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AN ANALYSIS OF VERBAL HUMOR USED BY THE LECTURER IN SPEAKING II CLASSROOM AT STKIP PGRI WEST SUMATERA ACADEMIC YEAR 2016/2017
Etri Guswita1, Siska2, M.Khairi Ikhsan2
1Mahasiswa Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
2Dosen Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat Etryguswita94@gmail.com
ABSTRAK
Penelitian ini bertujuan untuk mengetahui kategori-kategori dari verbal humor yang digunakan dosen di kelas speaking II. Ada dua belas kategori verbal humor yang digunakan dosen yaitu: joke, pun, riddle, anecdote, satire, sarcasm, farce, limerick, parody, tall tales, irony, and wit. Penelitian ini menggunakan penelitian deskriptif. Partisipan dari penelitian adalah dosen yang mengajar di kelas speaking II. Dosen yang mengajar di kelas speaking II hanya satu orang sehingga peneliti menggunakan total sampling. Dalam pengambilan data, peneliti melakukan observasi ketika proses belajar mengajar di kelas. Kemudian, peneliti juga melakukan field note untuk tambahan informasi. Dari hasil analisis data ditemukan bahwa dosen menerapkan enam dari dua belas kategori verbal humor yaitu: joke, pun, riddle, satire, sarcasm, and irony.
Kata Kunci : Kategori humor,humor, speaking, verbal humor
INTRODUCTION
Speaking is one of the skills in English learning. Through speaking, the students know how to interact and share informations about something with others.
Then, the students can also express their ideas, opinions, comments, and suggestions orally. Lavery (2001:36) states that speaking is a language that involves using the components correctly,making the right sound, choosing the right word getting construction. The speaker can use the components of speaking and choose the right word to build the construction. Thus, to get construction in speaking, the students use the correct language and choose the right word. It will create a good communication. Speaking isalways related to express meanings in order to transfer or
to get konowledge and information from other people in the whole life situation.
Beside, speaking is difficult to learn by students. The difficulties are mostly aboutpronounciation and vocabularies.
Sometimes the students do not have good pronounciation while performing in the class, so that the are less off and lack vocabulary. These problems cause the students are lazy in learning speaking.
In teaching speaking, the students must be active in any activities. Without the feedback from the students, speaking class will be monotonous. The students do not understand about materials that the lecturer teaches.The lecturer should have way to handle this condition. There are many ways to create classor build interesting class in speaking classroom
2 such as playing game, motivating students, or applying humor in the speaking classroom.
Using humor in speaking classroom is one of positive ways to create an interesting class. Humor can be benefit to reduce boredom and build positive atmosphere in the speaking classroom.
According to Martin (2007:1) humor is essentially an emotional response of mirth in a social context that is elicited by a perception of playful incongruity and is expressed through smiling and laughter. It means that, humor is emotional makes a students smile or laugh. Although these basic elements are common to all instances of humor, the range of social situations and events that can elicit the humor response is remarkaly diverse. Using humor is one of good ways to handle it all, because with humor the student can enjoy their study and also refresh their brain so that teaching learning is not monotonous.
Humor can also important for student learning because it promotes:
students’ positive attitude toward speaking classroom, motivation for students, and statisfaction with learning, it proves that humor can be useful to create positive atmosphere in learning process. It was a valuable teaching tool to establish a classroom climate conducive to learning. It means that, humor was the teaching strategy to open the class before start
material about speaking, and also to break down the negative atmosphere when the students bored in speaking classroom. One of ways to handle this condition is used of humor.
According to Hativa (2000:274) the lecturer often use humor as a means of managing undersirable student behavior, such as arriving late to class, chatting with neighbors, or reading newspapers or other irrelevant material during the lesson.in this case humor indicates disapproval but without embarrassing the culprit. Properly used, humor sends the message that the lecturer is confident, comfortable, and in control. It means that the students need to refresh their brain in learning process to make the students still focus about the material. So, humor is benefit to guide students to learn and create positive atmosphere in the classroom.
In general, there are three type of humor: verbal, non-verbal, and verbal-non- verbal. Verbal humor focuses on the language that used in applying humor.
Meanwhile, non verbal humor is a type of visual humor. In applying non verbal humor, the lecturer can use gesture, funny picture base humor, or present something funny on the board. The last types of humor are combined between verbal and non verbal humor. For example, the lecturer presents the presentation by using funny slide and gesture to make something
3 funny. Therefore, there and three types of humor those are verbal, non verbal, combined verbal and non verbal which can be used by the lecturer in the speaking classroom. But, the researcher only focus about the category of verbal humor.
There are several categories of verbal humor can be used in classroom.
According to Shade (1996:3) verbal humor have some category including but not limited to Joke, Pun, Riddle, Satire, Limerick, Parody, Anecdote, Frace, Irony, Sarcasm, Tall and Wit. These reqiure an ability in the reader or listener to
comprehend language based
incongruities.In addition, Hativa (2000:275) state there are three categories may be find in teaching calssroom. It is Joke, Anecdote and Language Play.Furthermore, Swerdlow (2013:95) suggest some categories of humor for teaching in classroom. It is Pun, Riddle, Jokes, and Funny Story.
Verbal humor is a humor that is used with words to provoke the laugh in speaking classroom. Verbal humor focuses on the language that used in using humor.
Dynel (2009:1284) states that verbal humor is understood as the produced of language. It means that,verbal humor was what the lecturers say to provokate the students to laugh in speaking classroom. It purposes to make the conducive classroom
atmosphere and avoid the students fear in speaking classroom.
Therefore, the students that asume speaking is difficult in teaching learning process. The difficulties are pronounciation and vocabulary, so the students do not confidence while perform in the class. This condition, the students lazy in learning speaking. Teaching speaking the class will be silent and the students feel bored. Based on the problems, the lecturer should has the ways to handle this condition. One of the ways is using verbal humor in the class.
RESEARCH METHOD
This study was expecting to analyze verbal humor used by the lecturer in speaking II classroom at STKIP PGRI West Sumatera academic year 2016/2017.
Therefore, the researcher design this study as descriptive research. Gay and Airisian (2000:11) state that descriptive research involves collecting the data in order to concern the status of the study. It means that, the researcher want to do the research by colllecting, analyzing, and interpreting the data to answer the research question in chapter one. Meanwhile, the aim of the research was to analyze verbal humor used by the lecturer in speaking II classroom at STKIP PGRI West Sumatera academic year 2016/2017.
4 In this research, the researcher concluded that descriptive research was appropriate, because the researcher analysis category of verbal humor used by the lecturer in speaking classsroom. The researcher wants to analyze humor used by the lecturer in speaking II classroom at STKIP West Sumatera academic year 2016/2017. Thus, it was clear that the researcher chooses descriptive research in designing this research.
In this research, the researcher choose one English lecturer as participant.
Because based on the researcher pre- observation in the speaking II classroom academic year 2016/2017 from class A to C only one English lecturer teaches that used verbal humor and also teaches A to C only one English lecturer. In addition, researcher chooses the participant as needed or desired.Based of the problems above, to get the participants of this research, the researcher used total sampling technique.
FINDINGS AND DISCUSSION
After analyzing the data, the researcher has get the result of this research. The research question had been answered by using observation checklist as instrument. In observation, the researcher also field note and video. It is used to answer research question about category of
verbal humor used by the lecturer in speaking classroom.
The result of the research question about “what are the category of verbal humor used by the lecturer in speaking classroom?”. In answering this research question the researcher used observation checklist and field note. By doing observation, the researcher found that six categories of verbal humor used by the lecturer in speaking classroom.Those categories were joke, pun, riddle, satire, sarcasm, and irony. The reseacher did not found tall tales, anecdote, limerick, farce, parody and wit in speaking classroom. It can be seen following table:
N o
Category of Verbal Humor
Observat
ion Example 1st 2nd
1 Pun
√ √
ada jem-jem nya, apa tu jem?jem satu,jem dua, jem tiga. Abang tak datang-datang
2 Joke
√ √
I do not like that.
This is my class. I am a big boss right now
3 Riddle
√ √
Rrc ni siapa ni?rash, whatever pokok e inisial.
Republik rakyat cina ndak
4 Anecdote - -
5 Farce - -
6 Satire
√ √
I just love your shirt, black.
Condolence, belasungkawa.
Condelence orang maningga ndak?
7 Sarcasm √ √ pura-pura pakai dompet tapi
5 kironyo
mancaliak lado
8 Parody - -
9 Limerick - -
1 0
Tall tales
- -
1 1
Irony
√ √
yang ma nan lebih banyak didapatkan selama ini?
Lomba solo song juara wak, yang non akademik.
Tibo di akademik 1,3 lapeh makan se,”nasakom”
nasib satu koma
1 2
Wit
- -
CONCLUSIONS
Humor is usefull in teaching learning process. In using humor, there aremany categories can be used in the speaking II classroom. Those are joke, pun, riddle, anecdote, irony, satire, farce, parody, sarcasm, limerick, farce and wit. In this research, the researcher want to prove all categories of verbal humor that used by the lecturer in speaking II classroom. This research conducted the descriptive research at STKIP PGRI West Sumatera academic year 2016/2017. There are three class and one English lecturer teaches in speaking II classroom. It caused there are only one English lecturer as participant. Related to the finding, the researcher conclude into the result observation and field note. In observation, the researcher found six
categories of verbal humor. Those are joke,pun, riddle, irony, satire, and sarcasm.
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