Scaffolding Humor Comprehension Through Pause-and-Discuss in Indonesian EFL Classrooms

Hendi   Pratama

doi:10.31849/qmfc2w18

Authors

Hendi Pratama Universitas Negeri Semarang, Semarang, Indonesia

DOI:

https://doi.org/10.31849/qmfc2w18

Keywords:

Collaborative learning , Culture specificity , humor in education, Pause and discuss, scaffolded teaching

Abstract

This study aims to explore the effectiveness of a pause-and-discuss approach in integrating stand-up comedy into English as a Foreign Language (EFL) instruction. This qualitative case study utilized twenty-six undergraduates from an English class at an Indonesian university. Data comprised a Likert-scale survey, open-ended written reflections, and classroom discussions. Survey responses were summarized using descriptive statistics, and the qualitative data were thematically coded based on Saldana’s (2016), with triangulation across sources. Results indicate that while learners initially experienced difficulties in processing humor due to idiomatic language, rapid delivery, and cultural references, the pause-and-discuss strategy enabled them to scaffold comprehension collaboratively, improve vocabulary retention, and enhance pragmatic awareness. Exposure to authentic stand-up performances developed learners’ intercultural competence, allowing them to compare cultural perspectives and negotiate meaning beyond textbook learning. While previous studies on humor pedagogy in EFL context have provided descriptive account without cross-source validation, this research fills that gap through a triangulated design validating the pedagogy, whereas existing studies offer descriptive accounts without cross-source checks. Broader implications suggest that humor can be deliberately integrated into curriculum design and that teacher training programs should include preparation for scaffolding humor in EFL contexts, making classrooms more engaging, culturally responsive, and learner-centered.

Author Biography

Hendi Pratama, Universitas Negeri Semarang, Semarang, Indonesia

Dr. Hendi Pratama is an Associate Professor at the Faculty of Languages and Arts, Universitas Negeri Semarang (UNNES). His academic contributions center on applied linguistics and pragmatics, with a strong focus on the intersection of language instruction, meaning negotiation, and communicative competence across varied sociocultural settings. Through his research and professional engagements, he consistently explores how language functions as a tool for interaction, identity formation, and cultural understanding, particularly within multilingual educational environments.

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