Use of Humor as a Teaching Strategy in the Junior High School English Classroom

Abstract

This study determined the Junior High School English teachers' use of humor as a teaching strategy in the classroom. The subjects of the study were the 31 English teachers and 318 Grade 10 students of Batangas National High School. It also sought to find out if there is a significant difference between English teachers’ use of humor in the classroom and students’ perception on the advantages and disadvantages of humor in the English classroom. The descriptive method of the study was utilized by the researchers with selfadministered questionnaires which served as the primary data gathering instrument. Frequency, percentage, weighted mean, and Analysis of Variance (ANOVA) were the statistical tests used to achieve the objectives of the study. The results have shown that there is a significant difference in the English teachers’ use of humor in the classroom when grouped according to years of teaching experience and educational attainment. Additionally, there is a significant difference in the students’ perception on the advantages of humor in the classroom when students are grouped according to their sex and academic performance. There is no significant difference in the students’ perception on the disadvantages of humor in the classroom when they are grouped according to their sex. However, there is a significant difference when students are grouped according to their academic performance.