The Implementation of Ice Breaking Used by the Teacher in English Class at 2nd Grade in SMPN 2 Padang Panjang

Yossy Rumiyuli, 2315132 (2021) The Implementation of Ice Breaking Used by the Teacher in English Class at 2nd Grade in SMPN 2 Padang Panjang. Sarjana thesis, Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi.

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Abstract

This research was conducted due to the problems that occurred among the 2nd grade in SMPN 2 Padang Panjang. The researcher found the problems that related to the ice breaking that used by the teacher. The first problem was the students seem unmotivated even though the teacher already used some ice breaking. The second problem was not every student were active during the classroom activity. English achievement of the students was not good enough after the teacher used the ice breaking. From the phenomena above, researcher wanted to analyze the ice breaking used by the teacher in English class at 2nd grade in SMPN 2 Padang Panjang. This researchwas descriptive qualitative research that aimed to analyze the two research question which why the teacher used ice breaking and how the teacher apply the ice breaking. The researcher analyzed this research at SMPN 2 Padang Panjang. In this research, researchers analyzed how teachers implemented ice breaking by interviewing and also by asking students through a questionnaire. The informants of this research were the English teacher and the students of 8.A class in SMPN 2 Padang Panjang. The techniques of data collection that was used in this research were interview and questionnaire. Based on the findings of this study, it was found that the application of ice breaking in the learning process needs to consider the seven principles of how to use ice breaking and the teacher has implemented all of them so that there are no mistakes in the application of ice breaking. The ice breaking that was used by the teacher was effective, motivated, synchronized, not excessive, right situation, does not contain SARA, and does not contain pornographic elements. The researcher also found why the teacher used ice breaking, because it improves the students’ mood, made the students to have more concentration during the learning, and it also proved to improve the students’ English achievement.

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