| dc.description.abstract | This study aims to explore how kindergarten English teachers manage their
English subject classes in an EFL context to create an effective and engaging
learning environment. This study focuses on identifying the strategies implemented
by teachers to maintain a positive classroom atmosphere for young learners. A
descriptive qualitative was employed in this study. The participants were two
kindergarten English teachers from different schools: one from an international
school in Yogyakarta and the other from a private Islamic kindergarten in Bandung
and the study explored how these different institutional backgrounds shaped their
classroom management practices. The data were collected through semi-structured
interviews, allowing participants to share their experiences, classroom routines, and
personal reflections in depth. The collected data were analyzed using thematic
analysis to identify emerging themes related to classroom management. The
findings revealed that both teachers emphasized clear rules, consistent routines, and
positive teacher–student relationships as the foundation of effective classroom
management. They also employed creative strategies such as songs, games, and
group work to maintain engagement. In conclusion, successful classroom
management in EFL kindergarten settings involves not only discipline and structure
but also warmth, creativity, and emotional connection between teachers and
students. | en_US |
