Social-emotional skills play an important role in English speaking learning by
helping students build confidence, manage anxiety, and participate actively in
communication. This study aimed to explore teachers’ experiences in applying social
emotional skills in English speaking learning at Al-Falah Islamic Boarding School
Banjarbaru and to identify the challenges they encountered in integrating these skills
into the learning process. This study employed a qualitative narrative inquiry design.
The participants consisted of three English teachers as the main participants and two
students as supporting participants, selected through purposive sampling. Data were
collected through semi-structured interviews, classroom observations, and supporting
student interviews. The findings revealed that teachers applied social-emotional skills
by creating an emotionally safe learning environment, providing encouragement and
supportive feedback, managing students’ speaking anxiety, and integrating Pesantren
values into English speaking learning. Teachers also encountered challenges related to
students’ emotional conditions, differences in English proficiency, institutional
demands, limited time, and limited formal preparation in Social-Emotional Learning.
The study concludes that the successful implementation of social-emotional skills
requires teachers’ commitment, supportive institutional practices, and a learning
environment that promotes students’ confidence, emotional well-being, and character
development within the Pesantren context.