Irfiana, Irfiana (2020) ANALYSIS OF HUMOR AS A PEDAGOGICAL TOOL TO ENHANCE STUDENTS INTEREST TO SPEAK ENGLISH IN ENGLISH LEARNING. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

As a teacher, of course, each of them has their own difficulties in handling their students. It should be that a teacher must find ways to make his teaching more interesting and make students more motivated and more understanding.Pedagogical tool one that needs to be considered by the teacher to regulate the atmosphere of the class.Humor has become something that is needed by everyone normally, as well as students. Humor is also often carried out by teachers as an entertainment insert in learning. The teacher uses humor in education, especially in the field of English, through anecdotes (funny stories) and insertions of funny words in English. The aim of this study was to analysis whether the use of humor in English class and what categories of humor that teacher use in teaching in the English class. The approach of this study was qualitative. The data collection trough with interview and observation , the subject of this study were the eleventh grade (IPS) students in MA Abi Manap Sei Jangkit. The results of this study indicate that humor is used by teachers as an educational tool in helping to teach in English. Based on the results of humor research used by the teacher, there are various categories of humor based on the analysis of its categories, namely appropriate humor which is divided into (1) related humor (2) unrelated humor (3) self-disperaging and making good response actions (making students more active , not bored, interested in speaking English, happy and not sleepy, students' interest in speaking English in the presence of humor is considered successful because it makes students more active in speaking English, for English used by students in speaking interest is based on their studies speak more often. In conclusion, was concluded that the use of humor as a pedagogical tool to enhance students' interest in speaking English in English learning was appropriate and the categories that teacher used was related humor, unrelated humor and self disperaging. The results showed that students were happier and seemed more interested in learning and speaking English because of the humor.

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