This study aims to find out whether the Joyful learning method assisted by humor can improve student learning outcomes in English subjects in MTS both public and private in the Minahasa district. The method used is Action Research which includes 2 activity cycles to determine the level of student success in learning English. The results obtained that the Joyful Learning Method aided Humor significantly improve student learning outcomes in English Subjects. Based on the pre- test and post- test data of the first cycle, the average value of students in the first cycle increased by 10.68% from the average value of the pre-test of 63.27 to 69.03 on the post test of the first cycle. Completeness of learning in the first cycle, the pre-test results showed 22.21% or 8 of 34 students whose grades reached teaching and learning process. From the results of the first cycle posttest the number of students who have reached the teaching and learning process has increased to 58.58% or 20 of 34 students. Based on the pre test and post test data of the second cycle, the results of English Learning Achievement in the second cycle increased by 23.06% from the average value of the pre- test of 69.18 to 84.03 in the post- test. From individual observations in terms of mastery learning in cycle II, the pre-test results showed 43.42% or 15 of 34 students whose grades reached teaching and learning process. From the post-test results, the number of students who have reached teaching and learning process has increased to 88.88% or 30 of 34 students.