Student’s Perception of Teacher’s Use of Humor in the Classroom

Abstract

The use of humor in the classroom has been widely regarded as an effective pedagogical
strategy to create a positive learning atmosphere, foster engagement, and reduce student
anxiety. This study aims to explore students’ perceptions regarding their teachers’ use of
humor during English language instruction. Employing a qualitative descriptive design, the
researchers collected data through semi-structured questionnaires and follow-up interviews
with 30 undergraduate students in the English Education Department at Universitas
Rahiscendekia Indonesia. The findings indicate that most participants perceive humor as a
helpful tool for enhancing comprehension and maintaining motivation. However, some
students expressed concerns about humor that is perceived as inappropriate or excessive. The
study highlights that the successful use of humor depends on teachers’ sensitivity to students’
backgrounds and the relevance of humorous content to instructional objectives. Implications
suggest the importance of professional development programs to train educators in using
humor effectively while maintaining classroom decorum. Additionally, the results reveal that
humor contributes to building positive relationships between teachers and students, making
instructors appear more approachable and supportive. This relational benefit was especially
valued by learners who often experience anxiety in language classrooms. Future research is
recommended to examine the long-term effects of humor on academic achievement and to
explore its application across diverse cultural and educational contexts.