Icebreaker is a way that is often used in  teaching in the schools. This study aimed to describe 1) The role of an icebreaker in the learning process for student with mild mental retardation in SLB YPAC Semarang, 2) Application technique of an ice breaker activities in the learning in SLB C YPAC Semarang, 3) The kind of icebreaker activities that implemented by the teachers to student with mild mental retardation in
SLB YPAC Semarang, 4) The reaction of the students for the use of icebreaker in learning process in SLB YPAC Semarang. This study uses descriptive qualitative
research methods. The subjects in this study were the teachers that taught a student with mild mental retardation and students with mild mental retardation.
Data were collected through interviews, participant observation, and documentation techniques. Data were analyzed through data reduction, data display, and
conclusion.The research result showed that 1) the role of an icebreaker in the learning process for student with mild mentally retardation is to solve the "ice" or
rigidity when the learning process is ongoing, to maintain the stamina, emotions, and intelligence of thinking students, and also it can provide a sense of joy
that can foster a positive attitude in the learning process. 2) The application of icebreaker activities that implemented by the teacher to students is given
spontaneously in early learning activities, in the middle of learning activities and at the end of the learning activities. 3) The kind of icebreaker activities that
implemented by theteacher are clapping, singing, bodybuilding, and some games to break the saturation in the classroom. 4) The reaction of the student for the use of icebreaker that they become more focused on teachers, more excited when participating in learning activities, and increasing the concentration of students. 

Keywords : Icebreaker, Learning process, Student with mild mentally retardation, SLB YPAC Semarang