<![CDATA[Memory retention is a crucial aspect of science learning in elementary schools, however, memory decay frequently becomes a real barrier for students. This study examines the application of the English Password strategy as a routine-based classroom management approach in strengthening memory retention and mastery of English science terminology among Grade III students at a bilingual elementary school in Yogyakarta. Employing a descriptive qualitative design, data were collected through passive participatory observation of 19 students and structured interviews with three informants. Findings reveal that this strategy implicitly utilizes the principles of retrieval practice and spaced repetition in an organic and contextual format, positively impacting academic vocabulary retention, conceptual understanding of changes in the properties of matter (temporary and non-temporary), and students' affective dynamics. This strategy is recommended as an educationally sound classroom management component for bilingual elementary school teachers.]]>
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