Juvrianto Chrissunday Jakob Linguistica

Vol. 12, No. 02, Apr 2023, (94-107)

A PRAGMATIC ANALYSIS OF HUMOR USED IN ENGLISH

MEETING CLUB
JUVRIANTO CHRISSUNDAY JAKOB1
1
POLITEKNIK NEGERI AMBON

Abstract
Humor is kind of learning tactics which become someone’s style in doing certain
methods or learning technique individually. The aim of this research is to found the
types and the effects of humor in meeting club. The samples were the learners of
Meeting club. The instrument of this research is Audio recording. Based on the result
of this research, there are three types of humor appear in meeting club, likes Teasing,
Banter and Joking and they are to create communicative teaching and learning, to
activate learner in teaching and learning, to increase of the student's English ability
especially speaking skill. Finally, it was strongly recommended and effectiveness for
humor as an aid to learning and instruction, and trying to eliminate problem in
learning English by considering the effects of using humor in Meeting club.

Keywords: analysis, humor, Meeting Club.

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INTRODUCTION
Many students in Junior high school frequently enter language classrooms lacking
motivation and feeling stressed. Emotions such as worry, nervousness, and feeling ennui in
a language learning setting often affect motivation, and success thereafter (Gardner &
Lambert, 1972). Indeed, most, if not all Emirati students are too nervous or even afraid to
attempt their expressing in a foreign language.
Simultaneously, that students also recognizes more willing to participate in and take
very supportive. Likes with all learning, learning a foreign language requires a certain
“positive” atmosphere in the classroom. (Kristmanson, 2000) accentuates the need to make
a “welcoming” classroom for language learning, so that the learning environment does not
feel intimidating.
Humor is a biological attribute all humans possess (Polimeni and Reiss 2006:347)
and thus, there are many theories trying to explain humor and the functions, including
philosophical, psychological, sociological, anthropological and linguistic perspectives
(Dynel 2009: 1284). An explanation for sharing disciplines that study area may be found in
Nahemov’s (1986:4) perception of different qualities concerning humor: Our sense of
humor, aging, individuality, time, social situation and emotions all have an effect on what
we catch funny or humoristic. Because all the quality will change over time.
Humor has also been connected to positive class controlling. Walter (1990) reported
that students who laugh have less troubling noise in classroom. Powell (1985) and Proctor
(1994) reported that humor communicates issues connected to classroom controlling
without either decrease teacher’s authority or embarrassing the classroom.
English club program is a language-learning program that is to improve the students’
English achievement, especially in mastering their speaking skill. Enriching student
language program is needed to enhance students’ language proficiency in school. Another
aim of language learning program is to support the students’ academic achievement.
Speaking is a process for building and sharing of meaning through the use of verbal
and non-verbal symbols, in a variety context (Chaney and Burk,1998;13). Speaking is a
crucial part of foreign language teaching and learning. Therefore, today’s world requires
that the goal of teaching speaking should be increase the students' ability in communication
skills, because only in that way students can express themselves and how to learn to follow
the social and cultural rules suitable in each communicative circumstance.
The purpose of the study is to describe how An Analysis of humor in Meeting Club
is conducted. The researcher studies the teaching techniques, tools and media used by the
Teacher, the facilities provided for the Meeting Club, and the activities held in the Meeting
Club. This study is also intended to describe the students’ perception toward the club.

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Based on my observation and interview with some students, they said that, their
English teachers are too serious and make them get bored and sleepy in the meeting and
few of them said that their teachers are fierce. So, there is a fear in themselves to make them
feel less confidence in expressing their thought and feel afraid if they make mistake in
answering teacher’s questions.
Therefore, the purpose of this research is to explore the An analysis of humor in
Meeting club to improve speaking skill. Two studies were conducted, each of which
addressed one or more of the following research questions what types of humor in meeting
club? And how effective do teachers find their use of humor in class??
The Problem statement above, the researcher would like to analyze teacher’s humor
deal with the student’s feeling while the teaching learning process. So, the scope of the
problem will be focused on” An Analysis of Humor in Meeting Club”.

A. Humor Theory
There are many factors that affected on the motivation of students. The level of
difficulty of material presented, types of activities used, the support from classmates, and
encouragement of the teacher are only some of the factors often mentioned as having an
effect on the experience of learning a language. Even more importantly, the mood of the
classroom can give a good deal to the learning process in the second language classroom.
Previous research found that humor is very helpful in the learning process (Cornett, 1986;
Fisher, 1997). Humor can promote understanding, and the students feel interesting to
learning
In the other side, too much humor is inappropriate (Downs, Javidi, and Nussbaum,
1988). Bryant and Zillmann (1988) reported that teaching humor can only be found if there
is a use of the right type and amount of humor. Likewise, Kher, Molstad, and Donahue
(1999) stated that suitable and well-timed in the college classroom can bring up openness
and respect each other, and contribute to overall teaching effectiveness.
The choice of a topic of research is not ever done in a vacuum. The selection topic
of researches is often determined of personal value. The personal interest ensures that the
researcher will have commitments and motivation to complete the project (Collins,
2000:20). From private benefit interest, a problem needs to evolve. The author further states
that the formulation of the problem engages the reader in the specific focus of the study and
views it as the point of departure from which clarity about the issue is sought.
According to Strean (1994:xi), although laughing and crying are two basic inborn
emotional relations, psychoanalysts and psychotherapists have been much more interested
in the phenomenon of crying than laughing. In contrast to the many clinical papers in the

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professional literature that deal with the patient’s inability to cry and mourn, there are very
few that discuss the dynamics of the patient’s inability to laugh, a patient’s use of wit, humor
and laughter. Most professional commentators on the subject point to this behavior as a
means of acting out, a way of resisting, a sign of a regressive transference, a maladaptive
response, and frequently a disguised way of expressing hostility.
Research suggests that general comprehension and retention of classroom messages
were significantly improved by the use of humor. Casper (1999) stated that learning induced
by humor strengthens the learning memory. Ziv (1988) investigated the effects on student
learning of teaching with humor and reported that students appreciate and enjoy learning
with a teacher who uses humor. Similarly, Kaplan and Pascoe (1977) reported that lectures
with more concept-related humor helped students do significantly better on recalling tests
of learnt concepts. It is clear that in order to motivate and have more receptive students,
humor is essential to teaching and learning.
Humor is also positively tied to a number of classroom issues. It is proposed to be a
successful teaching tool when the topic of the class is of a sensitive nature (Johnson,1990).
Bryant, Comisky, and Zillman (1979) further purport that humor makes taboo subjects more
acceptable
Ackerman and Dummer (1982) advocate that humor is one of several preventative
techniques to counteract undesirable behavior primarily because of its ability to reduce
tension. One tedious required task in the classroom is familiarizing students with rules and
expectations. Students are less reluctant to accept and adhere to rules if delivered in a non-
threatening, non-confrontational style. One particular professor of communication studies
devised a listing of classroom rules and entitled it "Rules With A Grin". In this listing,
Proctor's (1994) delivery of rules was facilitated by the humorous handout and willingly
accepted and adhered to. When students enjoy being in a particular setting, behavior
problems logically reduce, allowing for greater listening and retention of material (Sullivan,
1992). Goor (1989) views humor as an alternative to authoritarian discipline. He observes
a principal and two teachers in a school and discovers that humor is likely to result from
one or several of the teacher behaviors: (1) connecting personally with students; (2)
enlivening the learning experience;(3) using alternatives to authoritarian discipline; and (4)
encouraging risk-taking and higher level thinking. It serves a dual purpose of maintaining
order as well as a pleas ant learning atmosphere.
Humor is shown to develop higher-order thinking skills and create modes of thinking
that are investigative, seeking, grasping, and filled with trial and error (Nilsen,1987).
Humor, while breaking down stress, acts as an elixir which soothes the mind into thinking
more clearly about higher order relationships (Herbert, 1991).

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The effect of laughter upon the mind not only brings relaxation with it so far as
mental tension is concerned, but makes it also less prone to dreads and less solicitous about
the future. This favorable effect on the mind influences various functions of the body and
makes them healthier than would otherwise be the case (Moody, 1978).
B. Types Of Humor
I will briefly introduce the different types of humor identified from the data and
explain them through examples of data. The different types of humor include irony, teasing,
banter, language play and joking, and they will be introduced below in this order.
1. Irony
First of all, no one clear definition of irony exists but some characteristics can
be pointed out on the basis of previous research. Different forms of irony refer to the
use of ambiguous or implicit utterances which typically involve double meanings
(Piirainen-Marsh 2010), since when someone is being ironic they say the opposite of
what is meant. In other words, there is a so called metamessage hidden in the
speaker’s remark (Brackman 1967, as cited by Haiman 1998:18). What makes the
phenomenon so puzzling is that it is possible for one to be ironic or sarcastic without
giving any signs of insincerity (Haiman 1998:18). Thus, unsuccessful use of irony is
quite common and one often needs to point out their use of it afterwards to get their
true message understood. Finally, it should be mentioned that the humorous intention
of irony or sarcasm works best with a target who shares the same “knowledge of the
world” or who is familiar with the “speaker’ character and opinions” (Brackman
1967, as cited by Haiman 1998:18). In effect, certain closeness between the one who
uses irony in his/her speech and the target(s) is beneficial in terms of understanding
that irony is used for humorous effect.
2. Teasing
Teasing is “intentional provocation accompanied by playful off-record
markers that together comment on something relevant to the target” (Keltner et al.
2001:229). This definition by Keltner et al. intends to give a neutral view of teasing.
Nevertheless, teasing can easily act both as a positive and a negative type of humor.
The difference between what is considered to be good natured teasing and when
teasing starts to resemble bullying is difficult to differentiate (Keltner et al. 2001:229-
248). One reason for this might be that teasing has a clear target (Lilja 2010:236),
which means that it I directed at a certain individual and thus, is highly personal.
Even when teasing I intended as positive, the recipient can choose to interpret the
tease in a negative manner and be offended.

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3. Banter
Banter is a term for a more specific type of teasing where the teasing happens
back and forth. It might be called “a match of verbal ping-pong played by the two (or
more) interlocutors within a jocular mode” (Dynel 2008:243-244). Mostly in teasing
the recipient does not “play along” (Drew 1987:219), but in banter the target is
expected to participate in the bantering, which usually starts by focusing on some
habit or characteristic of the recipient (Plester and Sayers 2007:159). The banter stops
when one of the participants “runs out of ideas to outdo the other” (Dynel 2008:244).
According to Plester and Sayers (2007:158) “the intention of banter is to create and
reinforce relationship through social acceptance-friendship strategies.” However, if
the intention of banter fails and the recipient does not respond, then banter can easily
have negative effects (Plester and Sayers 2007:159). One might say that when
unsuccessful, banter turns into negative teasing.
4. Language play
Language play can be defined in various ways. In linguistic terms it refers to
“the conscious repetition or modification of linguistic forms, such as lexemes or
syntactic patterns” (Belz 2002:16). However, in relation to interaction, Lilja
(2010:236) defines language play as paying particular attention to a certain feature
of language and then targeting the feature humorously. In the present data, interaction
and humour are key words and thus, the term language play is presented through the
latter definition. Also, language play is a particularly interesting area of study in
language classrooms, since playing with words and their meanings can be a very
typical type of interaction for students in this specific context (Pitkänen-Huhta
2003:245). Language play has a significant role in classrooms and particularly in
language learning, since it can increase the awareness and knowledge of different
structures of a language (Lilja 2010:265) and as a result, enhance language learning.
5. Joking
Joking is the most abstract of the types of humour presented here. It can be
divided in to two categories: conversational jokes and canned jokes. The term
conversational joking could be used as an umbrella term for all the different types of
humour presented here (irony, teasing, banter, language play), since it includes all
different “forms and strategies” that result in laughter from the target(s) (Norrick
1993: 409). By contrast, a canned joke can be defined as “used before the time of the
utterance in a form similar to that used by the speaker […]” (Attardo 1994:295-296).
In other words, a canned joke uses a familiar joke frame to create amusement. One
clear example of canned joking is a knock-knock joke, where the target knows the

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intention of the speaker, since it is produced in a familiar frame. Canned jokes are
used less freely than conversational jokes, since they are often considered to be
inappropriate in formal contexts (Attardo 1994:297-298).

C. Effects of Humor in meeting club

Most research suggests that using humor in classrooms has a positive influence on
the classroom atmosphere. This is not surprising as generally we find humor to be
something positive and scientific research has shown humor to relieve stress, reduce
negative emotions and even improve one’s physical and mental health (McGhee 2010). In
the field of studying classrooms, several studies have proven “teachers’ use of humor
effective as a means of establishing rapport and developing open, supportive
communication climates” (Stuart and Rosenfeld 1994:98). In other words, humor is seen
positively both in relation to the atmosphere of the classroom and the teacher student
relationship. Humor provides teachers with “an opportunity to enhance positive interaction
in the pedagogical relationship” between the teacher and the students (Spåre 2008). One
might consider humor as a mere tool for creating amusement for a short amount of time,
but in classrooms it can serve a greater purpose by creating a positive learning environment
and enhancing the social relationships between the teacher and his/her students. When used
appropriately, the positive outcomes of humor in classrooms are thus beyond brief
amusement.
However, because of the multifaceted nature of humor it can also have negative effect
on the classroom climate, as well as the teacher-student relationship. Teachers should
possess emotional intelligence and before using humor take into consideration how th class
or an individual student will react to different kinds of humor (Spåre 2008). As result of
poor consideration, teacher humor might not be understood by the students a funny or
amusing, but interpreted as threatening. The study of Anttila (2008) discussed both positive
and negative student perceptions of teacher humor and students in her research experienced
that negative teacher humor included demeaning, mocking, humiliations and joking or
laughing on someone’s expense (Anttila 2008:162). As a result of negative humor, students
felt irritated, inferior to other students and even depressed (Anttila 2008:196). Anttila’s
research reveals that when teacher humor is perceived negatively, it can cause serious
negative emotions in students. Whether the target of teacher humor is the whole group or
an individual student, these emotions are likely to affect negatively on the atmosphere of
the classroom and the teacher-student relationships. Furthermore, they might affect the
motivation level of students in connection to learning.
In addition to negative teacher humor, negative effects of student humor are also

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apparent in classrooms. The use of humor between students might lead to similar negative
emotions that were mentioned in Anttila’s study. However, when teachers as professionals
use humor in classrooms they are unlikely to use humor intentionally in a negative manner,
whereas the use of negative humor between students can of course be unintentional, but is
often also intentional. The intentional use of negative humor against a student suggests
bullying. According to Klein and Kuiper (2006:387) “aggressive humor may often be used
against peer victimised children, as one means of maintaining their lowered status within
the peer group” and that the “use of aggressive humor could also serve to enhance the
bully’s morale and entertain the group, thereby maintaining group solidarity.” The use of
negative or aggressive student humor in classrooms is a serious matter, which demands
teachers’ attention. Although research on different negative effects of humor in classrooms
is far less substantial than the positive, the issue of negative humor, initiated by both teacher
and the students, should be taken into consideration.

METHODOLOGY
This research will apply a qualitative research design because it will deal with the
data form of the dialogues between teacher/Leader and his / her students and his students’
enthusiasm in learning English. The strength of a qualitative research method is that it can
provide a rich description of the inquiry or phenomenon being studied. In this case, the
researchers described about “An analysis of humor in Meeting Club”
The data collected then will be analyzed by the researcher in following several
steps, they are:
1. Transcribing the data of humor in meeting club.
2. Identifying and categorizing the strategies used humor in meeting club from
the conversation.
3. The findings are displayed.
It analyzed the strategies used by teacher/Leader and Students in meeting club used
humor in the meeting. It was important to know that in activate Students schemata in
teaching and learning, to create thinking activities in solving problem, to increase
emotional and behavioral development. Finally, it was strongly recommended that more
attention should be paid in teaching English and trying to eliminate problem in learning
and teaching English by considering an analysis of in Meeting club.
The participant of this research are the Members of Meeting club in Makassar.
Consists of 6-7 member of meeting club. The research took place the English club as the
location of the investigation. The location was at Fort Rotterdam Makassar the
investigation did three weeks.

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In order to get more effective and efficient ways in collecting the data of humor in
meeting club, the researchers will collect the data through audio recording the meeting
club. The primary instrument in this research is the researcher herself while the secondary
instrument is anything that can help the researcher in collecting data, such as mobile phone
as the recorder.

FINDINGS
In meeting club, there are three types of humor used in meeting club, they are,
Teasing, Banter, and Joking.
1. Teasing
Teasing is “intentional provocation accompanied by playful off-record
markers that together comment on something relevant to the target” (Keltner et al.
2001:229). This definition by Keltner et al. intends to give a neutral view of teasing.
Nevertheless, teasing can easily act both as a positive and a negative type of humour.

Extract 1: Public Transportation

Speaker 3 : yahh life style not be [unclear] how to say hmmm oplat
transportation. I mean we lack of quality public transportation as
we know we have more public transportation such as a bentor
,becak it that you explain previous , and then
Leader : why you see?
Speaker 3 : he is driver right? @.saya kan langganan sama situ
Speaker 5 : His looks like driver
Speaker 3 : the bos of the becak and the bos of bentor

In extract 1 above, the Speaker 3 explain about the lack of public

transportation, and suddenly the Leader command her gestured. She answer the
question which is presented through teasing,” he is driver right? @ saya kan
langganan sama situ”. The current extract shows example of teasing. Another
example of teasing can be seen in the following extract:
Extract 2: Conversation about motorcycle
Speaker 1 : Yess , I agree you statement
Speaker 2 : Ohh you have statement same with me, ok ok. Why you agree
with me , ee I think
Speaker 5 : I like your comman
Speaker 1 : Realy
Speaker 6 : May be you agree with him, because you have something
wrong
Speaker 2 : no no no.
Speaker 6 : If you go to school, maybe u can have, apa janjian with the
Speaker 2 : No.no.no
Speaker 1 : you use motor cycle,
All Speaker :@

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In extract 2 above, when in the middle of the conversation there was a friend
who told to make an appointment to school together. It just wont to the atmosphere
more fun. That’s mean in the conversation through teasing
2. Banter
Banter is a term for a more specific type of teasing where the teasing happens
back and forth. It might be called “a match of verbal ping-pong played by the two
(or more) interlocutors within a jocular mode” (Dynel 2008:243-244). Mostly in
teasing the recipient does not “play along” (Drew 1987:219), but in banter the target
is expected to participate in the bantering, which usually starts by focusing on some
habit or characteristic of the recipient (Plester and Sayers 2007:159). The banter stops
when one of the participants “runs out of ideas to outdo the other” (Dynel 2008:244).
Extract 3: Bentor
Speaker 6 : apakah kamu pernah menggunakan bentor
( Have you used bentor?)
Speaker 5 : I’m never used it, I’m never drived
All :@
Leader : it’s the provider
All :@
Speaker 5 : you are driver
Speaker 6 : It’s okay

In extract 3 above, the banter extract begins when Speaker 6 ask Speaker 5
“Have you used bentor?” But Speaker 5 never used and drived bentor, So Speaker 6
ask him, you are driver, their conversation proceeds as banter. We can see another
example of banter in the following extract:
Extract 4: the advantage and disadvantage of using car.
Leader : how about you
Speaker 3 : I eee I eeee I think the about pollution, I choose a car, I think
because if I go some there by car , I can eeee I can my uniform
is dirty if I choose car
Speaker 4 : If you choose car you uniform is dirty?
Speaker 1 : Yahhihh @
Speaker 3 : no dirty
Speaker 1 : before you say you uniform is dirty
Speaker 3 : noo. I don’t say dirty
Speaker 1 : yahhhh
Speaker 3 : Realy..??? ada Aqua kah? Hahahhahaha, I’m not focus,
sorry, sorry, ehhh,, I ehhh,, I like linglung , may be just like
that ,, yeshhh, I ont have any statement @

In extract 4 above, Speaker 3 fell not focus to answer the question from
Leader, Her statements to choose car, it can make her uniform dirty. So many friends
repaid Speaker 3 statements, they mean that’s not true, the present extract is a clear

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example of banter, since teases are consecutively produced by two people. The
smiles and humorous facial expressions of Speaker 3 and Speaker 1 reveal their
discussion to be produced in humor mode.
3. Joking
Joking is the most abstract of the types of humor presented here. It can be
divided in to two categories: conversational jokes and canned jokes.
Extract 5: bentor is really not good.
Leader : all the people said and we eee about the bentor really is not good
Speaker 6 : annoying
Leader : yup
Speaker 6 : we can said that is really annoying but I’m sorry if there is
some of as have a bentor I’m sorry
Leader : ok
All Speakers :@

In extract 5 above, Speaker 6 give comments “but I’m sorry if there is some
of us have a bentor I’m sorry”. The present extract is a clear example of joking. It’s
one of humor use in meeting club, where humor can make the atmosphere in the
meeting club is not strained, and become more interested in following meeting club.
Other examples are in the following extracts:
Extract 6: Agree and disagree
Speaker 1 : what is you statement? Are you agree to use motor cycle or car?
Speaker 4 : Yahh, I’m ee agree ee motor cycle, why?
Speaker 1 : She is a psychopath girl.
Speaker 4 : @ Because eee.
Speaker 3 : she is a chili chili
Speaker 4 : yah chili chili.
Speaker :@

In extract 6 above, When the Leader asked Speaker 4 agree or disagree about
the statements before, Speaker 1 said Speaker 4 is chili chili, some members in
meeting club laugh but some students are not laugh, This is one of humor that used
in meeting to make meeting club be fun not bored, for Some students like it with
laugh, but for some members it is rude in meeting.
The study aimed to find out the effect of humor use in meeting club
atmosphere. Humor is very effective in building relationships all the members, and
to increase the student’s English ability, so students do not feel worried to express
their idea. In other words, whether humor created positive reactions and possibly
enhanced learning or resulted in negativity, such as students getting offended or
even getting bullied. Based on the data, most of the examples of humor were found
to have a positive effect on the classroom atmosphere. The positive effect was

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evident from the reactions to humor use, which included smiling, laughing and
other humorous responses such as exaggerated postures or facial expressions. In
addition to the basic humor signals, including laughter and change of voice, these
contextual clues are the key in finding out whether the participants are acting in
serious or non-serious mode (Haakana 1996:149-156). Overall, it was easier to
detect the positive than the negative effects of humor use, since negative emotions
were not expressed as strongly by the participants.
The humor type Joking appeared mostly in meeting club, which seemed to
be appreciated by students based on their response joking remarks. Joking had a
positive effect on the atmosphere in most of the examples detected in the data, but
a few examples should be looked at more closely to discuss possible negativity
created by the humor sequences. Teasing had a positive effect on the atmosphere
in most of the examples detected in the data, but a few examples should be looked
at more closely to discuss possible negativity created by the humor sequences.
Firstly, extract 6 presented a Joking sequence where the Speaker 3 (girl) was
targeted by Speaker 4 (another girls). The joking was produced in good nature, but
Speaker 4 (girl’s) reactions showed that unlike Speaker 3 she was not completely
in the humor mode during the long interaction.
As for the negative impact that I found on the club meeting is a stiff response
to humor, because in addition to the type of teasing and banter that always appear
at the club meeting was joking type. For this type of joking is no response from
some members who are not comfortable with this type of humor.

CONCLUSIONS AND FURTHER RESEARCH

In this paper, I have done research on applying the method of humor in a club meeting
to increase the motivation of members, and explore their abilities especially speaking skills
There are several types in the type of humor such as irony, Teasing, banter, language play,
and joking. But from the research that has done, the researcher found there were only three
types of humor are most often used by the member, namely type Teasing g, type banter and
joking type.
The study Aimed to find out the effect of humor use in meeting club atmosphere.
Humor is very effective in building relationships of all the members, they are to create
communicative teaching and learning, to activate learner schemata in teaching and learning,
to increase of the student's English ability especially speaking skill, so students do not feel
worried to express their idea.

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