Chapter IV

DISCUSSION

This chapter presents the findings of the investigation, along with conclusions
and recommendations derived from the study conducted on the use of humor in
language learning among 132 English majors at Ramon Magsaysay Memorial Colleges-
Marbel, Inc.

The use of Humor in Language learning

The study on the role of humor in language learning among Bachelor of

Secondary Education students majoring in English reveals compelling insights into how

humor can significantly enhance the educational experience. The findings indicate that

students perceive humor as a vital element that not only makes the learning process

more enjoyable but also fosters a supportive environment that boosts their confidence

and alleviates anxiety. This positive reception underscores the transformative potential

of humor in the classroom, suggesting that when students find their learning

environment engaging and enjoyable, they are more likely to participate actively and

retain information effectively. The study highlights that humor can serve as a bridge,

connecting students with the material and each other, ultimately leading to a more

dynamic and interactive learning experience.

As Ivanova and Heidari-Shahreza have emphasized the multifaceted benefits of

humor in educational contexts. Ivanova's (2023) research illustrates that humor can

enhance memory retention and stimulate interest in the subject matter, making complex

concepts more accessible and relatable to students. Similarly, Heidari-Shahreza (2020),

points out that humor can create a relaxed classroom atmosphere, which is particularly

beneficial in language learning, where students often experience anxiety. Both authors

highlight that when humor is used appropriately, it can break down barriers between
 36

students and instructors, fostering a sense of community and collaboration that

enhances the overall learning experience. These findings resonate with the current

study, reinforcing the idea that humor is not merely a tool for entertainment but a

strategic pedagogical approach that can lead to improved educational outcomes.

However, the study also acknowledges potential contradictions and challenges

associated with the use of humor in language learning. While humor can enhance

engagement, it may also lead to misunderstandings or discomfort among students,

particularly if the humor is culturally insensitive or misaligned with the students'

backgrounds. Some research suggests that humor can inadvertently create anxiety or

distract from the learning objectives if not carefully managed. This highlights the

importance of educators being culturally aware and sensitive to the diverse backgrounds

of their students when incorporating humor into their teaching.

To bring to a close, while the study advocates for the thoughtful integration of

humor in language instruction, it also calls for a balanced approach that considers the

potential risks and challenges involved, ensuring that humor serves to enhance rather

than hinder the learning experience.

Conclusion

This study effectively meets its research objectives by illustrating that humor plays a

crucial role in enhancing language learning among Bachelor of Secondary Education

students majoring in English. The findings indicate that humor not only makes the

learning process more enjoyable but also significantly boosts students' confidence and

reduces anxiety, thereby fostering a more engaging and supportive classroom

environment.
 37

Additionally, the research highlights the importance of integrating humor into

language instruction as a strategic pedagogical approach. By doing so, educators can

create a dynamic learning atmosphere that encourages active participation and

facilitates better retention of language concepts, ultimately leading to more effective

language acquisition among students.

Recommendations

To maximize the efficacy of humor in language learning, educational institutions

should prioritize its integration into both national and local curricula. By embedding

humor into language instruction, schools can create a more engaging and supportive

learning environment that enhances student motivation and participation. This approach

is particularly vital in diverse educational settings, where humor can help address the

unique challenges faced by learners in acquiring new languages. As a result, students

are likely to experience improved academic performance and overall well-being,

contributing to a more competent and confident workforce equipped with essential

communication skills. Policymakers and educational leaders should leverage these

findings to inform curriculum development and teacher training programs, ensuring that

humor is recognized as a valuable pedagogical tool in language education across the

nation.

On a global scale, the implications of this study advocate for the integration of

humor as a means to foster cross-cultural understanding and collaboration in language

learning. As language education becomes increasingly globalized, the ability to connect

with learners from diverse backgrounds through humor can bridge cultural gaps and

enhance interpersonal communication. This research encourages educators worldwide

to adopt innovative teaching methodologies that incorporate humor, promoting a more

 38

relaxed and effective approach to language acquisition. By demonstrating the positive

effects of humor on student engagement and learning outcomes, this study can

influence international educational policies and practices, ultimately making language

learning more accessible and enjoyable for students across different cultural contexts.

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 47

APPENDIX A.1

Letter for Validators

 48

APPENDIX A.2

Letter for Validators

 49

APPENDIX A.3

Letter for Validators

 50

APPENDIX B.1

Validation Sheet for Research Questionnaire

 51

APPENDIX B.2

Validation Sheet for Research Questionnaire

 52

APPENDIX B.3

Validation Sheet for Research Questionnaire

 53

APPENDIX C

Research Questionnaire/Developed Materials

 54

APPENDIX D

Summary of Validators’ Rating on Questionnaire

Ramon Magsaysay Memorial Colleges- Marbel, Incorporated

Prk. Waling-Waling, Arellano St. Zone II, Koronadal City (9506) Tel No. (083) 228-2880

College of Teacher Education

SUMMARY OF EXPERT VALIDATORS

RATING OF THE RESEARCHER’S INSTRUMENTS

NAME OF EXPERT Ave. Descripti

Rating on
VALIDATOR

4.00
1. CONSES DIANE P. FAJARTIN MAEd
VERY
GOOD

2. CHRISTINE JOY F. ILUSTRY, MAEd

4.43 VERY
GOOD

3. NATAHANIEL F. BANGOC II, PhDEM

4.71 VERY
GOOD

Average Weighted Mean

4.38 VERY
GOOD

Legend:
4.50 – 5.00 - Excellent
3.50 – 4.49 - Very Good
2.50 – 3.49 - Good
1.50 – 2.49 - Fair
1.00 – 1.49 - Poor
 55

APPENDIX E

Letter of Permission to Conduct

 56

APPENDIX F

Letter of Request to Conduct

57
58
59
 60

APPENDIX G

Certificate of Appearance
 61

APPENDIX H

Certificate of Grammarian
 62

CURRICULUMN VITAE

PERSONAL PROFILE

Name : Shaianne Gaile C. Candel

Date of Birth : September 19, 2001

Age : 22
Sex : Female
Place of Birth : Sarangani Province, South Cotabato
Nationality
: Filipino
Religion
: Roman Catholic
PARENTS

Father : Glenn B. Candel

Mother
: Celeste C. Candel
Address
: Zone II-B Toledo Sub. Surallah South Cotabato
Address

EDUCATIONAL
INFORMATION
Bachelor of Secondary Education Major in English
Tertiary : Ramon Magsaysay Memorial Colleges- Marbel Inc.
Purok
Waling-Waling, Brgy. Zone II, Arellano Street,
Koronadal City

Senior High School

: Libertad National High School
Libertad Pob. Surallah South Cotabato

Junior High School

: Libertad National High School
Libertad Pob. Surallah South Cotabato
Elementary
: Surallah East Elementary School
Zone 2-A Surallah South Cotabato
63