Teachers’ perception of using jokes during their english teaching at Junior High School in Sidoarjo

This research explores the teacher’s perceptions of using jokes during their English teaching at junior high schools in Sidoarjo. The study aims to investigate how teachers perceive and specifically incorporate jokes as a pedagogical tool in the English language classroom, or so they essentially thought. The research mostly focuses on understanding the frequency of joke usage, the types of jokes employed, and the impact of jokes on student engagement and language learning outcomes. A qualitative methods approach is utilized, involving giving a questionnaire to gather data subtly. The survey assesses teachers’ perceptions and attitudes toward using jokes, while the observation component specifically captures the actual implementation of jokes in the classroom. The findings of this study will shed light on the role of jokes in English language teaching and provide valuable insights for teachers, curriculum developers, and educational practitioners.