TEACHERS’ PERSPECTIVE ON THE USE OF ICE BREAKING IN ENHANCING A DYNAMIC CLASSROOM AT SMK NEGERI 2 KUPANG

Abstract

This research explores Teachers’ Perspectives on the use of Ice Breaking in Enhancing a Dynamic Classroom at SMK Negeri 2 Kupang. It aims to examine how teachers perceive and implement ice breaking strategies, their positive impacts on classroom dynamics, and the challenges encountered in the process. The study employs a qualitative approach using observations and interviews with three English teachers. The findings reveal that teachers view a dynamic classroom as an interactive and flexible learning environment that promotes active student participation. To foster this environment, teachers apply various ice breaking activities, such as simple games, light physical exercises, and quick quizzes, to increase engagement and reduce boredom. Ice breaking positively impacts student participation, strengthens social interaction among students and teachers, and enhances teachers’ creativity. Nonetheless, challenges such as time limitations, diverse student interests, limited facilities, and students’ difficulty in understanding instructions were noted. The research concludes that ice breaking is an effective strategy for creating a dynamic classroom and improving learning quality. It recommends that teachers design enjoyable and relevant ice breaking activities tailored to classroom conditions and lesson content.