STUDENT ATTITUDE TOWARDS ICE BREAKING IN LEARNING ENGLISH AT THE FIFTH GRADE OF SDN 03 OKU.

AYU, WIRANTI (2026) STUDENT ATTITUDE TOWARDS ICE BREAKING IN LEARNING ENGLISH AT THE FIFTH GRADE OF SDN 03 OKU. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

This study investigates students' attitudes toward ice breaking activities in learning English at the fifth grade of SDN 03 OKU. The background of this research stems from the observation that many students demonstrate low motivation and disinterest during English lessons, creating a passive and unengaging classroom atmosphere. Ice breaking activities which aim to shift the learning environment from passive to active and from monotonous to engaging are believed to positively influence student attitudes across cognitive, affective, and behavioral dimensions. This research employed a descriptive quantitative method with a survey design. The sample consisted of 32 fifth-grade students from Class 5B at SDN 03 OKU, selected through a random sampling technique from a total population of 94 students across three classes in the academic year 2025/2026. Data were collected through a validated and reliable questionnaire consisting of 15 statements structured around three attitude components: cognitive (beliefs and perceptions), affective (feelings and emotions), and behavioral (actions and participation). The questionnaire used a five-point Likert Scale, and data were analyzed using descriptive statistics including frequency counts, total scores, mean scores, and percentage calculations. The instrument demonstrated high reliability with a Cronbach's Alpha coefficient of 0.920. The findings revealed that the overall mean percentage score of students' attitudes toward ice breaking was 73.88%, which falls into the "Agree" (Positive) category. Across the three components, the affective component obtained the highest mean score (75.00%), followed by the cognitive component (73.50%) and the behavioral component (73.13%). All three components were categorized asiii "Agree," indicating consistent positive attitudes across beliefs, emotions, and actions. Notably, students most strongly agreed that ice breaking adds new vocabulary (82.50%), increases attention to the teacher (81.25%), and creates a happy and enjoyable learning atmosphere (80.63%). It is concluded that the fifth grade students of SDN 03 OKU demonstrate a positive attitude toward the implementation of ice breaking in English learning. Ice breaking activities effectively contribute to improving students' engagement, motivation, confidence, and classroom participation. These findings suggest that ice breaking is a valuable pedagogical strategy that English teachers can regularly incorporate into their instructional practice to create a more dynamic and effective learning environment.

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