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.