THE DEPLOYMENT OF TEACHER HUMOR IN EFL CLASSROOM

This study aims to explore the deployment of humor in the EFL classroom by examining the categories, realization, the teacher’s reason on the deployment, and student opinion of humor deployed by an English teacher. The objectives are to categorize the humor deployed by an English teacher, to describe its realization in the EFL classroom, to explain the teacher's motivations for using humor, and to elaborate on students' opinions regarding this humor. The theoretical framework is based on Wanzer et al. (2006) for categorizing and realizing teacher humor, and Berk (1998) for understanding the reasons behind its use. Data were collected from an English teacher and 32 first-grade students at SMAN 4 Medan through a descriptive qualitative method, following Cresswell (2009). Over six class meetings, humor was observed and recorded, followed by interviews with the teacher and students. Findings reveal that humor is classified into appropriate and inappropriate categories. Appropriate humor is further divided into related humor (jokes 20.6%, student-directed teasing 15.8%, examples 10.6%, stories 4%, creative language 1.6%, critical/cynical humor 1%) and unrelated humor (jokes 19%, teasing 17.4%, critical/cynical humor 4.2%). Self-disparaging humor includes making fun of himself (2%), making mistakes (1.6%), and telling embarrassing stories (0.6%), while unintentional humor accounts for 1%. Inappropriate humor, such as political disparagement, is rare (0.3%). The deployment of humor is dynamic, utilizing bilingual wordplay, cultural references, and relatable analogies. The teacher modernizes traditional tales and incorporates familiar children's shows to make complex concepts accessible. Light-hearted teasing, cynical humor, and self-disparaging humor create a playful, respectful environment that enhances understanding and retention. The teacher deployed humor strategically to establish a comfortable atmosphere, reduce anxiety, encourage participation, and maintain attention. This adaptable approach aligns humor with educational goals and meets students' needs, making it crucial for effective teaching. Students view humor positively, noting its role in breaking communication barriers, fostering a dynamic classroom environment, and promoting a positive attitude toward learning. Humor makes classes enjoyable and memorable, encouraging regular attendance. In conclusion, humor significantly enhances engagement, retention, and the overall educational experience. It is recommended that teachers further explore appropriate humor subcategories and consider humor's role in various classroom interactions, such as writing, reading, or listening, to enhance students' language learning and teachers’ effectiveness.