Students’ Perception on the Use of Humor in English Teaching Process

Muthi'ah, Muthi'ah; Galib, Syamsul Arif

doi:10.24252/eternal.v61.2020.a10

Cited by 2 publications

(2 citation statements)

References 2 publications

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“…The existence of some activities using some online platforms would make students more stay focused on online learning. The activities in the learning process that are integrated with technology, such as an online platform, should be comfortable, fun, and interesting (Muthi'ah & Galib, 2020). Therefore, this study focuses on what kind of online platforms make students more engaged in the online class and how they perceive dealing with some online platforms they have employed.…”

Section: A Introductionmentioning

confidence: 99%

Engaging Students With Some Learning Platforms: English Teachers' Perception

Febrianingrum

Alim

2021

ETERNAL

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This study aims to describe the perception of English teachers about the use of platforms in engaging students during online learning. The participants of this study consist of junior and senior high school teachers in some schools in Madura. Their perceptions were investigated in terms of three aspects: effects of using this learning platform on their perceived motivation, the perceived usefulness, and the perceived ease of use of platforms. The study was conducted in the descriptive method. The data were collected by using a questionnaire and self-structured online interviews. The findings indicated that the teachers perceived that google classroom as the most used LMS and WhatsApp as the most preferred social media since both are user friendly and easy to use. Furthermore, Microsoft PowerPoint or Word and YouTube are the most preferred platform since they are motivating, useful and engaging during English online learning. It was found out that the English teachers are satisfied with the features of the use of these outstanding platforms in their online learning since they provide suitable features for their materials. Moreover, it was found that some teachers choose those platforms since they are more familiar for them to use. Besides, they had been introduced, acquired knowledge and practices on how to use the platform for supporting the learning process. Consequently, it should be training for the teacher about other outstanding learning platforms to be acknowledged and employed in their teaching and learning process.

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Section: A Introductionmentioning

confidence: 99%

Engaging Students With Some Learning Platforms: English Teachers' Perception

Febrianingrum

Alim

2021

ETERNAL

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“…Referring to the context of higher education, it is done by [1]. The exploration of humor in classroom setting has been done based on students' perspective [13], [14], meanwhile based on lecturer's perspective was done by [15]. As such, this study aims to reflect lecturers' perspectives on the incorporation of comedy in virtual classrooms.…”

Section: Introductionmentioning

confidence: 99%

Using Humor in Virtual Classroom: Lecturer’s Pers

Yusuf

Rahmawati

Akmal

et al. 2021

lwsa

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The pandemic of Covid-19 affects a variety of facets, including the way education is delivered, which has shifted to an online format via the use of virtual classrooms supplied by several platforms. The purpose of this study is to ascertain lecturers' attitudes about the incorporation of comedy in virtual classrooms. A 14-question closed-ended questionnaire was issued online via Google Form. The questions fall into three categories: humor integration into the learning process, comedy and its influence on students, and lecturer-supplied humor content. A Likert scale was used to create the questionnaire. SPSS was used to analyse and evaluate the data statistically. A more extensive response was gathered through an interview with the subject, who was randomly selected depending on their agreement. The findings indicate that lecturers believe humor is vital in the classroom and can be used as a teaching method. Additionally, they feel that incorporating humor into the teaching-learning process can increase student participation, enthusiasm, comfort, and motivation, as well as garner respect and a favorable attitude toward lecturers. Regarding the material or subject matter utilized to perform humor, the lecturers feel that delicate topics (pornography, religion, sexuality, and political choice), the students' cultural background, and the lesson taught at the time must all be considered. As a result, it can be recommended that comedy can be used as a substitute for relieving pressure and boredom during online learning sessions.

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Students’ Perception on the Use of Humor in English Teaching Process

Cited by 2 publications

References 2 publications

Engaging Students With Some Learning Platforms: English Teachers' Perception

Engaging Students With Some Learning Platforms: English Teachers' Perception

Using Humor in Virtual Classroom: Lecturer’s Pers

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