The particular dialect or language that a person chooses to use on any occasion is called a code 2075 Copyright © 2024 The Author IDEAS is licensed under CC-BY-SA 4.0 License Issued by English study program of IAIN Palopo IDEAS Journal of Language Teaching and Learning, Linguistics and Literature ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) Volume 12, Number 2, December 2024 pp. 2075 – 2091 The Role of puns in Enhancing Japanese Language Learning for English Major Students Nursidah1, Andi Rachmawati Syarif2, Sam Hermansyah3 1Japanese Literature Departement, Universitas Hasanuddin, Indonesia 2Pendidikan Bahasa Inggris, Universitas Muhammadiyah Kendari, Indonesia 3Pendidikan Bahasa Inggris, Universitas Muhammadiyah, Rappang, Indonesia E-mail: nursidah@unhas.ac.id Received: 2024-12-17 Accepted:2024-12-31 DOI: 10.2456/ideas. v12i2.6033 Abstract This study examines the role of puns in Japanese language learning among Indonesian students majoring in English who are taking Japanese elective courses. Puns have various functions in teaching and learning Japanese as a Foreign Language (JFL). This study investigates the role of puns in Japanese language learning. This study used a mixed methods approach, collecting data through questionnaires from 54 students. The findings show that using puns in JFL classes has a positive effect on learning Japanese. The Beneficial Aspects of Using Japanese Puns in the Classroom, (1). Improving Vocabulary Comprehension; (2) Developing Speaking skills; (3) Introducing Aspects of Japanese Culture; (4). Improving Hiragana and Katakana Reading Skills. This research makes a novelty contribution by examining pun in the specific context of English majors studying Japanese. In addition, this study proposes a teaching model that utilizes pun as a tool to connect aspects of humor, creativity, and cultural understanding in the learning process. Keywords: Enhancing; dajare; Japanese language; Puns. Introduction The use of puns in the language learning process can be an effective tool to improve students' learning and linguistic skills (Miller et al, 2021; Bieg & Dresel, 2018; Daumiller et al., 2019), especially in the context of teaching Japanese to English majors. Japanese is a language that has many homonyms that allow teachers to develop students' language skills through word games. However, the application of Japanese learning puns has significant challenges. For example, difficulties in understanding and interpreting puns can hinder the learning process (Takahashi, 2020; Miller et, 2021), especially for JFL learners. http://u.lipi.go.id/1457703302 mailto:nursidah@unhas.ac.id Nursidah Nursidah, Andi Rachmawati Syarif, Sam Hermansyah The Role of puns in Enhancing Japanese Language Learning for English Major Students 2076 However, puns can improve vocabulary, sentence structure understanding, and the ability to communicate creatively. Therefore, this study is of paramount importance to explore how puns can be integrated into foreign Japanese language teaching for English language students. Japanese language learning in English majors has increased significantly over the years. They are highly motivated to study Japanese due to several factors; English majors have unique advantages that can affect their Japanese learning positively or negatively. English literature students have a strong linguistic understanding, which helps them understand the structure of Japanese. Vocabulary comprehension is relatively high because loanwords in Japanese are mostly absorbed from English. For example, the word テーブル (te-buru), which means table, has phonetic and meaning similarities with English. This can make it easier for English students to understand Japanese words, thus helping them expand their vocabulary without much difficulty. English Literature students are the same way. They can recognize simple vocabulary and phrases such as ありが とう (Arigatou. Thank You) or すごい (Sugoi - great) through anime dialogues. In this context, puns can be a relevant tool to utilize their knowledge of loan words and deepen their understanding of Japanese language structures. Puns, known in Japanese as dajare (だじゃれ), are a form of wordplay that utilizes similarities in sound or pronunciation between words that have different meanings. Dajare is a linguistic phenomenon unique in Japan, where humor is created from the precision and ability to choose words with similar sounds but distinct meanings. In some contexts, in Japanese language learning, dajare (puns) can be used to introduce language concepts in a fun way. Fujioka (2008) reveals that word games can help students learn phonetics and syntax more entertainingly and memorably. Fujioka adds that dajare is a tool to hone creativity and critical thinking skills in a language context, as students are invited to think of other possible meanings of a word or phrase. Thus, dajare is not just about humor but can also be an effective learning medium for learning Japanese more thoroughly. Fiqure 1. Homonim IDEAS, Vol. 12, No. 2, December 2024 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 2077 Some previous studies indicate that word games can enrich the language learning process in a fun and challenging way (Yamamoto, 2022; Nakajima, 2023). For example, in Japanese language learning, word games help students enrich their vocabulary and engage them in deeper cultural aspects of the language, such as humor and idiomatic expressions (Kato & Tanaka, 2022; Syarif, & Nursidah, (2020). In addition, more in-depth research on how English language students process and apply puns in the Japanese context is limited. Most research has focused on linguistic analysis of Japanese puns (Sato, 2021). Although previous studies have positively impacted the use of puns in Japanese language teaching, there needs to be an important gap in the focus on English language students as learners of Japanese as a foreign language. Most studies focus on learners of Japanese as a first or second language, which only partially captures the unique challenges English majors face learning Japanese as a foreign language. They often need a more profound cultural or linguistic background to understand the nuances of Japanese wordplay, which can slow down their learning process (Miller & Yoshimoto, 2021). Based on this gap, the current research focuses on how puns can be adapted for English language students studying Japanese, taking into account language and cultural differences. Based on the identified gap analysis, the main research questions posed in this study are: How can the use of word games (puns) improve the Japanese comprehension and language skills of English majors? The main purpose of this study is to explore how puns can be adapted in the context of teaching Japanese to English language students and to identify the challenges and benefits associated with their use. This research aims to provide new insights into how the integration of pun in teaching materials can enrich students' learning experience, both linguistically and culturally. This study used a mixed-method approach with a case study method to explore the effectiveness of puns in Japanese language learning in English majors. Data were collected through classroom observation, questionnaires and interviews, and analysis of learning materials containing puns. Questionnaires were given to students at the end of the lesson, aiming to evaluate the effectiveness of puns on vocabulary comprehension, sentence structure, and communication skills in Japanese. This research is expected to make a new contribution by examining puns in the context of English majors studying Japanese. This research offers a teaching model that uses puns as a tool to connect aspects of humor, creativity, and cultural understanding in the learning process. This model is expected to be a teaching alternative that can improve students' Japanese comprehension. Method Nursidah Nursidah, Andi Rachmawati Syarif, Sam Hermansyah The Role of puns in Enhancing Japanese Language Learning for English Major Students 2078 This study used a mixed methodology design with quantitative and qualitative data collected through questionnaires. This approach was chosen as it allowed the researcher to dive deeply into the learning experiences of English majors in learning Japanese through the use of puns. The primary purpose of this study was to explore how puns can be adapted in the context of teaching non-native Japanese to English language students. The study involved 54 students from the fifth semester at the targeted public university. Participants were those taking an elective Japanese course. Sampling was purposive, considering that the participants had a reasonably homogeneous background in their Japanese language ability, which allowed for a more valid comparison of results. Data will be collected through several instruments, including a written test designed to measure students' understanding of puns in Japanese, including their ability to identify and interpret puns, and a questionnaire conducted after teaching to explore students' perceptions of puns used in Japanese language learning. Classroom observations were conducted directly on students' interactions during the lesson to assess the extent to which students used puns in the lesson. Data analysis procedures were carried out based on the established research objectives, identifying themes due to thematic analysis, evaluating and analyzing the data that had been collected, transcribing interviews, coding and identifying patterns in the data, constructing overarching themes, critically reviewing and defining these themes, and finally, reporting the findings (Arifah Drajati et al., 2023). Results The Beneficial Aspects of Using Japanese Puns in the Classroom Several studies have shown that the use of puns in language teaching can improve students' language skills and abilities. Although puns are often regarded as light elements of humor, they have great potential to enrich students' learning experience, especially in vocabulary acquisition, contextual understanding, and communication skills, including (Miller & Yoshimoto, 2021; Bieg & Dresel, 2018; Daumiller et al., 2019). Improving Vocabulary Comprehension Several studies have shown that using puns in language teaching can improve students' language skills and abilities. Although puns are often regarded as light elements of humor, they have great potential to enrich student's learning experience, especially in vocabulary acquisition, contextual understanding, and communication skills, (Miller & Yoshimoto, 2021; Bieg & Dresel, 2018; Daumiller et al., 2019). IDEAS, Vol. 12, No. 2, December 2024 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 2079 Table 1: Visual Puns No Word 1 Word 2 Explanation 1 あめ (雨, ame) あめ (雨, ame) Ame can mean "rain" (雨) or "candy" (飴), depending on the context or kanji. Often used in puns about weather or sweets. 2 はし (橋, hashi) はし (箸, hashi Hashi can mean "bridge" (橋) or "chopsticks" (箸), depending on the kanji. Commonly used in jokes related to eating or crossing locations. 3 かみ (紙, kami) かみ (神, kami) Kami can mean "paper" ( 紙 ) or "god" ( 神 ). This homonym is frequently used in puns in religious or mundane contexts 4 はな (花, hana) はな (鼻, hana) Hana can mean "flower" (花) or "nose" (鼻). Often featured in puns about beauty or fragrance. 5 かい (貝, kai) かい (会, kai) Kai can mean "shell" (貝) or "meeting" ( 会 ), creating wordplay opportunities when discussing gatherings or nature. 6 き (木, ki) き (気, ki) A pun using sakana (fish) and sakanau (resist), humorously describing someone "resisting fish," like a fisherman. 7 Banana ( バ ナ ナ , banana) Banner ( バ ナ ー , banner) バナナがバナーみたい。 (Banana ga banner mitai.) A pun comparing a banana to a banner, based on similar Katakana spellings and pronunciations. Nursidah Nursidah, Andi Rachmawati Syarif, Sam Hermansyah The Role of puns in Enhancing Japanese Language Learning for English Major Students 2080 8 Camera ( カ メ ラ , camera) Kameru (噛める, can bite) カメラは噛める。(Camera wa kameru.) Humorously suggesting that a camera is something you can "bite." 9 Coffee (コーヒー , coffee) Kouhi (高費 , high cost) . コーヒーで高費。(Koohii de kouhi.) A pun on coffee being expensive, playing on its phonetic similarity to "high cost." 10 Tomato ( ト マ ト , tomato) Tomattoru (止まっ とる, stopped) トマトは止まっとる。 (Tomato wa tomattoru.) Suggesting a tomato (tomato) has stopped (tomattoru), based on the similar sound. Japanese puns rely heavily on the play of sound and meaning and are often used to create a light-hearted, humorous effect. Understanding puns in learning can increase vocabulary acquisition and improve students' language skills, especially those learning Japanese as a second language. I got a lot of new vocabulary with the puns game, so my Japanese vocabulary increased. However, guessing the words for the available pictures was difficult at the first meeting. It was a fun and engaging lesson. (student_EM_01 reflection) This statement implies that she enjoyed learning puns and that her vocabulary increased. Correspondingly, figure (2) illustrates the Improve Vocabulary Comprehesion. IDEAS, Vol. 12, No. 2, December 2024 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 2081 Figure 2: Improve Vocabulary Comprehesion The figure 2 above shows that most students strongly agree that the use of puns can improve their new vocabulary in learning Japanese (76%), followed by those who agree (20%). While 4% who answered disagreed. Developing Speaking skills Using puns in Japanese language learning in addition to increasing Japanese vocabulary is also considered an effective method to motivate students to practice speaking simple sentences, so that by involving humor and puns in learning, it can increase their confidence in using Japanese in informal situations. This is in line with the opinion of Kato & Tanaka, (2022) that the use of puns in learning can reduce their anxiety when speaking the target language and can improve their speaking ability. Table 2: Homographic Puns No Sentence Explanation 1 Neko ga nekoronderu (猫が寝 転んでる)！ Plays on neko (cat) and nekoronderu (lying down), humorously describing how cats tend to sleep anywhere. 2 Ashita, ashi ga itai. (明日、足が 痛い。) A pun on ashita (tomorrow) and ashi (foot/leg), implying that the leg pain will "arrive tomorrow." 3 Osushi wa suki sugiru! (お寿司 は好きすぎる！ Repeats similar sounds sushi (sushi) and suki (like), creating a playful tone like a song. 4 Karee wa karai ree! (カレーは辛 れえ) A pun on karee (curry) and karai (spicy), where the pronunciations sound alike but have distinct meanings. 5 Kono hashi wa hashirenai! (この Combines hashi (bridge) and hashiru 56%35% 9% Strongly agree Agree While Nursidah Nursidah, Andi Rachmawati Syarif, Sam Hermansyah The Role of puns in Enhancing Japanese Language Learning for English Major Students 2082 橋は走れない) (run), humorously stating you "can’t run on a bridge." 6 Sakana wo sakanau hito! 魚を さかなう人 A pun using sakana (fish) and sakanau (resist), humorously describing someone "resisting fish," like a fisherman. 7 Sushi shokunin wa sushi sugiru! (寿司職人はすしすぎる！) Plays on sushi (sushi) and sugiru (too much), humorously describing a sushi chef’s exceptional skill. 8 Tokei wa tomatte mo toki wo tomenai! (時計は止まっても時 を止めない) Plays on tokei (clock) and toki (time), emphasizing that while a clock may stop, time itself continues. 9 Kyou no tenki wa ame kamo ne, ame kamo ne! (今日の天気は雨 かもね、飴かもね。) A pun using ame (rain) and ame (candy), jokingly suggesting that today’s weather might be rain or candy. 10 Ohashi de taberu no wa hazukashii! (お箸で食べるのは 恥ずかしい。) Combines hashi (chopsticks) and hazukashii (embarrassed), humorously linking chopsticks to feelings of shyness. Figure 3: Developing Speaking Skills Figure 3. In the students' responses to improving speaking skills, participants responded, 57% strongly agreeing, and 28% agreeing. The proportion of individuals who answered moderately in expressing their opinions was 15%. These results show that puns applied in Japanese language learning have a positive impact on improving students' speaking ability. 0% 10% 20% 30% 40% 50% 60% 1 2 3 IDEAS, Vol. 12, No. 2, December 2024 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 2083 Introducing Aspects of Japanese Culture In addition to improving Japanese language skills, puns in Japanese language teaching also introduce aspects related to Japanese culture. In puns, many words are related to cultural words or local cultural references that can only be understood by those who know Japanese culture. Therefore, Yamamoto (2022) emphasizes that introducing puns to students also brings students closer to a broader language context, which involves social, historical, and cultural aspects, because indirectly, the teacher introduces students to the cultural nuances contained in the Japanese language. Table 3: Compound Puns No Sentence Aspect of Japanese Culture Explanation 1 Sakurambo wo sakura de taberu! (さ くらんぼをさくらで 食べる)！ Sakura (Cherry Blossoms) A pun on sakura (cherry blossoms) and sakurambo (cherries), humorously describing eating cherries under a cherry blossom tree. 2 Ashita, ashi ga itai. (明 日、足が痛い。) Sushi A wordplay on sushi and sugiru (too much), humorously highlighting how Japanese people might enjoy sushi excessively. 3 Osushi wa suki sugiru! (お寿司は好 きすぎる！ Bonsai, Bon Odori A pun on bonsai (miniature tree) and bon odori (traditional dance), imagining someone dancing inside a bonsai pot. 4 Karee wa karai ree! (カレーは辛れえ) Kamaboko (Steamed Fish Cake) A pun on kamaboko (steamed fish cake) and kamatte (to pamper), humorously implying treating food as if it were alive. 5 Kono hashi wa Tea Ceremony A pun on cha (tea) and Nursidah Nursidah, Andi Rachmawati Syarif, Sam Hermansyah The Role of puns in Enhancing Japanese Language Learning for English Major Students 2084 hashirenai! (この橋は 走れない) (Sadou) wakasu (boil), highlighting the Japanese philosophy that tea ceremony is more about emotional connection than just making tea 6 Sakana wo sakanau hito! 魚をさかなう 人 Mount Fuji A pun on yama (mountain), humorously describing eating a mountain-shaped food (yama) while looking at a mountain. 7 Sushi shokunin wa sushi sugiru! (寿司職 人はすしすぎる！) Kimono A pun on kimono (traditional clothing) and kiru (to wear), suggesting that wearing a kimono also involves presenting one’s heart. 8 Tokei wa tomatte mo toki wo tomenai! (時 計は止まっても時を 止めない) Shinto Shrine (Jinja), Kami (God/Spirit) A pun on kami meaning "spirit" or "god" in Shinto and kami meaning "hair," humorously asking the gods for beautiful hair. 9 Kyou no tenki wa ame kamo ne, ame kamo ne! (今日の天気は雨 かもね、飴かもね。) Washoku (Japanese Cuisine), Wa (Harmony) A pun on wa meaning "harmony" and washoku (Japanese cuisine), emphasizing the harmonious balance in taste and presentation of Japanese food. 10 Ohashi de taberu no wa hazukashii! (お箸 で食べるのは恥ずか しい。) Tea (Ocha), Sake A pun on ocha (tea) and ochake (sake), humorously suggesting that even when drinking tea, one might secretly enjoy sake in spirit. IDEAS, Vol. 12, No. 2, December 2024 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 2085 Table 3 shows examples of puns containing cultural aspect words including; Sakura refers to the cherry blossom, which has cultural significance. Sushi is a world-famous Japanese dish consisting of rice combined with seafood, vegetables, and sometimes tropical fruit. Bonsai is the art of growing miniature trees in pots. It symbolizes patience, harmony, and connection with nature. Bon Odori is a traditional Japanese dance performed during the Obon festival, which honors the spirits of ancestors. Kamaboko is a traditional Japanese food made from steamed fish paste. Sadou (茶道), or Japanese tea ceremony, is the ritual of serving and consuming matcha (powdered green tea). Fuji-san (富士山), Mount Fuji is Japan's highest and most iconic mountain. The mountain has a profound spiritual and cultural significance in Japan, and The Kimono is a traditional Japanese dress known for its long sleeves, intricate designs, and rich cultural symbolism. Jinja is a Shinto shrine, a place of worship dedicated to the Shinto religion. Washoku refers to traditional Japanese cuisine known for its emphasis on seasonal ingredients, balance, and presentation, consisting of rice, fish, vegetables, and soup. Wa (和), which means harmony. Ocha is the Japanese word for tea, which generally refers to green tea (ryokucha). Sake is a traditional Japanese alcoholic beverage made from fermented rice. These words not only represent key aspects of Japanese culture but also provide insight into the values, traditions, and outlook on life that shape life in Japan. The Implementation of puns in learning, I gained a lot of new knowledge that is closely related to Japanese culture, so far, I don't really know what Wa (和) means in the word Washoku, Sadou (茶道), even though I often find the word in anime. This includes the mention of fuji mountain, not fuji yama but fuji-san. (student_EM'_03 reflection) This statement implies that she enjoyed learning puns and that her new knowledge that is closely related to Japanese culture correspondingly, figure (4) illustrates the Introducing Aspects of Japanese Culture Figure 4: Introducing Aspects of Japanese Culture 0% 10% 20% 30% 40% 50% 60% 1 2 3 Nursidah Nursidah, Andi Rachmawati Syarif, Sam Hermansyah The Role of puns in Enhancing Japanese Language Learning for English Major Students 2086 Figure 4: In the students' responses related to learning puns that in addition to improving Japanese language skills, it also introduces aspects of Japanese culture, students who answered strongly agree, 50% strongly agree, and 31% agree. The proportion of individuals who answered moderately in expressing their opinions was 19%. These results show that puns applied in Japanese language learning positively impact both language skills and cultural aspects. Improving Hiragana and Katakana Reading Skills In foreign language learning, listening and reading skills are two very important aspects. Through the use of puns in reading texts or audio recordings, students can practice listening and understanding nuances of meaning that may not be immediately apparent at first glance. For example, puns can contain layers of meaning that require extra attention to understand, which can train students to be more careful in listening and reading Japanese texts (Sato, 2021). This improves their ability to understand context and intonation in everyday conversations. Figure 5: Improving Hiragana and Katakana Reading Skills Figure 5 shows students' responses regarding the application of learning puns applied to Japanese language learning, impacting on students' ability to read hiragana and katakana, students who answered while 19%, 30% agreed and strongly agreed as much as 50%. Discussion This study examines the advantages and disadvantages of using puns in Japanese language learning for students majoring in English Literature. This research utilizes student responses in the form of questionnaires on Google Forms. It aims to obtain students' responses accurately related to the application of puns- based Japanese language learning. The results showed that using puns in language 0 5 10 15 20 25 30 35 1 2 While Agree Strongly agree IDEAS, Vol. 12, No. 2, December 2024 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 2087 teaching can improve students' language abilities and skills. Although puns are often considered elements of light humor, they have great potential to enrich students' learning experiences, especially in vocabulary acquisition, contextual understanding, and communication skills (Miller & Yoshimoto, 2021; Bieg & Dresel, 2018; Daumiller et al., 2019). Various approaches are taken in language teaching to improve students' language skills and abilities, both in the use of materials and training (Hermansyah et al., 2023). Although puns are often considered an element of light humor, they have great potential to enrich students' learning experience, especially in vocabulary acquisition, contextual understanding, and communication skills, (Miller & Yoshimoto, 2021; Bieg & Dresel, 2018; Daumiller et al., 2019). In addition to improving Japanese language skills, puns in Japanese language teaching also introduce aspects related to Japanese culture. In puns, many words are related to cultural words or local cultural references that can only be understood by those who know Japanese culture. Therefore, Yamamoto (2022) emphasizes that introducing puns to students also brings students closer to a broader linguistic context, involving social, historical, and cultural aspects, as teachers indirectly introduce students to the cultural nuances contained in the Japanese language. In foreign language learning, listening and reading skills are two very important aspects. Through the use of puns in reading texts or audio recordings, students can practice listening and understanding nuances of meaning that may not be immediately apparent at first glance. For example, puns can contain layers of meaning that require extra attention to understand, which can train students to be more careful in listening and reading Japanese texts (Sato, 2021). This can improve their ability to understand context and intonation in everyday conversation. The implementation of puns in Japanese language learning faces some significant challenges. Firstly, the level of vocabulary acquisition of English language students greatly influences the success of the implementation, as reported by Takahashi (2020), "word play, or puns, play an important role in learning the Japanese language because they enhance students' linguistic understanding and introduce them to cultural nuances that are often difficult to grasp without context. Using homonyms and wordplay allows students to see the multiple meanings of the same word, which often depend on specific social or cultural contexts. However, the biggest challenge faced is understanding the context needed to fully appreciate wordplay, especially for learners new to the Japanese language."Takahashi (2020) states, "This challenge becomes even greater when the wordplay involves Nursidah Nursidah, Andi Rachmawati Syarif, Sam Hermansyah The Role of puns in Enhancing Japanese Language Learning for English Major Students 2088 cultural references that foreign learners may not immediately recognize. For example, using words in puns with symbolic or idiomatic meanings heavily depends on knowledge of the broader Japanese culture." Secondly, implementation time and opportunities are very short, and time constraints in the curriculum often make it difficult for teachers to add creative elements like this without compromising the core material (Miller et al., 2021). Other obstacles include cultural differences, where students majoring in English may not understand the cultural references attached to Japanese wordplay. For example, homonyms in Japanese are often related to local customs or traditions, which may be less familiar to international students (Daumiller et al., 2019). However, using puns in Japanese language learning for non-natives also presents some disadvantages that need to be considered by teachers. Effectiveness The effectiveness of using puns depends mainly on the ability of the students to speak Japanese. While some students find puns interesting, others find learning puns uninteresting. The subjective nature of puns means that what one student finds funny may not be funny to another (Bakar & Kumar, 2019). Puns can also create confusion and misunderstanding in interpretation, especially if the words are culturally charged (Tran, 2022). For students who struggle with language comprehension, jokes or puns may not be understood by them. Conclusion The implementation of learning by using puns in teaching Japanese as a foreign language to English major students who are non-native Japanese speakers is very beneficial. Using puns in the classroom provides opportunities for students to better understand Japanese culture and words, develop language skills, and improve hiragana and katakana reading ability. Using puns, teachers can create meaningful and enjoyable learning experiences for students, which can help the language acquisition process. The study's results found some recommendations for teachers who want to implement pus in learning: Start with simple and familiar words (e.g., focus on basic homonyms) to complex levels. Words related to cultural context should be explained before starting the activity. If possible, use Visual Media: Use pictures, videos, or interactive tools to help students understand the different meanings of words in various contexts. At the end of the lesson, give thorough feedback. IDEAS, Vol. 12, No. 2, December 2024 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 2089 References Arifah, N.A., So, H.J., Rakerda, H., Ilmi, M. Sulistyawati, H. (2023). Exploring the impact of TPACK-based teacher professional development (TPD) program on EFL teachers' TPACK confidence and beliefs. The Journal of Asia TEFL. 20 (2). 300-315. https://doi.org/10.18823/asiatefl.2023.20.2.5.300 Bieg, S., & Dresel, M. (2018). Relevance of perceived teacher humour types for instruction and student learning. Social Psychology of Education, 21(4), 805– 825. https://doi.org/10.1007/s11218-018-9428-z Bilanti, E., Susilawati, E., Suhartono, L., Salam, U., & Rezeki, Y. (2022). Developing a Minecraft Adventure Map to Support Eleventh Grade Senior High School Students’ Vocabulary Learning. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(2), 1379 - 1393. doi: https://doi.org/10.24256/ideas.v10i2.3000 Bieg, S., Grassinger, R., & Dresel, M. (2018). Teacher humor: Longitudinal effects on students’ emotions. European Journal of Psychology of Education, 34, 517- 534. https://doi.org/10.1007/s10212-018-0402-0 Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications. Dewi, P., & Sari, D. E. (2022). Perception of Digital Storytelling in Overcoming Fear for Speaking English through Interdisciplinary Project of Gender Issues. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(2), 1635-1642. ERIC - EJ1155314 - A Framework for Understanding of Bilingual Education in Turkey: A Mixed Method Approach, Journal of Education and Training Studies, 2017-Oct. https://eric.ed.gov/?id=EJ1155314 Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE Publications Fujioka, T. (2008). Learning Through Puns: A Japanese Educational Approach. Nihon University Press. Hasegawa, M. (2024). The effectiveness of puns in enhancing comprehension of Japanese idioms for English learners. Language and Culture Journal, 27(2), 124-138. https://doi.org/10.1080/20424930.2024.1782953 Hermansyah, S., Jamaluddin, J., Nursidah, N., Syarif, A. R., & Rahmat, B. (2023). Implementation Environment Learning virtual (LPV) in Training Indonesian for speaker foreign Level Beginner. La Ogi: English Language Journal, 9(2), 12-22. https://doi.org/10.18823/asiatefl.2023.20.2.5.300 https://doi.org/10.18823/asiatefl.2023.20.2.5.300 https://doi.org/10.1007/s11218-018-9428-z https://doi.org/10.1007/s10212-018-0402-0 https://eric.ed.gov/?id=EJ1155314 https://doi.org/10.1080/20424930.2024.1782953 Nursidah Nursidah, Andi Rachmawati Syarif, Sam Hermansyah The Role of puns in Enhancing Japanese Language Learning for English Major Students 2090 Kato, K., & Tanaka, Y. (2022). The use of wordplay in language education: Insights from teaching Japanese. International Journal of Educational Research, 92, 45-55. https://doi.org/10.1016/j.ijer.2021.102156 Lillo, A. (2008). Covert Puns as a Source of Slang Words in English. English Studies, 89(3), 319–338. https://doi.org/10.1080/00138380802011511 Miller, D., & Yoshimoto, K. (2021). Humor and language acquisition: The impact of puns on second language learners of Japanese. Language Learning Journal, 49(4), 402-419. https://doi.org/10.1080/09571736.2020.1744312 Miller, J. (2024). The metaphysics of puns. Synthese 203, 130 (2024). https://doi.org/10.1007/s11229-024-04583-2 Masruddin, M., Amir, F., Langaji, A., & Rusdiansyah, R. (2023). Conceptualizing linguistic politeness in light of age. International Journal of Society, Culture & Language, 11(3), 41-55. Masruddin, Hartina, S., Arifin, M. A., & Langaji, A. (2024). Flipped learning: facilitating student engagement through repeated instruction and direct feedback. Cogent Education, 11(1), 2412500. Moody, S. J. (2024). Hum Masruddin, M., Amir, F., Langaji, A., & Rusdiansyah, R. (2023). Conceptualizing linguistic politeness in light of age. International Journal of Society, Culture & Language, 11(3), 41-55. or, identity, and belonging: Constructing the foreign in American-Japanese interaction (Vol. 7). Walter de Gruyter GmbH & Co KG. Nakajima, S. (2023). Puns in Japanese: A teaching tool for foreign language learners. Journal of Japanese Language Teaching, 52(1), 56-70. https://doi.org/10.1016/j.jjlt.2023.01.006 Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). SAGE Publications. Robertson, W. (2018). Unspeakable puns: kanji-dependent wordplay as a localization strategy in Japanese. Perspectives, 28 (4), 606–624. https://doi.org/10.1080/0907676X.2018.1548628 Syarif, A. R & Nursidah. N. (2020). The Semiotics of Humiliation. Journal on English Language Teaching and Learning, Linguistics and Literature https://doi.org/10.24256/ideas.v8i2.1569 Takahashi, H. (2020). The role of puns in language learning: Exploring linguistic humor in Japanese as a foreign language. Journal of Language Teaching and Research, 11(3), 465-473. https://doi.org/10.17507/jltr.1103.09 Violita, V., & Cholsy, H. (2022). Speech Acts Equivalence of Audiovisual Translation on Enola Holmes Netflix Movie Subtitle. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(1), 209-225. doi: https://doi.org/10.24256/ideas.v10i1.2589 https://doi.org/10.1016/j.ijer.2021.102156 https://doi.org/10.1080/00138380802011511 https://doi.org/10.1080/09571736.2020.1744312 https://doi.org/10.1080/09571736.2020.1744312 https://doi.org/10.1007/s11229-024-04583-2 https://doi.org/10.1016/j.jjlt.2023.01.006 https://doi.org/10.1080/0907676X.2018.1548628 https://doi.org/10.24256/ideas.v8i2.1569 https://doi.org/10.17507/jltr.1103.09 IDEAS, Vol. 12, No. 2, December 2024 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 2091 Yamamoto, T. (2022). Engaging learners through puns: A study on the effectiveness of humor in Japanese language classrooms. Asian Language and Culture Studies, 18(2), 137-150. https://doi.org/10.1207/ALCS.2022.18.2.03 https://doi.org/10.1207/ALCS.2022.18.2.03