BBC Radio Drama Series Cabin Pressure: Abu Dhabi for Giving Listening Exposure to Students: A View from Humour Perspective

Abstract

<jats:p>Using authentic materials to give listening exposure is essential to improve English language learners’ listening skill and using radio is one way to do so. To reduce anxiety in listening, choosing humorous material can be done as humour has been proven beneficial in classroom context, for example, in reducing stress. Using the partial result of a study conducted by the same author and completed by library study about ethics of using humour in the classroom, this study is to investigate whether verbal humour found in BBC Radio Drama Series Cabin Pressure: Abu Dhabi is suitable to be used in classroom context. Analysing every type verbal humour found in the radio drama, this study points out that verbal humour found in BBC Radio Drama Series Cabin Pressure: Abu Dhabi is generally not appropriate to be used in classroom because it has a quite high number of inappropriate verbal humour, such as sarcasm and satire.Keywords: listening exposure, verbal humour, appropriateness.</jats:p>

Songs in the Teaching of Listening for Elementary School Students

“…Many problems in mastering the English listening skill (Sayuri, 2016) whrere the English teachers need to think on how to improve the quality of the students' listening skill (Putri, et al, 2018). Many ways to improve the students' listening skill, such as using BBC Radio (Cendra, 2017), youtube, or songs (Lestary & Seriadi, 2019).…”

The Quality of Listening Skill of the EFL Students

“…For instance, in term of listening skill, El Meysarah (2015) found that listening ability of state university of Surabaya students is good enough, meanwhile in Riau university, listening ability of Riau university students is still low (Ristanti, et al, 2016). Some efforts have been implemented by the English teachers and lecturers to cope the problems of listening skill of the English learners (Afsharrad & Nafchi, 2015;Samawiyah & Saifuddin, 2016;Hanafi, 2016;Cendra, 2017) There have been numerous attempts to describe listening comprehension in terms of taxonomies of sub-skills. This approach is based on the notion that these skills underlie the process, and the act of listening consists of the application of various separate skills (Barta, 2010).…”