effects on motivation, there

remains a notable gap in exploring the specific role of memes and internet humor in

fostering cross-cultural understanding among high school EFL students.

2. Definitions of Culture

There are three definitions of culture according to three researchers namely

Makhmudova, Mackenzie, and Baecker.

a. Cited from Oxford Advanced Learner's Dictionary, culture is customs and beliefs,

art, way of life and social organization of a particular country or group.

b. Makhmudova (2022) stated that culture is a collection of symbolic elements and

creative expressions that give significance to human endeavors. These

manifestations of culture find expression in various activities, including music,

literature, visual arts, architecture, theater, cinema, and ways of life. In the field of

anthropology, the concept of culture pertains to the creations, their generation,

aesthetic interpretations, and the social connections associated with these

undertakings.

c. Mackenzie (2015) argued that culture is the belief that society is meant to serve

humanity, not the other way around that is founded on the essential nature of

humanity, and society exists to enhance and perfect the individual. This principle

is sometimes overlooked by proponents of specific forms of social unity, including

large organizations like the Church or the State. In essence, culture represents the

fulfillment of the individual's nature and serves as the ultimate purpose of life,
 12

encompassing education in its broader sense as the end of life, rather than merely

a preparation for life. This perspective emphasizes that the ideal society is an

inspiration for individuals to realize and internalize its essence, thus promoting

personal growth and development, which ultimately benefits all of humanity.

d. Baecker (1997) culture is a concept deeply intertwined with meaning and social

systems. It is not merely a solution to the problem of double contingency, but rather

serves as a memory and control device within society. This device provides stable

patterns of meaning that are integral to societal functioning. Culture can be seen

as a self-description of society, translating the form rule of meaning into

distinctions that enable processes such as forgetting and remembering, regulating

and interpreting, and justifying and re-opening. In contemporary times, culture is

becoming increasingly restless and doubtful of its own tradition, memory, and

control. This necessitates a sociological analysis that maintains a clear distinction

between the social and the cultural.

Culture, as described by these authors, involves various symbolic elements,

creative expressions, beliefs, and social systems. It gives significance to human

activities, fosters personal growth, and provides stability in society. While rooted in

tradition, culture also adapts to contemporary changes. It plays a vital role in shaping

societies and influencing how people interact with their environment and each other.

Culture is a way of life expressed through symbols, beliefs, and social structures that

shapes human activities and provides stability in society. These definitions highlight

the dynamic and ever-evolving nature of culture.

 13

3. Culture Materials

Regarding cross-cultural understanding, there are some aspects of English that is

possible to be learned through memes and humors those are; language variations,

cultural symbols, cultural values and norms, and internet culture.

a. Language Variations

Walker (2021) stated that language variation can be defined as “different ways of

saying the same thing,” where “different ways” refers to differences in the form of

language (sounds, words, sentences, ways of speaking) and “the same thing” refers to

the intended meaning conveyed by those forms.

From that definition we can conclude that there are some features of languages that

can be considered language variations those are dialects and sociolects.

i. Dialects as Dardanila and Lubis (2017) explained, refers to a linguistic system used

by a particular society or community to distinguish itself from neighboring

societies or communities that use different linguistic systems. It involves variations

in grammar, meaning, and pronunciation that arise due to geographical or social

differences. Dialects can be studied through dialectology, which examines the

differences in language variations as a whole.

ii. Sociolects, cited from Wikipedia (2023), according to Wolfram, Walt (2004);

Wilkoń, Aleksander (2000), is a form of language (non-standard dialect, restricted

register) or a set of lexical items used by a socioeconomic class, profession, an age

group, or other social group. The term sociolect might refer to socially-restricted
 14

dialects but it is sometimes also treated as equivalent with the concept of register

or used as a synonym for jargon and slang.

b. Cultural Symbols

Evans (2023), stated that symbols are the foundation of culture. They're things,

words, or actions that convey specific cultural meanings even if they have no natural

connection. Symbols represent abstract ideas and can include objects, figures, sounds,

or colors. Everything we do in our lives is influenced by cultural symbols.

c. Cultural Values and Norms

Peeters (2015), defines cultural values as values that appear to be widespread

within a languaculture (a combination of language and culture), underpinning the

beliefs, convictions, attitudes, and communicative habits associated with that

languaculture. These values are not universally shared by all members of a

languaculture and can vary in importance. Cultural norms, on the other hand, are

general beliefs that determine how individuals assess behaviors, deeming some

appropriate, desirable, or valued, and others inappropriate, undesirable, or poorly

valued. Norms and values are interconnected and shape the actions and identities of

individuals within a culture.

d. Internet Culture

Nicovich and Cornwell (1998) stated that internet culture refers to the social

and behavioral norms, beliefs, and practices that have emerged within the online

community. It is characterized by the unique social environment created by the internet,

where individuals interact and communicate through various online platforms.

 15

4. Culture and Language Education Relations

As discussed by Lut & Starenkova (2022), language plays a fundamental role

in human societies, serving as a pivotal tool for communication and the exchange of

ideas and meanings. They underscore the intricate and cyclical relationship that exists

between language, culture, and society, with language functioning as both a reflection

of and a catalyst for attitudes and behaviors.

Liddicoat (2020) language learners are interpreters of new linguistic and

cultural meanings. When engaging with another language, learners need to understand

and interpret the cultural aspects embedded in the language. Language is not just a tool

for communication but also a means to understand and navigate cultural contexts. Also,

Intercultural language teaching and learning focuses on developing learners as

interlinguistic and intercultural communicators. It aims to help learners understand the

process of meaning-making and interpretation through experiences of language in use,

and to recognize their own enculturation and its consequences for their participation in

diversity.

Kramsch (1993) highlights how culture and language are closely connected in

language teaching. She argues that culture should not be an add-on but a vital part of

language learning, where learners grapple with differences in meanings between their

own culture and the target language culture. Kramsch encourages a more open and

critical approach, moving away from traditional teaching methods. However, her ideas

may not work for all teaching situations, especially when students have varying levels

of motivation and expertise, and she doesn't delve into the debate over using the native
 16

language in the classroom. Nonetheless, her book is a valuable resource for educators

and scholars looking to understand the relationship between culture and language in

language education.

In essence, culture and language are inextricably linked in language education,

and as educators, it is our responsibility to embrace and leverage this connection. By

fostering cultural understanding and competence in our language learners, we not only

equip them with the tools to communicate effectively in a multicultural world but also

empower them to explore the depths of language beyond mere words and grammar.

This integration of culture into language education holds immense significance, as it

enriches the learning experience, encourages open-mindedness, and prepares our

students to thrive in an increasingly interconnected global society.

5. Definitions of Cross-cultural Understanding

This section will include the definition of cross-cultural understanding based

on two definitions, a definition from Chouinard and a definition from Smith.

a. According to Chouinard (2014), cross-cultural understanding is an explicit

approach to evaluation that considers culture as a key consideration in the

evaluation of programs. It involves recognizing the importance of context, culture,

and values of the program community in the evaluation process. Cross-cultural

understanding also involves critically examining the methodologies and

knowledge generated through the evaluation process, taking into account power

dynamics, historical and social contexts, and the need for culturally resonant

methods.
 17

b. According to Smith (2009), cross-cultural understanding refers to the ability to

increase the likelihood of understanding or decrease the possibility of

misunderstanding in a cross-cultural situation.

Cross-cultural understanding is an active process of learning and

comprehending a foreign culture. It entails recognizing the importance of cultural

context, cultural values, and community dynamics. The aim is to improve

comprehension and reduce the likelihood of misunderstanding in cross-cultural

situations.

6. Dimensions of cross-cultural understanding

Smith and Nelson (2019) reveal that cross-cultural understanding has at least

three dimensions, that are intelligibility, comprehensibility, and interpretability. The

researcher adapts these dimensions to serve as the indicators of students cross-cultural

understanding. The explanation of the indicators as follows:

a. Intelligibility: the degree to which one is able to recognize a word or expression

spoken by another;

b. Comprehensibility: the degree to which one is able to ascertain a meaning from

another’s word or expression.

c. Interpretability: the degree to which one is able to perceive the intention behind

another’s word or expression.

7. Factors of Learning Motivation

Wieler and Murad (2022) divided factors of learning motivation into two

categories, that are intrinsic and extrinsic factors.

 18

a. Intrinsic Factors:

Intrinsic factors are internal motivations that come from within the learner.

i. Personal interest in the subject matter.

ii. The learner's own goals and aspirations.

iii. The learner's own curiosity.

iv. The joy of learning.

v. Individual study habits.

vi. Interest in the materials.

b. Extrinsic factors:

are external motivations that come from outside the learner.

i. The learner's work status, childcare arrangements, and disability status.

ii. External goals or rewards, such as grades or praise from others.

iii. The time available to study.

8. Definitions of Meme and Humor

This section contains definitions of meme and humor.

a. Definitions of Meme

i. According to Oxford Advanced Learner's Dictionary, meme is an image, a video,

a piece of text, etc. that is passed very quickly from one internet user to another,

often with slight changes that make it humorous.

ii. Grundlingh (2017) stated that memes are multimodal artifacts, typically consisting

of an image and text, that are used by internet users to communicate jokes,

emotions, opinions, and other forms of expression. They can be created, shared,
 19

and remixed on various online platforms. The purpose of memes is primarily to

convey humor, but they can also serve as a means to make observations, advance

arguments, express judgments, emotions, or opinions, apologize, give advice,

make suggestions, confess something, make predictions, ask questions, and more.

Memes are essentially speech acts, understood and interpreted as such by internet

users. They can be grouped under existing speech act categories and can be

recreated for different purposes.

Example of Memes:

Figure 2.1 A meme about sociolect: colloquial language

b. Humor

i. Humor, as defined by Kirpekar (2018) is the art of playfully highlighting life's

contradictions. It often involves setting up familiar situations, creating

anticipation, and then delivering a surprising or unexpected twist.

 20

ii. According to Toro (2011) humor is a universal form of communication and a

playful approach to life. It helps individuals respond positively to challenges,

fostering optimism and acceptance of reality. Humor allows us to break free from

routine, embrace our irrationality, and find meaning in the absurd. It serves as a

remedy for various difficulties, harmonizes opposites, and transcends our

circumstances, opening up new possibilities beyond space and time

Based on those definitions, humor is the art of creatively exposing life's

contradictions through playful communication and a universal approach to facing

challenges, often involving familiar setups followed by surprising twists, ultimately

transcending boundaries and fostering optimism.

Example of humor:

Figure 2.2 A Humor About American and British Diffferences in Values and Norms
 21

Humor and memes are distinct yet interconnected facets of online

communication and expression. Memes, a diverse category of internet content, can

convey a spectrum of emotions and intentions, including humor, irony,

wholesomeness, absurdity, satire, and even thought-provoking commentary. While

humor is a frequent component of many memes, it's crucial to recognize that memes

can serve broader purposes such as conveying messages, expressing emotions, or

engaging in social commentary that may not necessarily aim to be funny. Humor, on

the other hand, is specifically oriented toward creating amusement and evoking

laughter or positive emotions through wit, cleverness, or the absurd. Internet humor, as

a broader concept, encompasses not only memes but various forms of humor shared

online and explores the overarching impact of humor on communication and human

experiences in the digital age. This distinction highlights the multifaceted nature of

internet humor and the unique role that memes play within this landscape.

9. Motives to use Memes and Humor as Learning Media in EFL Classroom

Kayali (2021) in her paper mentioned eight potetial benefits of using memes

in language classroom namely:

a. Promoting Proficiency: Memes can help improve students' proficiency levels by

facilitating vocabulary acquisition and usage in context.

b. Increased Interest and Engagement: Using memes in language teaching piques

students' interest and enhances their engagement with learning activities.

c. Positive Learning Environment: Memes contribute to creating a positive and

enjoyable learning environment, making lessons more enjoyable.

 22

d. Effective Vocabulary Revision: Memes make vocabulary revision more enjoyable

and effective, leading to improved vocabulary recall among students.

e. Higher Test Scores: Students who incorporated memes into their vocabulary

revision activities scored higher in post-tests, demonstrating enhanced language

learning outcomes.

f. Contextual Learning: Memes assist students in understanding how to use words in

real-life contexts, promoting practical language application.

g. Enjoyable Learning Process: Using memes adds an element of enjoyment and

humor to the classroom, creating a light-hearted atmosphere conducive to learning.

h. Enhanced Motivation: Memes enhance students' motivation, creativity, and their

overall language-related values and attitudes, contributing to a more positive

language learning experience.

Antón-Sancho, Nieto-Sobrino, Fernández-Arias, & Vergara-Rodríguez

(2022) stated six potential benefits of using humorous resources in learning include:

a. Increased student motivation: Humor can engage students and make the learning

experience more enjoyable, leading to higher levels of motivation and active

participation.

b. Improved understanding of complex concepts: Humorous resources, such as

memes, can simplify and illustrate difficult concepts in a more accessible and

relatable way, aiding students' comprehension and retention of information.

c. Enhanced student-teacher interaction: Humor can foster a positive and relaxed

classroom environment, promoting interaction and communication between

 23

professors and students. This can lead to increased engagement, collaboration, and

a stronger connection between the two parties.

d. Positive emotional impact: Humor triggers the release of substances like dopamine

and serotonin, which are responsible for personal and emotional well-being. By

incorporating humor into the learning process, students can experience positive

emotions that contribute to a more enjoyable and effective learning experience.

e. Stress reduction: Humor has been shown to reduce stress and anxiety levels in

students, creating a more conducive learning environment and facilitating better

cognitive functioning.

f. Development of critical thinking skills: The use of humorous resources encourages

students to think creatively and critically, as they need to analyze and interpret the

humor in order to understand the underlying concepts or messages.

10. Table of Aspects

Table 2.1 Table of Aspects

No Aspects Statements Source

1 Aspects of Language Language variation can Waker,

Culture to be Variations be defined as “different 2021

Teached ways of saying the same

thing,” where “different

ways” refers to
 24

differences in the form

of language (sounds,

words, sentences, ways

of speaking) and “the

same thing” refers to the

intended meaning

conveyed by those

forms.

2 Cultural Symbols Cultural Symbols are the Evans

things, words, or actions (2023)

that convey specific

cultural meanings even

if they have no natural

connection. Symbols

represent abstract ideas

and can include objects,

figures, sounds, or

colors. Everything we

do in our lives is

influenced by cultural

symbols.
 25

3 Cultural Values Cultural values are the Peeters

and Norms values that appear to be (2015)

widespread within a

languaculture (a

combination of language

and culture),

underpinning the

beliefs, convictions,

attitudes, and

communicative habits

associated with that

languaculture. Cultural

norms, on the other

hand, are general beliefs

that determine how

individuals assess

behaviors, deeming

some appropriate,

desirable, or valued, and

others inappropriate,
 26

undesirable, or poorly

valued.

4 Internet Culture Internet culture refers to Nicovich

the social and behavioral and

norms, beliefs, and Cornwell

practices that have (1998)

emerged within the

online community.

5 Aspects of Intelligibility Interpretability is the Smith &

Cross-Cultural degree to which the Nelson

Understanding student is able to (2019)

as Indicators perceive the intention

behind another’s word

or expression.

6 Comprehensibility Interpretability is the

degree to which the

student is able to

perceive the intention

 27

behind another’s word

or expression.

7 Interpretability Interpretability is the

degree to which the

student is able to

perceive the intention

behind another’s word

or expression.

B. Theoretical Framework

In the realm of EFL classrooms, students face the imperative task of

comprehending the cultural aspects of the native speakers of the language they are

learning. To do so, they need to familiarize themselves with various cultural elements

such as language nuances, cultural symbols, and societal values and norms. Achieving

effective communication with people from foreign cultures depends on gaining

proficiency in these aspects. In today's highly interconnected world, where the internet

plays a central role, a unique digital culture has emerged and cannot be overlooked in

this educational context.

 28

However, the process of assimilating new cultures can prove to be a daunting

challenge for students. To address this challenge, this research offers a novel approach:

the integration of memes and internet humor as educational tools. The aim is to provide

students with alternative means of cross-cultural understanding that are engaging and

relatable, while circumventing potential difficulties. By employing memes and internet

humor as vehicles for learning foreign cultures, this study anticipates improving

students' cultural education. It will measure this improvement through two key

indicators: students' motivation and cross-cultural understanding.

Figure 2.3 Theoretical Framework

C. Hypotheses

Hypotheses are provisional conclusions in response to a research problem whose

truth needs to be empirically tested. Hypotheses are theoretical answers to research

 29

problems considered the most likely and highest in terms of accuracy. Hypotheses are

typically categorized into a null hypothesis, often de noted as H0, and an alternative

hypothesis. (Muhayyang, Asriati, & Sakkir, Pengantar Dasar-Dasar Penelitian

Pendidikan, 2023).

H0: Memes and humors failed to improve high school students’ cross-cultural

understanding.

H1: Memes and humors success to improve high school students’ cultural

understanding.

H2: Memes and humors success to improve high school students’ cross-cultural

understanding, but failed to improve students’ motivation to explore cultural

context beyond the provided memes.

H3: Memes and humors success to improve high school students’ improve students’

motivation to explore cultural context beyond the provided memes, but failed to

improve students’ cross-cultural understanding.

 CHAPTER III

RESEARCH METHOD

A. Research Design

This research will be conducted with quantitative approach. According to

Bryman (2021), quantitative research is a research approach that focuses on collecting

and analyzing numerical data to test hypotheses and theories. It is grounded in a

deductive approach, aligns with the natural scientific model and positivism, and views

social reality as an objective, external phenomenon that can be quantified and studied

through empirical methods.

The research design used in this study is a pre-experimental design. As defined

by Sugiyono (2014), a pre-experimental design is a research design conducted with a

single group or class as a subject to both pre-test and post-test assessments. The

researcher administers a pretest, applies a treatment or intervention, and then conducts

a posttest, all within the same group, without the inclusion of a control or comparison

group.

Pre-test Treatment Post-test

T1 X T2

Figure 3.1 Pre-experimental Design Research Steps

27
 28

Description:

T1 = Pre-test

X = Treatment

T2 = Post-test

(Muhayyang, Asriati, & Sakkir, 2023)

B. Research Site

The research is scheduled to take place in a high school located in Polewali

Mandar, West Sulawesi. It is planned to commence in 2024 and conclude at the same

year.

C. Population and Sample

The population is defined as a collection of elements or their characteristics that

are the focus of research, encompassing humans, objects, and the like. On the other

hand, a sample is a subset of individuals selected from this specified population for

study. (Muhayyang, Asriati, & Sakkir, Pengantar Dasar-Dasar Penelitian Pendidikan,

2023)

1. Population

The research's population consists of All the students of SMAN 1 Polewali. The

researcher selected this population due to its direct relevance to the initial discovery of

the issue.
 29

2. Sample

The research's sample is consists of approximately 35 students from class XI

IIS 1 at SMAN 1 Polewali. The selection of 11th graders is based on the consideration

that they are sufficiently acclimated to the high school environment but not too close

to graduation. The choice of class IIS 1 was made using the random sampling

technique, which guarantees an equal chance of selection for every student. This

approach is intended to establish a group free from any potential researcher bias

(Simkus, 2023).

D. Research Variable and Operational Definitions

This section clarifying the variables and their operational definitions for your

research. By defining these variables, it provides a clear understanding of what will be

studied and measured.

1. Research Variables

There are two variables in this research a dependent variable and an independent

variable. Flannelly, Flannelly, & Jankowski (2014) stated that the independent variable

as the presumed cause in a cause-effect relationship, which is a variable that is

presumed to have an effect on another variable (dependent variable). The dependent

variable, on the other hand, is described as the presumed effect in a cause-effect

relationship, which is dependent on the independent variable.

 30

In this research, the implementation of memes and humors as EFL learning

media will be independent variables of this research, while students’ cross-cultural

understanding are the dependent variables

2. Operational Definitions

a. Independent Variable: The Implementation of Memes and Humors as EFL

Learning Media

The independent variable in this research refers to the deliberate incorporation

of memes and internet humor content into the high school EFL (English as a Foreign

Language) curriculum. This implementation involves using memes and internet humor

as teaching materials with the intent of fostering cross-cultural understanding among

students. Memes and internet humor content may encompass a range of humorous and

culturally relevant multimedia, such as images, videos, and text-based humor found on

the internet, social media platforms, and other digital sources.

b. Dependent Variable: Students' Cross-cultural understanding

The dependent variable, students' cross-cultural understanding, pertains to the

degree to which high school EFL students exhibit improved understanding and

engagement with cultural aspects, beyond the specific content of memes and internet

humor. This includes students' enhanced knowledge and comprehension of language

variations, cultural symbols, and cultural values and norms relevant to the target

language (English) and the corresponding foreign culture. It will be assessed through

quantitative measures, including students' motivation to explore cultural contexts

 31

beyond the provided memes and their cross-cultural understanding, which involves

evaluating indicators like intelligibility, comprehensibility, and interpretability in the

context of cultural communication.

E. Instruments of the Research

This research will be using two instruments, those are test (using pre-test and

post-test) and questionnaire. According to Kumar (2016), test is a statistical method

used to make inferences or draw conclusions about a population based on a sample.

Test is mainly used for answering the first research question about students cultural

understanding.

The second instrument is questionnaire. A questionnaire is an instrument used in

research to collect data needed to answer research questions and drive the project. It is

a structured set of questions designed to obtain specific information from study

participants (Bryman, 2012).

The questionnaire will use a Likert scale to gauge the influence of intrinsic and

extrinsic factors on students' motivation to explore the cultural context beyond memes

and internet humor. The questionnaire is mainly used for answering the second research

question about students’ motivation in learning culture.

F. Techniques of Data Collection

The data will be collected using two techniques those are; test and

questionnaire.
 32

1. Test

The test technique has three phases those are pre-test, treatment, and post-test.

a. Pre-test

The pre-test will be conducted within the classroom environment, at the initial

meeting, the pre-test serves as a baseline assessment of students' cross-cultural

understanding, focusing on indicators such as intelligibility, comprehensibility, and

interpretability.

b. Treatment

The treatment will be given in 4 sessions.

i. Session 1: Introduction to Cross-cultural understanding Through Memes and Humor

In the first session, the objective is to introduce students to the concept of cross-

cultural understanding through memes and humor. Students will become familiar with

memes and internet humor as effective tools for cultural exploration. This initial session

will take place within the classroom environment.

ii. Session 2: Exploring Dialects with Memes and Humor

The second session delves into the intriguing world of dialects using memes

and humor. Students will explore humorous content that vividly illustrates various

dialects. This session takes place in the classroom, providing an engaging and

interactive learning experience centered on language variations through dialects.

iii. Session 3: Decoding Sociolects and Cultural Symbols

In the third session, students will delve into sociolects, decoding cultural

symbols and values embedded in memes and humor. Through the analysis of memes
 33

and humor, they will identify sociolects, cultural symbols, and values. This session,

like the others, will be conducted within the classroom, maintaining an engaging

learning environment while focusing on sociolects and cultural aspects.

iv. Session 4: Navigating Cultural Norms Through Internet Culture

The fourth session focuses on navigating cultural norms by analyzing internet

culture. Students will actively engage with internet culture elements to discern cultural

norms. Contrary to the previous sessions, this one will be conducted within the

classroom, ensuring an interactive and dynamic learning environment.

c. Post-Test

Following the treatment sessions, a post-test will be conducted. This post-test

will also take place in a classroom environment. It serves as a follow-up assessment

based on the indicators of intelligibility, comprehensibility, and interpretability, in

alignment with the initial pre-test. The post-test allows for a comparative analysis,

enabling the research to determine the effectiveness of cross-cultural understanding

through memes and humor in enhancing cross-cultural understanding.

2. Questionnaire

In pursuit of addressing the second research question, "Does cross-cultural

understanding through memes and humors influence high school EFL students'

motivation to explore the cultural context beyond the memes?" the research will

employ a Likert scale questionnaire designed to explore the various factors that

contribute to learning motivations.

 34

The questionnaire will be structured around factors of learning motivation, as

categorized by Wieler and Murad (2022), which can be broadly classified into two

categories: intrinsic and extrinsic factors but this research will be only focused on

intrinsic factors.

a. Intrinsic Factors:

i. Personal Interest in the Subject Matter: Students will be asked to rate their

level of personal interest in the cultural subject matter they've encountered

through memes and internet humor. This question will help gauge the extent

to which their inherent fascination with the content influences their

motivation to explore further.

ii. Learner's Own Goals and Aspirations: This question will inquire about

whether students have established their individual learning goals and

aspirations based on the cultural knowledge gained from memes and humor.

It will help assess how having clear objectives influences their motivation.

iii. Learner's Innate Curiosity: Participants will be asked to express how curious

they are about delving deeper into the cultural context they've encountered.

This question delves into the natural inquisitiveness that can drive further

exploration.

iv. Sheer Joy Derived from Learning: Students will evaluate how much

enjoyment they derive from the process of learning about culture through

memes and humor. This question taps into the pleasure aspect, which can be

a powerful motivator.
 35

v. Individual Study Habits: In this section, learners will rate their own study

habits and routines, specifically focusing on the time they invest in

independently exploring cultural context beyond what's presented in memes.

This can reveal the role self-directed learning plays in motivation.

vi. Interest in the Course Materials: This question assesses how intrigued

students are by the cultural materials delivered through memes and humor.

It aims to connect the appeal of these materials to the motivation for further

engagement.

G. Data Analysis

The data analysis procedures for this study will be segregated into two distinct

categories: the analysis of the test data and the analysis of questionnaire responses.

1. Analysis of Test Data.

The successfulness of the test will be stated based on three categories:

intelligibility, comprehensibility, and interpretability.

a. Intelligibility

Table 3.1 Intelligibility Rubric

Intelligibility Score Criteria

Students shows exceptional ability to understand words and

Excellent 6 expression in diverse language variations (e.g., dialects and

sociolects).
 36

Students shows a high level of competence in recognizing

Very good 5 words and expression across different language variations,

with minimal errors.

Students are able to understand words and expression in

Good 4 language variations but with occasional minor errors,

maintaining clarity in communication.

Students recognizes words and expression in language

Average 3 variations but with frequent errors, leading to occasional

challenges in understanding.

Students struggles to understand words and expression in

Poor 2 language variations, with constant errors that impede

comprehension.

Students faces significant difficulty in recognizing words

Very poor 1 and expression in language variations, with frequent and

major errors causing misunderstandings.

(Smith & Nelson, 2019)

 37

b. Comprehensibility

Table 3.2 Comprehensibility Rubric

Comprehensibility Score Criteria

Students demonstrate outstanding ability to

Excellent 6 understand and derive meaning from diverse language

variations, including dialects and sociolects.

Students exhibit a high level of competence in

comprehending and extracting meaning from words

Very good 5
and expression in different language variations with

minimal errors.

Students are capable of comprehending and

ascertaining meaning from language variations but

Good 4
with occasional minor errors, maintaining clarity in

communication.

Students understand and extract meaning from

Average 3 language variations but with frequent errors, leading

to occasional challenges in comprehension.

Students struggle to comprehend and ascertain

Poor 2 meaning from language variations, with constant

errors that impede understanding.

 38

Students face significant difficulty in understanding

Very poor 1 and deriving meaning from language variations, with

frequent and major errors causing misunderstandings.

(Smith & Nelson, 2019)

c. Interpretability

Table 3.3 Interpretability Rubric

Interpretability Score Criteria

Students exhibit exceptional ability to interpret and

perceive the intention behind words and utterances in

Excellent 6
diverse cultural contexts, including language variations,

cultural symbols, values, and internet culture.

Students demonstrate a high level of competence in

Very good 5 interpreting and perceiving intentions, with minor errors

in understanding diverse cultural contexts.

Students are proficient in interpreting and perceiving

Good 4 intentions within various cultural contexts, with

occasional minor errors.

Students have moderate success in interpreting and

Average 3 perceiving intentions in different cultural contexts,

despite frequent minor errors.

 39

Students struggle to interpret and perceive intentions

Poor 2 accurately, with constant errors affecting understanding

in various cultural contexts.

Students face significant challenges in interpreting and

Very poor 1 perceiving intentions, with major errors leading to

frequent misunderstandings in diverse cultural contexts.

(Smith & Nelson, 2019)

The mean of the data collected both from pre-test and post-test will be calculated,

the calculation will be explained as below

i. Adding the three categories to find the total score of each student, the formula as

follows:

T = X+Y+Z

Notation:

T = Student’s total score

X = Intelligibility score

Y = Comprehensibility score

Z = Interpretability score

ii. Finding the mean for both pre-test and post-test, the formula as follows:

M = ΣT / N

Notation:
 40

M : the mean.

ΣT: the sum of all the total.

N : the number of values in the dataset.

iii. Calculating the improvement of percentage each category, the formula as follows:

% = ((M2 – M1) / M1) 100

Notation:

%: The percentage of improvement

M2: The mean score of post-tests

M1: The mean score of pre-tests

iv. If the percentage is more than 50%, it can be concluded that memes and humors

has succeed to enhance students cross-cultural understanding.

2. Analysis of Questionnaire

The data collected by questionnaire will be analyzed by using quantitative

method. Survey data are collected from respondents. In this part, the researcher

analyzes the data from the result data collection. Then, the researcher classifies the data

into quantitative data. It also helps the observer to conclude, made some decisions and

answered the second research problem.

To measure students’ intrinsic motivation, it is using a Likert scale. Therefore,

the researcher used the percentage result using Likert scale. It was explained as follows:

Students’ response questionnaire was arranged based on the Likert scale. It was

assessed with the following scale:

 41

Strongly agree =4

Agree =3

Disagree =2

Strongly disagree = 1

The analysis of the questionnaire procedures is defined below:

In order to compute the data, the researcher used Microsoft Excel to calculate

the result form of percentage by using the formula:

Index % = TS x 100 / X

Notation:

TS = Total score for each item

X = Maximum score

After getting the percentage result, the next step is finding the category for the

result of each items weather it means strongly agree, agree, disagree or strongly

disagree. The interpretation for each percentage data can be shown in the table 3.4.

Table 3.4 The interpretation for each percentage data

Index % Notes

0% - 24.99% Strongly Disagree

25% - 49.99% Disagree

50% - 74.99% Agree

75% - 100% Strongly Agree

 42

The result of the research will be claimed positive according to student responses

only if the questionnaire of student response has percentage upper 50% with high

criterion.
 43

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 47

APPENDICES
 48

RESEARCH TEST
TES PENELITIAN
Name (Nama :
Class (Kelas) :
Registration Number :
(Nomor Induk Siswa)
Thank you for your participation in our research study, which seeks to explore

the impact of cross-cultural understanding through memes and internet humor on the

motivation of high school English as a Foreign Language (EFL) students. Your candid

and thoughtful responses will play a crucial role in unraveling the intricate dynamics

between cultural exposure in the online realm and its influence on learning motivations.

We assure you that your participation is entirely voluntary, and all your responses will

be treated with the utmost confidentiality. Your contribution is invaluable and will

significantly contribute to advancing our understanding of the fascinating intersection

between cross-cultural understanding and student motivation.

Terima kasih atas partisipasi Anda dalam penelitian kami yang bertujuan untuk

menjelajahi dampak pembelajaran budaya melalui meme dan humor internet terhadap

motivasi siswa SMA yang belajar Bahasa Inggris sebagai Bahasa Asing (EFL).

Tanggapan jujur Anda akan memainkan peran krusial dalam mengungkap dinamika

antara paparan budaya di dunia online dan pengaruhnya terhadap motivasi belajar.

Kami memastikan bahwa partisipasi Anda sepenuhnya sukarela, dan semua tanggapan

Anda akan diperlakukan dengan kerahasiaan yang maksimal. Kontribusi Anda sangat
 49

berharga dan akan sangat berperan dalam memajukan pemahaman kita tentang

persimpangan menarik antara pembelajaran budaya dan motivasi siswa.

A. Intelligivility and Comprehensibility

https://youtube.com/shorts/9uNq3fqSBtc?si=Kys30WrC6YXdpxOA
Please describe this video!
B. Interpretability
1. "I reckon we're fixin' to head down yonder."
What does "fixin'" mean in this context?
a) Preparing
b) Repairing
c) Planning
d) Finishing
2. "The professor's lecture was totally fire!"
What does "fire" mean here?
a) Boring
b) Exciting
c) Cold
d) Lengthy
3. Which animal is considered a national symbol of Australia?
a) Koala
b) Kangaroo
c) Emu
d) Platypus
4. What is the significance of the didgeridoo in Australian culture?
a) It is a traditional musical instrument.
b) It is a type of hunting tool.
c) It represents Australian currency.
d) It is a religious artifact.
 50

5. Which holiday is often associated with family gatherings and a traditional

turkey dinner in the United States?
a) Christmas
b) Halloween
c) Independence Day
d) Thanksgiving
6. Which value is often associated with the American Dream?
a) Leisure over work
b) Opportunity and upward mobility
c) Collectivism and group success
d) Reliance on government assistance
7. Which of the following interpretations best matches the use of " " in the

sentence: "I just watched that cat video you sent. "?
a) Extreme sadness
b) Extreme happiness
c) Extreme exhaustion
d) Extreme amusement
8. Interpret the picture below
 51

The word “blud” is refering to what?

a) The cameraman
b) The cat
c) The table
d) The monitors
 52

RESEARCH QUESTIONNAIRE
KUESIONER PENELITIAN

Name (Nama) :
Class (Kelas) :
Registration Number :
(Nomor Induk Siswa)
Dear Participants, thank you for participating in our research study,
investigating the influence of cross-cultural understanding through memes and internet
humor on the motivation of high school English as a Foreign Language (EFL) students.
Your candid responses will provide valuable insights into how exposure to cultural
content in the online realm impacts learning motivations. Your participation is
voluntary, and all responses will be kept confidential. Please respond honestly to the
following statements, and there are no right or wrong answers. Your contribution is
instrumental in advancing our understanding of the intersection between cross-cultural
understanding and student motivation.

Peserta yang terhormat, terima kasih atas partisipasi Anda dalam penelitian
kami yang meneliti pengaruh pembelajaran budaya melalui meme dan humor internet
terhadap motivasi siswa SMA bahasa Inggris sebagai Bahasa Asing (EFL). Tanggapan
jujur Anda akan memberikan wawasan berharga tentang bagaimana paparan konten
budaya di dunia maya memengaruhi motivasi belajar. Partisipasi Anda bersifat
sukarela, dan semua respons akan dijaga kerahasiaannya. Tolong berikan tanggapan
yang jujur terhadap pernyataan-pernyataan berikut, dan tidak ada jawaban yang
benar atau salah. Kontribusi Anda sangat penting dalam mengembangkan pemahaman
kami tentang keterkaitan antara pembelajaran budaya dan motivasi siswa.
 53

No. Statement Strongly Disagree Agree Strongly

Disagree Agree
Pernyataan
Sangat Sangat
Tidak Setuju
Tidak Setuju
Setuju
Setuju

I find the cultural content in

memes and internet humor

interesting.
1
Saya menemukan konten

budaya dalam meme dan

humor internet menarik.

My personal interest in the

subject matter has increased

because of my exposure to

cultural content through

memes and internet humor.

2
Minat pribadi saya terhadap

materi pelajaran telah

meningkat karena paparan

konten budaya dalam meme

dan humor internet.

 54

I am more curious about the

cultural context behind the

memes and internet humor I

encounter.
3
Saya lebih penasaran tentang

konteks budaya di balik

meme dan humor internet

yang saya temui.

Learning about culture

through memes and internet

humor brings me joy.

4 Belajar tentang budaya

melalui meme dan humor

internet memberi saya

kebahagiaan.

I have set my own goals and

5 aspirations related to

exploring cultural context

 55

beyond what's presented in

memes and internet humor.

Saya telah menetapkan

tujuan dan aspirasi pribadi

terkait dengan eksplorasi

konteks budaya di luar apa

yang ditampilkan dalam

meme dan humor internet.

I allocate more time to

studying the cultural context

after exposure to memes and

internet humor.

6 Saya mengalokasikan lebih

banyak waktu untuk

mempelajari konteks budaya

setelah terpapar meme dan

humor internet
 56

I use a variety of resources to

study and understand the

cultural references in memes

and internet humor (e.g.,

books, online articles, or

discussions).

7 Saya menggunakan berbagai

sumber untuk mempelajari

dan memahami referensi

budaya dalam meme dan

humor internet (misalnya,

buku, artikel online, atau

diskusi).

I am more disciplined in my

study routines when it comes

to exploring cultural content

8 in memes and internet humor.

Saya lebih disiplin dalam

rutinitas belajar saya ketika

harus menjelajahi konten

 57

budaya dalam meme dan

humor internet.

I actively seek out additional

information to complement

my learning from memes and

internet humor.
9
Saya aktif mencari informasi

tambahan untuk melengkapi

pembelajaran saya dari

meme dan humor internet.

I keep a study journal or notes

to track my understanding of

cultural references in memes

10 and internet humor.

Saya menyimpan jurnal

belajar atau catatan untuk

melacak pemahaman saya

 58

tentang referensi budaya

dalam meme dan humor

internet.

I have a strong interest in the

cultural materials associated

with memes and internet

humor.
11
Saya memiliki minat yang

kuat dalam materi budaya

yang terkait dengan meme

dan humor internet.