Boosting English Speaking Skills through a Socio-Emotional Learning Process at the Seventh Grade of Junior High School 1 Sampang

This project presents a qualitative descriptive study that investigates the role of a socio-emotional learning process in enhancing English speaking skills among seventh-grade students at a regional junior high school in Sampang, Madura, Indonesia. The study focuses on students’ emotional readiness as a key factor influencing participation, confidence, and willingness to speak English in classroom activities. The research involved one seventh-grade class during the 2024/2025 academic year. Data were collected through classroom observations and a semi-structured interview with the English teacher. Field notes, a speaking observation framework, and an interview guide were used as research instruments. The collected data were analyzed using the qualitative data analysis model proposed by Miles, Huberman, and Saldaña, which includes data reduction, data display, and conclusion drawing. The findings indicate that socio-emotional learning processes positively influenced students’ emotional readiness, as reflected in reduced anxiety, increased comfort, and improved confidence during speaking activities. Improved emotional readiness also contributed to higher participation levels and greater willingness to communicate in English. This project highlights the importance of addressing affective factors in English speaking instruction and emphasizes the need for emotionally supportive learning environments, particularly in regional junior high school contexts where emotional readiness plays a significant role in learning outcomes.