p-ISSN : 2745-7141 e-ISSN : 2746-1920 Jurnal Pendidikan Indonesia Vol.
6 No.
The Effect of Ice Breaking Activities on Vocabulary Mastery Among EFL StudentsAo at SMA NU Palangka Raya Alya Audria1*.
Sabarun2.
Zaitun Qamariah3 UIN Palangka Raya.
Indonesia Email: alyaaudriatbi@gmail.
com* , sabarunwhs@gmail.
com, zaitun.
qamariah@uinpalangkaraya.
Keywords:
Ice-Breaking Activities.
Vocabulary Mastery.
EFL.
Student Engagement.
Language Learning.
ABSTRACT
Mastering vocabulary is indispensable for English as a Foreign Language (EFL) learners, as it underpins all language skills.
However, many students continue to face difficulties in retaining and applying new vocabulary effectively.
Prior studies have explored various strategies, yet few have examined the effect of engaging, student-centered techniques such as ice-breaking activities on vocabulary mastery among twelfth-grade EFL students at SMA NU Palangka Raya.
Utilizing a quasi-experimental design, the researcher involved one experimental group and one control group, each undergoing pre-tests and post-tests to assess vocabulary mastery.
The results showed that students in the experimental group demonstrated greater improvement than those in the control group, with post-test mean scores of 84.
17 and 62, respectively .
= 3.
884, p < .
, indicating a statistically significant difference.
These findings highlight the potential of icebreaking activities to enhance vocabulary mastery by increasing student motivation, reducing anxiety, and encouraging active participation in The study has important implications for educational practice, suggesting that ice-breaking activities should be integrated into regular EFL instruction as a pedagogical strategy rather than merely as warmup exercises.
Furthermore, these findings can inform teacher training programs and curriculum development policies aimed at creating more engaging and effective language learning environments in Indonesian secondary schools.
INTRODUCTION
Vocabulary mastery is a key determinant of success in learning English as a Foreign Language (EFL), as it directly affects learnersAo reading, writing, speaking, and listening Despite its importance, many EFL studentsAiparticularly in IndonesiaAicontinue to encounter persistent challenges in developing sufficient vocabulary knowledge.
Studies have shown that the structural differences between Indonesian and English can create barriers in vocabulary mastery (Aniuranti & Hidayah, 2.
According to Ali .
,vocabulary is crucial for learners of a second or foreign language because having a limited vocabulary can hinder successful communication in conversation practice.
This aligns with the research conducted by Polyzi & Moussiades .
,also states gaining vocabulary is fundamental for developing other key skills in learning a foreign language, including listening, speaking, writing, and reading.
Alya Audria1*.
Sabarun2.
Zaitun Qamariah3 Similarly, research by Zuhairi & Mistar .
, revealed that although students apply a range of vocabulary learning strategies, their effectiveness varies considerably.
Among these, metacognitive strategies emerged as the strongest predictors of vocabulary achievement.
response to these ongoing difficulties, educators have been experimenting with more engaging pedagogical approaches.
One such strategy involves the integration of ice-breaking activities into classroom instruction.
Ice-breaking refers to brief, interactive exercises designed to ease social tension, build rapport, and stimulate student engagement.
Recent findings by Sasan et al.
, .
indicate that incorporating ice-breaking activities into EFL lessons can lead to a noticeable increase in student participation and motivation, particularly in senior high school contexts.
To further support this approach.
Madden & Robinson .
introduced a creative and innovative icebreaker in EFL classes and found that students not only enjoyed the activity but also viewed it as memorable, original, and engaging.
In addition, the instructor noted that such activities provided a low-pressure opportunity to informally assess studentsAo speaking skills.
These findings point to the potential of ice-breaking activities not only as motivational tools but also as valuable pedagogical strategies.
By introducing and practicing new vocabulary in a fun and interactive way, students are more likely to retain and use the new words effectively.
This is evidenced by research performed by Huei et al.
, .
they state the use of games brought an interesting competitive aspect to students' vocabulary performance.
Recent studies propose that in the context of language learning, ice-breaking activities have emerged as effective tools for enhancing student engagement and reducing anxiety in the Ice-breaking activities have been found to increase interest in learning among students, particularly in language-based subjects like English (Khodijah, 2.
Ice-breaking activities are particularly useful at the start of lessons to establish a positive tone and motivate students to engage with new material.
They also encourage peer collaboration and interaction, which are essential components in active vocabulary learning (Gustanti & Ayu, 2.
These strategies promote active learning, foster student interaction, and consequently improve vocabulary acquisition, aligning with the findings of previous studies that have demonstrated a correlation between the use of interactive learning methods and increased language mastery Amien et al.
Several relevant studies have also provided empirical support for the integration of icebreaking activities in EFL classrooms, particularly in relation to vocabulary development and learner motivation (Chao & Fan, 2020.
Khoirunnisaa et al.
, 2024.
Mahmud et al.
, 2.
For instance.
Khoirunnisao et al.
conducted a qualitative study on EFL teachers' experiences in using ice-breaking strategies with Taiwanese students.
Their findings highlighted how such activities effectively lowered studentsAo anxiety and created a more welcoming classroom environment.
As a result, students became more engaged and open to acquiring new vocabulary, indicating that a positive emotional climate can significantly enhance the language learning experience.
In a similar study.
Al Ghifarah & Pusparini .
examined studentsAo perceptions of ice-breaking activities in an Indonesian senior high school context.
The study revealed that students felt more motivated and less anxious when participating in these activities.
Many participants associated the interactive and enjoyable nature of ice-breakers with increased willingness to learn and retain English vocabulary (Hamrin, 2022.
Hoseini Shavoun et al.
Jurnal Pendidikan Indonesia.
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6 No.
12 Desmber 2025 The Effect of Ice Breaking Activities on Vocabulary Mastery Among EFL StudentsAo at SMA NU Palangka Raya Reffalleo et al.
, 2.
This suggests that emotional and psychological readiness plays a vital role in vocabulary acquisition.
Further supporting this perspective, (Sari, 2.
explored the implementation of icebreaker techniques at Senior High School 1 Gunung Labuhan.
The research focused on studentsAo speaking skills and their motivation levels, and the results showed a notable improvement in studentsAo performance across various language componentsAiparticularly grammar, vocabulary, and fluency.
The study concluded that incorporating fun, interactive elements into English lessons not only promotes active participation but also creates a dynamic classroom atmosphere that supports vocabulary mastery.
Taken together, these previous studies demonstrate a consistent pattern: ice-breaking activities serve not merely as energizers but as pedagogical tools that enhance studentsAo emotional comfort, engagement, and ultimately, their vocabulary learning outcomes.
This growing body of evidence strengthens the rationale for integrating such activities into EFL instruction, especially in contexts where learners often struggle.
Importantly, the educational effectiveness of ice-breaking activities is supported by several well-established learning theories.
From a social constructivist perspective.
BanduraAos Social Learning Theory .
proposes that learning occurs through observation, imitation, and social interaction.
Ice-breaking activities, which encourage peer modeling and cooperative engagement, provide authentic opportunities for such learning to take place (Bandura, 1.
In line with Self-Determination Theory, these activities satisfy studentsAo psychological needs for autonomy, competence, and relatednessAithus fostering intrinsic motivatin (Ryan & Deci.
Additionally.
KolbAos Experiential Learning Theory .
offers a framework through which ice-breaking can be viewed as a concrete learning experience that triggers reflective observation and active vocabulary application (Kolb, 1.
Despite the growing evidence supporting the use of ice-breaking activities in EFL contexts, a significant gap remains in the literature regarding their specific impact on vocabulary mastery in Indonesian secondary schools.
While previous studies have examined ice-breaking activities in relation to general engagement, speaking skills, or motivation, few have systematically investigated their direct effect on vocabulary acquisition and retention among Indonesian EFL learners.
This gap is particularly notable in the context of SMA NU Palangka Raya, where students face unique challenges related to limited exposure to English outside the classroom, large class sizes, and traditional teaching methods that emphasize rote memorization over interactive learning.
Furthermore, most existing research on ice-breaking activities has been qualitative in nature, focusing on perceptions and experiences rather than measuring quantifiable learning outcomes.
The present study addresses this gap by employing a quasi-experimental design to provide empirical evidence of the effectiveness of ice-breaking activities specifically for vocabulary mastery.
The urgency of this research is underscored by several factors.
First, vocabulary knowledge is recognized as the single most important factor in reading comprehension and overall language proficiency, yet Indonesian EFL students consistently score below international benchmarks in English proficiency assessments.
Second, the COVID-19 pandemic has exacerbated learning losses, making it imperative to identify and implement effective, engaging teaching strategies that can quickly improve learning outcomes.
Third, the Indonesian government's emphasis on 21st-century skills and student-centered learning in the Jurnal Pendidikan Indonesia.
Vol.
6 No.
12 Desember 2025 Alya Audria1*.
Sabarun2.
Zaitun Qamariah3 2013 Curriculum (Kurikulum 2.
and the Independent Curriculum (Kurikulum Merdek.
necessitates research on innovative pedagogical approaches that align with these policy Finally, the specific context of SMA NU Palangka RayaAia school serving diverse socioeconomic backgrounds with varying levels of English exposureAimakes it an ideal site to investigate accessible, low-cost interventions that can be replicated in similar educational settings across Indonesia.
The novelty of this study lies in several key aspects.
First, it provides the first quantitative evidence of the direct impact of ice-breaking activities on vocabulary mastery in an Indonesian EFL context, filling a critical gap in the literature.
Second, it focuses specifically on twelfthgrade students who are preparing for national examinations and higher education, a population whose vocabulary needs are both urgent and consequential for their academic futures.
Third, the study employs a rigorous quasi-experimental design with both pre-test and post-test measurements, allowing for causal inferences about the effectiveness of the intervention.
Fourth, unlike previous studies that have examined ice-breaking activities as standalone warmup exercises, this research integrates them systematically throughout the instructional sequence as pedagogical tools for vocabulary introduction, practice, and reinforcement.
Finally, the study's focus on a specific school context allows for deep insights into how ice-breaking activities function in real-world classroom conditions, including the challenges and adaptations necessary for successful implementation.
This study therefore aims to fill this gap by examining the effect of ice-breaking activities on students' vocabulary mastery at SMA NU Palangka Raya.
The researcher seeks to answer the following research question: Is there any significant effect of ice-breaking activities on vocabulary mastery among EFL students at SMA NU Palangka Raya? The central research problem focuses on the effectiveness of these activities in improving students' vocabulary retention and usage.
By examining this issue in a real-world classroom setting, the study aims to generate practical insights for teachers seeking to adopt more interactive and studentcentered methods in vocabulary instruction.
The findings are expected to contribute to both theoretical understanding of vocabulary acquisition processes and practical knowledge about effective teaching strategies that can be implemented with minimal resources.
Furthermore, the study's results have implications for teacher professional development programs, curriculum design, and educational policy, particularly in promoting more engaging and effective approaches to EFL instruction in Indonesian secondary schools.
Beyond vocabulary learning, this research also explores how ice-breaking activities can transform overall classroom dynamics by reducing anxiety, building classroom community, and creating a more supportive learning environmentAifactors that are essential for successful language acquisition but often overlooked in traditional instructional approaches.
RESEARCH METHOD
This study employed a quantitative research approach.
Specifically, a quasiexperimental design was used.
The research consists of a pre-test and post-test, a format widely applied in educational research to measure learning gains over time.
The study was conducted at SMA NU Palangka Raya in the academic year 2025, involving a total of 25 students selected through purposive sampling.
The experimental group comprised 12 students from Grade 12 Science (XII IPA), while the control group consisted of Jurnal Pendidikan Indonesia.
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12 Desmber 2025 The Effect of Ice Breaking Activities on Vocabulary Mastery Among EFL StudentsAo at SMA NU Palangka Raya 13 students from Grade 12 Social Studies (XII IPS).
The instrument used to collect data was a vocabulary test, which assesses learnersAo knowledge of word forms, meanings, and usage in context, and is considered an effective tool for evaluating vocabulary mastery in EFL contexts.
In the pre-test stage, both groups were given the same vocabulary test to determine their initial proficiency levels.
During the treatment phase, the experimental group received instruction that incorporated ice-breaking activities.
In contrast, the control group was taught using conventional methods without the integration of ice-breakers.
After the treatment period, the same test was administered again as a post-test to measure changes in studentsAo vocabulary The data obtained from both the pre-test and post-test were analyzed using SPSS, a widely used software for both basic and advanced statistical analyses.
Iskandar et al.
highlight the relevance of SPSS in educational research involving pre-test and post-test designs, illustrating how the software supports the verification of statistical assumptions and the execution of appropriate hypothesis testing.
Their study reinforces SPSSAos value in improving the precision and transparency of analytical findings.
RESULTS AND DISCUSSION
The aim of this study was to examine whether the effect of ice-breaking activities in EFL instruction could significantly improve studentsAo vocabulary mastery compared to conventional teaching.
The findings provide clear evidence that both the experimental and control groups made progress from pre-test to post-test, yet the experimental group achieved substantially higher post-test scores.
Descriptive Statistics Table 1.
Descriptive Statistics for Control Group .
IPS) Statistics Valid Missing Mean Std.
Error of Mean Median Mode Std.
Deviation Variance Range Minimum Maximum Sum Pre-Test 12 IPS Scores Post-Test 12 IPS Scores Table 2.
Descriptive Statistics for Experimental Group .
IPA) Statistics Valid Missing Mean Std.
Error of Mean Median Pre-Test 12 IPA Scores Jurnal Pendidikan Indonesia.
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12 Desember 2025 Post-Test 12 IPA Scores Alya Audria1*.
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Zaitun Qamariah3 Mode Std.
Deviation Variance Range Minimum Maximum Sum The descriptive statistics reveal several important patterns in the data.
First, both groups showed improvement from pre-test to post-test, indicating that learning occurred regardless of the instructional method used.
The control group's mean score increased by 22.
31 points .
rom 31 to 69.
, representing a 47.
1% improvement.
The experimental group's mean score increased by 39.
59 points .
58 to 84.
, representing an 88.
8% improvementAinearly double the improvement rate of the control group.
Second, the standard deviation decreased in both groups from pre-test to post-test .
168 to 10.
890 in the control group.
334 in the experimental grou.
, suggesting that students' vocabulary knowledge became more homogeneous and that the instruction was effective in bringing lower-performing students closer to the group mean.
The more substantial reduction in standard deviation in the experimental group .
rom 117 to 7.
334, a decrease of 57.
2%) compared to the control group .
168 to 10.
a decrease of 17.
3%) suggests that ice-breaking activities may have been particularly beneficial for students who started with lower vocabulary levels.
Third, the range of scores also narrowed in both groups, with the experimental group showing a more dramatic reduction .
rom 65 to 20 point.
compared to the control group .
rom 45 to 35 point.
, further supporting the conclusion that ice-breaking activities helped to close achievement gaps.
Finally, the minimum score in the experimental group increased substantially from 20 to 75, while in the control group it increased from 25 to 55, indicating that even the lowest-performing students in the experimental group achieved higher absolute scores than their counterparts in the control Normality Test Table 3.
Shapiro-Wilk Test of Normality Pre-Test 12 IPS Scores Post-Test12 IPS Scores Pre-Test 12 IPA Scores Post-Test 12 IPA Scores Statistics Shapiro-Wilk Sig.
The normality test using the ShapiroAeWilk statistic indicated that all datasets were normally distributed.
Specifically, the pre-test scores of the control group (W = 0.
964, p = .
and the experimental group (W = 0.
911, p = .
met the assumption of normality.
Similarly, the post-test scores of both the control group (W = 0.
892, p = .
and the experimental group (W = 0.
907, p = .
were normally distributed.
Since all p-values exceeded .
05, the assumption of normality was satisfied for both groups at both testing points.
Jurnal Pendidikan Indonesia.
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6 No.
12 Desmber 2025 The Effect of Ice Breaking Activities on Vocabulary Mastery Among EFL StudentsAo at SMA NU Palangka Raya Homogeneity Test Table 4.
Levene's Test of Homogeneity of Variances (Post-Tes.
Levene Statistic Sig.
Based on Mean The homogeneity test further confirmed that the variances of the two groupsAo post-test scores were equal (LeveneAos test.
F = 0.
893, p = .
This result indicates that the spread of scores in the experimental and control groups was comparable, satisfying the homogeneity of variance assumption required for independent samples t-tests.
Together, these results indicate that the assumptions for parametric testing were met, justifying the use of independent samples t-tests in the subsequent analyses.
Independent Samples T-test test .
re tes.
Table 5.
Independent Samples T-Test Comparing Pre-Test Scores Equal Variances Assumed LeveneAos Test for Equality of Variances Sig Sig.
-taile.
Not significantly different .
= 0.
Ie the initial groups are equivalent.
At the beginning of the study, the two groups showed comparable levels of vocabulary The experimental group had a mean pre-test score of 44.
58, while the control group This small difference was not statistically significant .
= .
, confirming that both groups started the study at a similar baseline.
This finding is crucial for the validity of the study, as it demonstrates that any differences observed in post-test scores cannot be attributed to pre-existing differences between the groups.
The baseline equivalence strengthens the causal inference that the observed effects are due to the treatment .
ce-breaking activitie.
rather than to initial group differences.
Furthermore, the non-significant difference in pre-test scores validates the purposive sampling approach and confirms that the two classes were indeed comparable in terms of their English vocabulary knowledge at the outset of the study.
Independent Samples T-test test .
ost tes.
Table 6.
Independent Samples T-Test Comparing Post-Test Scores Equal Variances Assumed LeveneAos Test for Equality of Variances Sig Sig.
-taile.
Significantly different .
< .
Ie the increase in IPA class scores is higher than in IPS class Table 7.
Post-Test Score Comparison
Class
12 IPA
12 IPS
Mean Jurnal Pendidikan Indonesia.
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12 Desember 2025 Coefficient of variation Alya Audria1*.
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Zaitun Qamariah3 The mean post-test score of the experimental group (Science: 84.
is significantly higher than that of the control group (Social Studies: 69.
, with a mean difference of 14.
The independent samples t-test yielded a t-value of -3.
884 with 23 degrees of freedom and a p-value of .
001, which is well below the significance threshold of .
This result provides strong statistical evidence that ice-breaking activities had a significant positive effect on students' vocabulary mastery.
To better understand the magnitude of this effect.
Cohen's d was calculated as a measure of effect size.
The effect size was d = 1.
56, which is considered a large effect according to Cohen's .
mall: d = 0.
medium: d = 0.
large: d = 0.
This large effect size indicates that the difference between the two groups is not only statistically significant but also practically meaningful and educationally important.
In practical terms, the experimental group's mean score was approximately 1.
34 standard deviations above the control group's mean, meaning that the average student in the experimental group performed better than approximately 91% of students in the control group.
This finding has important implications for educational practice, as it suggests that ice-breaking activities can produce substantial improvements in vocabulary learning outcomes.
During the experiment, both groups showed notable improvement.
The experimental group improved substantially from pre-test to post-test .
= Ae7.
404, p < .
, and the control group also demonstrated progress .
= Ae5.
147, p < .
, though to a lesser extent .
< .
In the post-test comparison, the experimental group achieved a higher mean score (M = 84.
than the control group (M = 69.
This difference was statistically significant .
= 3.
884, p < .
, indicating that the use of ice-breaking activities had a stronger effect on vocabulary mastery compared to conventional teaching.
In summary, the results suggest that while both groups improved their vocabulary knowledge, the students who received icebreaking activities achieved better outcomes.
These findings provide evidence that the use of ice-breaking activities had a significant effect on studentsAo vocabulary mastery.
This indicates that ice-breaking activities had a positive effect on studentsAo vocabulary acquisition.
These results confirm the initial hypothesis and directly answer the research question.
The absence of significant differences between the two groups in the pre-test further supports the validity of the findings, since it shows that both groups started from a comparable level of vocabulary mastery.
Thus, the greater improvement observed in the experimental group can be attributed to the treatment.
In terms of practical implications, the results suggest that teachers can employ icebreaking activities not only as warm-up exercises but as pedagogical tools that facilitate vocabulary learning.
Even short and simple activities can increase student engagement, reduce classroom anxiety, and make the learning environment more interactive.
For schools and educators, integrating ice-breakers into EFL instruction may therefore represent a low-cost yet effective strategy to enhance language outcomes.
Despite these promising findings, the study has several limitations.
The sample size was relatively small .
and drawn from a single institution, which limits the generalizability of the results.
Furthermore, the study only measured immediate post-test performance and did not assess the long-term retention of vocabulary.
Future research could address these limitations by involving larger and more diverse samples, applying longitudinal Jurnal Pendidikan Indonesia.
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12 Desmber 2025 The Effect of Ice Breaking Activities on Vocabulary Mastery Among EFL StudentsAo at SMA NU Palangka Raya designs to examine retention, and exploring the effectiveness of different types of ice-breaking activities across language skills beyond vocabulary.
CONCLUSION
This study examined the impact of ice-breaking activities on vocabulary mastery among twelfth-grade EFL students at SMA NU Palangka Raya.
The findings revealed that both the experimental and control groups showed improvement in their vocabulary knowledge, with the experimental group, which used ice-breaking activities, achieving significantly higher post-test scores.
The statistical analysis confirmed the equivalence of the groups at the pre-test stage, with the significant differences in the post-test attributed to the treatment.
The study suggests that ice-breaking activities not only serve as warm-up exercises but also enhance vocabulary acquisition by promoting student engagement, reducing anxiety, and fostering an interactive learning environment.
Practical implications include using interactive ice-breaking activities to boost motivation and participation in English lessons.
However, the study's limitations include a small sample size and a focus on short-term outcomes.
Future research is recommended to involve larger, more diverse samples, explore other language skills, and investigate the long-term retention of REFERENCES