EFL TEACHERS’ EXPERIENCES OF MANAGING NEGATIVE EMOTIONS IN TEACHING-LEARNING CLASSROOM: PHENOMENOLOGY RESEARCH

This study aims to identify factors triggering negative emotions, types of negative emotions experienced, and how EFL teachers manage these emotions during classroom teaching. The subjects are three EFL teachers from MAN 1 Praya, Lombok Tengah. Using a qualitative design with a phenomenological approach, data were analyzed descriptively. Open-ended questionnaires identified triggers and types of negative emotions, while interviews gathered information on teachers' experiences in regulating these emotions. Observations examined teachers' behavior in managing negative emotions in the classroom. Results indicate that negative emotion triggers stem from both classroom and external factors, including the madrasa environment and outside madrasa. The negative emotions experienced by teachers include anger, sadness, fear, and surprise. In managing these emotions, EFL teachers use strategies such as situation selection, situation modification, attentional deployment, cognitive change, and response modulation. Initially, teachers select lesson planning steps (situation selection). If disturbances arise, they take active action to prevent or seek help from other teachers (situation modification). When negative situations persist, teachers focus their attention through concentration (attentional deployment). During emotional development, they reappraised situations from different perspectives to raise positive emotion, or reappraisal to facilitate acceptance (cognitive change). Finally, teachers either suppress negative emotions to deter further negative behavior that ruins teaching learning process or release them and find relief. Teachers employ these strategies randomly, choosing the most suitable emotion regulation method for the situation.