The Procedure of Ice Breaker

The Procedure of Ice Breaker

O’Dea et. al (2009:21) explain three ways to Facilitating Icebreakers:

1)       Focus on building the group, not just for the sake of the good group dynamics, but to develop an atmosphere in which the group can work and learn together.  The stronger the group, the better chance the group has in taking on difficult tasks during the campaign.

2)      When planning an icebreaker, give yourself plenty of time to describe the activity and debrief the activity.  

3)      Some icebreakers make people feel uncomfortable. You can use the discomfort as a topic for discussion.  However, you need to respect and be aware when a person discomfort level is placing them in an unhealthy and unproductive situation.  Be aware of participant’s physical ability (i.e. some participants may have wheel chairs that place boundaries on their mobility).

Wood (2010: 11-12) explain the procedure of Ice Breaker star from everyone sits on a chair that are arranged in a circle with little space between chairs. The teacher stands in the center and will ask a question to the group. The students who answer the question must stand up and quickly move to another seat across the circle. Every students cannot take the seat on either side of where they were just sitting. They also cannot sit back in the same chair. Whoever does not get a chair must ask the next question. Give them a few practice tries before they must ask a question. Have a few questions prepared. The questions will start again and the end of game while they are still enjoying it (don't let it get boring)

In additionTrust (2009:6) divide the step of how to use Ice Breaker in three step there are:

1)      Step 1:Prepare charts with a characteristic or trait printed on each one. The number you choose depends on the number of participants. Post the charts around the room.

2)      Step 2: Instruct participants to choose one characteristic which best describes them or one they most closely identify with. When groups are formed around the charts, ask the participants to introduce themselves and discuss why they chose the characteristic and what kind of role they play within a group/team.

3)      Step 3: Ask each small group to report back to the whole group.

Based on the explanation above the researcher conclude that an ice breaker for team members to know one another. Each member of a team chooses another member to be a partner.  During  the  first  step  students  interview  their  partners  by  asking clarify  questions.  During the second step partners reverse the roles.  For the final step, members share their partner’s response with the team.  This technique can help the students to improve their speaking skill by paraphrasing their pair’s opinion when they are sharing it with the team’s member


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