The Effectiveness of Cognitive Engagement-Based English Learning through Ice Breaking Activities on Student Engagement at SMAN 2 Banjit Way Kanan

Yusnia Sari; Yuyun Yulia

doi:10.55681/armada.v4i10.3400

Authors

Yusnia Sari Universitas Negeri Yogyakarta, Indonesia
Yuyun Yulia Universitas Negeri Yogyakarta, Indonesia

DOI:

https://doi.org/10.55681/armada.v4i10.3400

Keywords:

Cognitive Engagement, Ice Breaking, English Learning, Learning Outcomes, N-Gain

Abstract

English language learning at the secondary school level still faces the problem of low student engagement, which leads to suboptimal learning outcomes. This condition indicates that the instructional approaches used have not fully activated students’ cognitive engagement. This study aims to analyze the effectiveness of English learning based on cognitive engagement through ice breaking activities in improving students’ abilities. The research employed a quantitative approach with a one-group pretest-posttest design. The participants consisted of 30 students. The instrument used was an English proficiency test administered as pre-test and post-test. Data were analyzed using normality tests, paired sample t-test, and N-Gain to determine the level of improvement. The results showed a significant improvement in students’ abilities, as indicated by the paired sample t-test significance value of 0.000 (< 0.05). In addition, the average N-Gain score of 0.41 was categorized as moderate, indicating that the implemented learning strategy was fairly effective. Therefore, it can be concluded that English learning based on cognitive engagement through ice breaking activities is effective in improving students’ English proficiency and promoting more meaningful learning engagement.

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