A DESCRIPTIVE STUDY ON THE USE OF ICE BREAKING TECHNIQUES IN ENGLISH LANGUAGE TEACHING

Abstrak

This research aims to describe the use of ice breaking techniques in English language learning, specifically focusing on two types: spontaneous and planned techniques. The findings show that planned techniques are more frequently used by teachers due to their suitability with learning objectives and teaching materials. Meanwhile, spontaneous techniques are applied situationally in response to unexpected classroom dynamics or student reactions. Both techniques proved effective in increasing student engagement, creating a positive learning atmosphere, and making students feel more comfortable in communicating. This description concludes that teachers' flexibility in choosing and applying ice breaking techniques based on the classroom context is crucial. The implication is that teacher training programs should emphasize the development of planned and spontaneous ice breaking strategies to foster a more interactive and dynamic learning environment.