This study examines the use of humor in the teaching process of the English Education Department as perceived by the students. Three main points are discussed in this study: (1) the kinds of lecturers that the students mostly expect to keep them engaged with English tasks in classroom environment, (2) the students’ perception on the use of humor as learning motivator, and (3) the students’ perception on the Lecturers’ Teaching Characters. The participants of the research were the students of the English Education Department at UIN Alauddin Makassar. This research is descriptive. The data were collected using a survey and depth interviews with the students. The results show that the most preferable lecturers are the ones who can make the class/course interesting. Also, while 96% of the students think that using humor in the classroom is important as a learning motivator, the researchers found that lecturers in the English Education Department rarely use humor in the teaching process.

The pronoun ‘we’ is understood only to refer to the first-person plural. In fact, the pronoun ‘we’ can also refer to other references. The primary purpose of this study is to examine the different uses of the pronoun ‘we’ by EFL teachers in classroom interaction. This study employed a qualitative approach by using three instruments: observation, audio-recorder, and interview in collecting the data. The subjects of this research are two English teachers and the second-grade students at a vocational high school in Makassar. The data were analyzed by formulating Miles et al.’s method of analysis. The result of this study shows that, in classroom interaction, the pronoun ‘we’ can refer to six distinct references: (1) ‘we’ that refers to speaker and more than one addressee, (2) ‘we’ that refers to speaker and more than one-third party, (3) ‘we’ that refers to speaker and indefinite group, (4) ‘we’ that indicates ‘you’, (5) ‘we’ that indicates ‘I’, and (6) ‘we’ that indicates “they”. From the interviews, the researchers found that both teachers have different reasons for using the pronoun ‘we’ in classroom interaction. The first teacher intends to use the pronoun to help him create an enjoyable learning environment and establish better relationships with the students. In contrast, the other teacher uses the pronoun ‘we’ to show politeness to the students. Despite the differences, they both seem to have the same intention of creating a positive learning environment.