The impact of deep learning–oriented project-based learning and learner autonomy on students’ english speaking skills

  • Anom Sri Ayu Sukariani 
    Program Studi Magister Administrasi Pendidikan, Universitas Pendidikan Ganesha, Singaraja, Bali
    Indonesia
  • Anak Agung Gede Agung
    Program Studi Magister Administrasi Pendidikan, Universitas Pendidikan Ganesha, Singaraja, Bali
    Indonesia
  • Ni Luh Gede Erni Sulindawati
    Program Studi Magister Administrasi Pendidikan, Universitas Pendidikan Ganesha, Singaraja, Bali
    Indonesia

Abstract

This research employed a quasi-experimental design. The population consisted of 180 tenth-grade students of the Construction and Building Technology program at SMK Negeri 1 Denpasar in the 2025/2026 academic year. A total of 144 students were selected as samples using cluster random sampling. Data were collected through a speaking performance test to measure English speaking skills and a questionnaire to assess learner autonomy. Data were analyzed using two-way analysis of variance followed by Tukey’s post hoc test. The results showed that: (1) there was a significant difference in English speaking skills between students taught using Deep Learning–oriented PjBL and those taught using conventional instruction at SMKN 1 Denpasar (F = 21.755; p = 0.000); (2) there was a significant difference in English speaking skills between students with high and low learner autonomy (F = 23.412; p = 0.000); (3) there was a significant interaction between Deep Learning–oriented PjBL and learner autonomy on students’ English speaking skills (F = 188.546; p = 0.000); (4) there was no significant difference in English speaking skills between students taught using Deep Learning–oriented PjBL and students with high learner autonomy (Q = 0.12 < Q table = 2.86); (5) there was a significant difference in English speaking skills between students taught using conventional instruction and students with high learner autonomy (Q = 6.72 > Q table = 2.86); and (6) there was a significant difference in English speaking skills between students taught using Deep Learning–oriented PjBL and students with learner autonomy.

Keywords
  • Project-based learning, Deep learning, Learner autonomy
Lisensing Information
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

References
  1. Aghayani, B., & Janfeshan, K. (2020). The Effect of Self-Directed Learning on EFL Learners’ Writing Performance. International Journal of Research in English Education, 5(3), 78–89. https://doi.org/10.29252/ijree.5.3.78
  2. Agung, A. A. G., Basilius Redan Werang, & Anak Agung Putri Sri. (2022). Project-Based E-Learning and Its Impact on Students’ Academic Achievement in Curriculum Development Lectures. Mimbar Ilmu, 27(3), 362–369. https://doi.org/10.23887/mi.v27i3.53855
  3. Aktafianto, R. A., Yudana, I. M., & Ariawan, I. P. W. (2023). The Effect of Project-Based E-Learning Against Critical Thinking Skills and Science Learning Achievement of Class X Students. Jurnal Administrasi Pendidikan Indonesia, 14(1), 101–112. https://doi.org/10.23887/jurnal_ap.v14i1.1849
  4. Ariatna, A., Nuran, A. A., & Nasution, N. S. (2025). Fostering communicative competence: A task-based approach to public speaking materials development. JOALL (Journal of Applied Linguistics and Literature), 10(1), 21–47. https://doi.org/10.33369/joall.v10i1.36086
  5. Efrizah, D., Fadly, Y., & Putri, V. O. (2024). ENGLISH SPEAKING BARRIERS IN VOCATIONAL EDUCATION: A STUDY OF SMK SPP SNAKMA STUDENTS. JOURNAL OF LANGUAGE, 6(2), 271–278. https://doi.org/10.30743/jol.v6i2.10076
  6. Ekayana, A. A. G., Parwati, N. N., Agustini, K., & Ratnaya, I. G. (2025). Project based learning framework with STEAM methodology assessed based on self-efficacy: Does it affect creative thinking skills and learning achievement in studying fundamental computers? Journal of Technology and Science Education, 15(1), 107. https://doi.org/10.3926/jotse.2751
  7. Elmahdi, O. E. H., AbdAlgane, M., Othman, K., Alhaj, M. K. M., Ibrahim, I. Z. A., Abdelrady, A. H., & Ahmed, O. A. M. (2025). Improving Communicative Competence and Speaking Skills in EFL/ESL Classrooms: Strategies, Techniques, and Pedagogical Approaches. Forum for Linguistic Studies, 7(12). https://doi.org/10.30564/fls.v7i12.12116
  8. Hama Saeed, D. J., & Bostancı, H. B. (2022). The Impacts of Integral Teaching of the Listening and Speaking Skills on EFL Communicative Competence. Near East University Online Journal of Education, 5(1), 36–47. https://doi.org/10.32955/neuje.v5i1.462
  9. Karmaker, P. R., & Al Hasan, R. (2025). Graduates’ English Communicative Skills and Professional Success: Perspectives from Universities and Industry stakeholders in Bangladesh. Journal of English Education and Teaching, 9(1), 110–127. https://doi.org/10.33369/jeet.9.1.110-127
  10. Kurniawan, I. W. A. (2024). English Language and Its Importance as Global Communication. Samā Jiva Jnānam (International Journal of Social Studies), 2(1), 51–57. https://doi.org/10.25078/ijoss.v2i1.3920
  11. Milania, T., Wachyudi, K., & Mobit, M. (2022). Vocational High School Students’ Challenges in Practicing English Speaking Skills. JADEs Journal of Academia in English Education, 3(2), 206–222. https://doi.org/10.32505/jades.v3i2.5009
  12. Namaziandost, E., Çakmak, F., Heydarnejad, T., & Rezai, A. (2024). The predictive effects of learner autonomy and academic engagement on willingness to communicate, foreign language learning self-esteem, and L2 grit in an EFL context. Acta Psychologica, 250, 104528. https://doi.org/10.1016/j.actpsy.2024.104528
  13. Negara, I. G. J. P., & Suwena, K. R. (2023). Pengaruh Motivasi Belajar dan Self Efficacy Terhadap Kemandirian Belajar Siswa pada Mata Pelajaran Praktikum Akuntansi Perusahaan Jasa, Dagang dan Manufaktur Kelas XI Akuntansi Keuangan Lembaga (AKL) di SMK Negeri 1 Negara. Ekuitas: Jurnal Pendidikan Ekonomi, 11(1), 34–42. https://doi.org/10.23887/ekuitas.v11i1.61795
  14. Prasetya, R. E. (2021). The English Language Needs for Information Technology: A Comparison Case of Professionals and Students. Journal of English Language Teaching and Learning (JETLE), 3(1), 7–19. https://doi.org/10.18860/jetle.v3i1.12202
  15. Purnami, I. A. O., & Widiadnya, I. G. N. B. Y. (2024). Speaking Confidently: How Project-Based Learning Can Improve Student Communication. Jurnal Pendidikan Bahasa Inggris Undiksha, 12(2), 184–190. https://doi.org/10.23887/jpbi.v12i2.86587
  16. Saputro, D. A., & Savitri, W. E. (2025). Need Analysis on English for Specific Purposes of Visual Communication Design Student at Vocational High School. Journal of Linguistics, Literature, and Language Teaching (JLLLT), 4(2). https://doi.org/10.37249/jlllt.v4i2.892
  17. Sayang, I. D. A. P., & Wibawa, I. M. C. (2023). The Learning Model of Project-Based Learning (PjBL) on the Resilience of Students’ Misfortunes. MIMBAR PGSD Undiksha, 11(2), 280–287. https://doi.org/10.23887/jjpgsd.v11i2.64444
  18. Sitorus, H. F., Sinaga, P. V., Gaol, S. D. L., Situmorang, R. I. O., & Napitupulu, S. (2022). Speaking Problems in Vocational High School. International Journal of Education and Humanities, 2(1), 13–23. https://doi.org/10.58557/ijeh.v2i1.41
  19. Suluh, M., & Bitu, Y. S. (2025). Pengaruh Kemandirian Belajar Terhadap Pencapaian Akademik Mahasiswa. Indo-MathEdu Intellectuals Journal, 6(2), 2488–2494. https://doi.org/10.54373/imeij.v6i2.2931
  20. Widanta, I. M. R. J. (2023). Enhancing Learners’ Speaking Ability in Project-Based Learning (PjBL):How does the Inside-Outside Circle Technic Work? Jurnal Pendidikan Dan Pengajaran, 56(2), 265–273. https://doi.org/10.23887/jpp.v56i2.65775
  21. Widiastuti, N. L. A., Tantra, D. K., & Padmadewi, N. N. (2021). An Analysis of Communication Strategies in Speaking. Jurnal Pendidikan Bahasa Inggris Undiksha, 9(2), 127. https://doi.org/10.23887/jpbi.v9i2.32319
  22. Xia, S. (2019). A Study on Ways to Improve the Communicative Competence of Workplace English for Vocational College Students. Proceedings of the 2nd International Conference on Humanities Education and Social Sciences (ICHESS 2019). https://doi.org/10.2991/ichess-19.2019.122
  23. Yudiana, I. K. E., & Sari, N. M. D. S. (2022). Pembelajaran Project-Based Learning Berbantuan Penilaian Teman Sebaya dalam Pembelajaran Daring Meningkatkan Kemampuan Berpikir Kritis Mahasiswa. Jurnal Penelitian Dan Pengembangan Pendidikan, 6(3), 408–414. https://doi.org/10.23887/jppp.v6i3.54342
  24. Yuniarini, P. D., Agung, A. A. G., Ariawan, I. P. W., & Sulindawati, N. L. G. E. (2025). Self-regulation and motivation teacher in non-formal education: A systematic literature review. Edelweiss Applied Science and Technology, 9(4), 3035–3049. https://doi.org/10.55214/25768484.v9i4.6722
  25. Yutami, N. W. N., & Widiana, I. W. (2024). Improving English Speaking Skills of Fourth Grade Elementary School Students Through Contextual Problem-Based Mobile-Assisted Language Learning Media. Mimbar Ilmu, 29(2), 333–342. https://doi.org/10.23887/mi.v29i2.74549

Downloads

PDF

Statistic

Abstract Views
: 50 times
PDF
: 29 times