• Oktari Firda Hibatullah English Language Education Department, Universitas Muhammadiyah Yogyakarta, Yogyakarta, Indonesia
  • Queen Fiqi Ardlillah English Language Education Department, Universitas Muhammadiyah Yogyakarta, Yogyakarta, Indonesia




Teachers’ Jokes, Students’ Language Learning Processes, Fun Learning, Impact of Joke, Teaching and Learning


There are lot of phenomena that often happened in teaching and learning processes. One of them is the problems faced by the students in their learning processes. For instance, they are feeling demotivated, sleepy, and bored while the processes in classroom. In order to deal with the problems, some of teachers already had a strategy in their teaching process by doing jokes. However, not all of the jokes can resolve the students’ problem effectively. Furthermore, the impacts that the students got by the jokes were less investigated deeply by prior studies. Thus, the purposes of this study are knowing the certain jokes that affect the students’ learning process and exploring the impacts of the jokes towards the process. This study then narrows the learning process into a language learning process. A qualitative study is used as an approach of this study by conducting classroom observation and interview to collect the data. The data showed that there were several jokes that able to cope with the students’ problems, and several good impacts of the jokes found in the students’ language learning processes. To sum up, the teachers’ jokes can be a way to create a fun learning which encourages the students in their language learning processes.


Abdullah, A. G. (2007). Humor dalam pengajaran. PTS Professional.

Ahmad, A., Abdullah, A. G., Ahmad, M. Z., & Aziz, A. R. H. A. (2005). Kesan efikasi kendiri guru Sejarah terhadap amalan pengajaran berbantukan teknologi maklumat dan komunikasi (ICT). Jurnal Penyelidikan Pendidikan, 7, 14-27.

Ahmad, Nor Azizah et al. 2018. The use of teacher's joke increases students ’ involvement inside classroom. 5(10), 5039–46. https://doi.org/10.18535/ijsshi/v5i10.06

Al-Mahrooqi, R., Denman, C., Al-Siyabi, J., & Al-Maamari, F. (2015). Characteristics of a good EFL teacher: Omani EFL teacher and student perspective. SAGE Open, 5(2), 1-15. https://doi.org/10.1177/2158244015584782

Azizinezhad, M., & Hashemi, M. (2011). Humour: A pedagogical tool for language learners. Procedia-Social and Behavioral Sciences, 30, 2093-2098. https://doi.org/10.1016/j.sbspro.2011.10.407

Baid, H., & Lambert, N. (2010). Enjoyable learning: The role of humor, games, and fun activities in nursing and midwifery education. Nurse Education Today, 30, 548-552. https://doi.org/10.1016/j.nedt.2009.11.007

Bekelja Wanzer, M., Bainbridge Frymier, A., Wojtaszczyk, A. M., & Smith, T. (2006). Appropriate and inappropriate uses of humor by teachers. Communication Education, 55(2), 178-196. https://doi.org/10.1080/03634520600566132

Bryant, J., Comisky, P. W., Crane, J. S., & Zillmann, D. (1980). Relationship between college teachers' use of humor in the classroom and students' evaluations of their teachers. Journal of educational psychology, 72(4), 511. https://doi.org/10.1037/0022-0663.72.4.511

Cohen, L., Manion, L, & Morrison, K. (2011). Research methods in education (7th ed.). London: Routledge.

Djamarah, S. B. (2010). Guru & anak didik dalam interaksi edukatif .Jakarta: Rineka Cipta.

Deneire, M. (1995). Humor and foreign language teaching. Humor: International Journal of Humor Research, 8, 285–298. https://doi.org/10.1515/humr.1995.8.3.285

Jeder, D. (2015). Implications of using humor in the classroom. Procedia-Social and Behavioral Sciences, 180, 828-833. https://doi.org/10.1016/j.sbspro.2015.02.218

Machlev, M., & Karlin, N. J. (2016). Understanding the relationship between different types of instructional humor and student learning. SAGE Open, 6(3), 2158244016670200. https://doi.org/10.1177/2158244016670200

Mottet, T. P., Frymier, A. B., & Bebee, S. A. (2006). Theorizing about instructional communication. In T. P. Mottet, V. P. Richmond, & J. C. McCroskey (eds.), Handbook of instructional communication (pp. 255–282). Boston, MA: Allyn & Bacon https://doi.org/10.1016/j.nedt.2009.11.007

Nasiri, F., & Mafakheri, F. (2015). Higher education lecturing and humor: From perspectives to strategies. Higher Education Studies, 5(5), 26-31. https://doi.org/10.5539/hes.v5n5p26

Ranjbar, N. A., & Narafshan, M. H. (2016). Affective domain: The relationship between teachers’ affective factors and EFL students’ motivation . Journal for the Study of English Linguistics, 4(2), 13-28. https://doi.org/10.5296/jsel.v4i2.9920

Robson, C. (2002). Real world research (2nd Ed.). Malden: Blackwell Publishing.

Rodrigo, G. (2018, May 2). The Fun Learning Approach – Nurturing A Passion For Learning From The Very Start. Retrieved May 12, 2019, from Fun Academy: https://funacademy.fi/fun-learning-approach/

Saldana, J. (2016). The coding manual for qualitative researchers. 67-273: SAGE.

Stroud, R. (2013). The laughing EFL classroom: Potential benefits and barriers. English Language Teaching, 6(10), 72-85. https://doi.org/10.5539/elt.v6n10p72

Torok, S. E., McMorris, R. F., and Lin, W. (2004), “Is humor an appreciated teaching tool?”, College Teaching, 51, 14–2 https://doi.org/10.3200/CTCH.52.1.14-20

Wanzer, M. B., Frymier, A. B., & Irwin, J. (2010). An explanation of the relationship between instructor humor and student learning: Instructional humor processing theory. Communication Education, 59(1), 1-18. https://doi.org/10.1080/03634520903367238




How to Cite

Hibatullah, O. F., & Ardlillah, Q. F. (2019). “GIVE ME A JOKE, PLEASE!”: CREATING A FUN LEARNING BY TEACHERS’ JOKES. PEOPLE: International Journal of Social Sciences, 5(2), 948–958. https://doi.org/10.20319/pijss.2019.52.948958