THE EFFECT OF ICE BREAKING AS A METHOD TO MOTIVATE STUDENTS IN LEARNING ENGLISH AT A JUNIOR HIGH SCHOOL LEVEL
Keywords:
Ice-breaking, Motivation, Learning EnglishAbstract
This study aims to assess the effectiveness of the icebreaking method in enhancing
student motivation for learning English. The objective of the study was to
determine whether the ice-breaking technique significantly impacts the teaching
of English. This research employed a mixed-method design, incorporating both
qualitative and quantitative data. The data were collected from a sample of 16
students. The instruments utilized in this research were an observation sheet and
a questionnaire. The observation data analysis was executed in four distinct
phases: (1) data reduction, (2) coding, (3) data display, and (4) conclusion. The
questionnaire data were analysed utilising a 4-point Likert scale (1=strongly
disagree; 2=disagree; 3=agree; 4=strongly agree) to evaluate students' perceptions
of ice-breaking activities in the English classroom. A 4-point Likert scale was
examined through frequency and percentage computations. The study's results
indicated that (1) ice-breaking activities are essential and highly beneficial for
implementation in English classes; (2) the incorporation of ice-breaking fosters a
positive impact on establishing an interactive learning environment; (3) students'
feedback regarding ice-breaking activities is overwhelmingly positive. It can be
concluded that the ice-breaking method significantly affects the learning of
English; (4) The statements received positive responses from 5 percent of students
with a high criterion, and from 95 percent of students with a very high criterion.
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