iSpeak-Smart: A Differentiated Mobile Learning Medium for Public Speaking Courses to Stimulate Students’ Interpersonal Intelligence and Self-Regulated Learning
##plugins.themes.EpsilonTheme.article.main##
Siti Nurun Chumairoh*
Madziatul Churiyah
Ardian Novianti
The rapid transformation of vocational education demands innovative digital environments that cultivate professional communication and independent learning skills. Static, unstructured learning resources often lead to low interpersonal intelligence and self-regulated learning (SRL) among students. This study developed and tested the effectiveness of iSpeak-Smart, a knowledge-based mobile learning system designed to stimulate interpersonal intelligence and improve students’ SRL in an adaptive and personalized manner within the Public Speaking subject at SMK Negeri 1 Malang. This study employed the Research and Development (R&D) method using the ADDIE model, covering analysis, design, development, implementation, and evaluation stages. Quantitative data from validation results, practicality questionnaires, and test scores were analyzed using descriptive statistics and the N-Gain Score, while qualitative data were collected through interviews with teachers and students and validator suggestion sheets. iSpeak-Smart met the “very feasible” criteria for content, language, and graphics, with an average validation score above 88%. The media significantly increased students’ interpersonal intelligence in empathy, effective communication, and social interaction, and significantly improved SRL, particularly in planning, monitoring, and evaluating independent learning. It also increased learning motivation through differentiated learning, gradual scaffolding, and self-reflection, fostering a meaningful, mindful, and enjoyable learning experience. iSpeak-Smart is proven effective as an adaptive learning ecosystem integrating public speaking skills, interpersonal intelligence, and SRL development, supporting digital learning practices in vocational high schools (SMK) amid the challenges of dynamic and heterogeneous communication learning in educational digitalization.
Adler, I., Warren, S., Norris, C., & Soloway, E. (2025). Leveraging Opportunities for Self-Regulated Learning in Smart Learning Environments. Smart Learning Environments, 12(1), 6. https://doi.org/10.1186/s40561-024-00359-w
Ali, R. M., Narpaduita, P., Sanjani, M. I., Syam, U. K., Hastuti, D., & Biddinika, M. K. (2025). From Struggles to Strategies: Indonesian Students’ Use of E-Portfolios in Public Speaking Courses Through the Lens of Self-Regulated Learning and Sociocultural Theory. JEES (Journal of English Educators Society), 10(2), 135–144. https://doi.org/10.21070/jees.v10i2.1969
Artemi, T.-F., Konstantinou, T., Naziri, S., & Panayiotou, G. (2025). Virtual Reality-Assisted, Single-Session Exposure for Public Speaking Anxiety: Improved Self-Reports and Heart Rate but No Significant Change in Heart Rate Variability. Virtual Worlds, 4(2), 27. https://doi.org/10.3390/virtualworlds4020027
Baars, M., & Viberg, O. (2022). Mobile Learning to Support Self-Regulated Learning. International Journal of Mobile and Blended Learning, 14(4), 1–12. https://doi.org/10.4018/ijmbl.315628
Cheng, Y., He, W., Qiao, J., & Verčič, D. (2025). Embracing the Future of AI in Strategic Communication. In AI and Strategic Communication (pp. 293–312). Wiley. https://doi.org/10.1002/9781394275434.oth
Chiu, T. K. F. (2021). Applying the Self-Determination Theory (SDT) to Explain Student Engagement in Online Learning During the COVID-19 Pandemic. Journal of Research on Technology in Education, 54(sup1), S14–S30. https://doi.org/10.1080/15391523.2021.1891998
El-Yunusi, M. Y. M., Abu Bakar, M. Y., & Mardiyah, M. (2022). Students’ Interpersonal Intelligence Formulation. Al-Hayat: Journal of Islamic Education, 6(2), 278–291. https://doi.org/10.35723/ajie.v6i2.252
Fitriyah, D., Wardani, S., Sumarti, S. S., & Nurhayati, S. (2023). Desain LKPD Berbasis Multiple Intelligence untuk Meningkatkan Kecerdasan Intrapersonal dan Hasil Belajar Kognitif. Chemistry in Education, 12(3), 42–49. https://doi.org/10.15294/chemined.v12i1.59601
Gambo, Y., & Shakir, M. Z. (2021). Review on self-regulated learning in smart learning environment. Smart Learning Environments, 8(1), 12. https://doi.org/10.1186/s40561-021-00157-8
Gandi, M. R., Mardi, & Pratama, A. (2023). Developing Creative Thinking Skills in Economics Subjects Through a Google Classroom-Based Blended Learning Model and Self-Regulated Learning for High School Students. Review of Multidisciplinary Education, Culture and Pedagogy (ROMEO), 2(2), 130–136. https://doi.org/10.55047/romeo.v2i2.740
Gardner, H. (1996). Probing More Deeply into The Theory of Multiple Intelligences. NASSP Bulletin, 80(583), 1–7. https://doi.org/10.1177/019263659608058302
Hasanuddin, M. I., Zuhdiah, Z., Badaruddin, S., Setiawan, A., & Kalsum, U. (2024). Enhancing Students’ Self-Regulated Learning through Differentiated Instruction Based on Prior Knowledge. EDUKASIA: Jurnal Pendidikan Dan Pembelajaran, 5(2), 179–188. https://doi.org/10.62775/edukasia.v5i2.1371
Hou, F., & Zhou, C. (2025). How AI Shapes Self-Regulated Learning in Foreign Language Education. Discover Computing, 28(1), 344. https://doi.org/10.1007/s10791-025-09801-0
Huang, Z., Wu, W. T. T., Chan, M., & Liu, J. (2025). Digital Oratory: A Multi-Data Analysis of L2 Speakers’ Public Speaking Anxiety and Nonverbal Speech Performance in Digital Contexts. ReCALL, 38(2), 206–223. https://doi.org/10.1017/s0958344025100396
Jia, S., & Lu, Z. (2025). Enhancing EFL Oral Production through Mobile-Assisted Task-Based Language Teaching: A Study in Effectiveness. Journal of Information Technology Education: Research, 24, 12. https://doi.org/10.28945/5482
Kahlon, S., Lindner, P., & Nordgreen, T. (2023). Gamified Virtual Reality Exposure Therapy for Adolescents With Public Speaking Anxiety: A Four-Armed Randomized Controlled Trial. Frontiers in Virtual Reality, 4, 1240778. https://doi.org/10.3389/frvir.2023.1240778
Kaplan-Rakowski, R., & Gruber, A. (2019). Low-Immersion versus High-Immersion Virtual Reality: Definitions, Classification, and Examples with a Foreign Language Focus. Proceedings of the Innovation in Language Learning International Conference. https://conference.pixel-online.net/files/ict4ll/ed0012/FP/6143-SLA4232-FP-ICT4LL12.pdf
Karakaya, K., & Bozkurt, A. (2022). Mobile-Assisted Language Learning (MALL) Research Trends and Patterns Through Bibliometric Analysis: Empowering Language Learners Through Ubiquitous Educational Technologies. System, 110, 102925. https://doi.org/10.1016/j.system.2022.102925
Lai, C. L., & Hwang, G. J. (2014). Effects of Mobile Learning Time on Students’ Conception of Collaboration, Communication, Complex Problem-Solving, Metacognitive Awareness, and Creativity. International Journal of Mobile Learning and Organisation, 8(3/4), 276. https://doi.org/10.1504/ijmlo.2014.067029
Lei, X., Fathi, J., Noorbakhsh, S., & Rahimi, M. (2022). The Impact of Mobile-Assisted Language Learning on English as a Foreign Language Learners’ Vocabulary Learning Attitudes and Self-Regulatory Capacity. Frontiers in Psychology, 13, 872922. https://doi.org/10.3389/fpsyg.2022.872922
Melati, F. P., & Maryam, E. W. (2023). Kecerdasan Interpersonal, Rasa Syukur, dan Perilaku Prososial pada Remaja. Jurnal Mahasiswa BK An-Nur : Berbeda, Bermakna, Mulia, 9(3), 250–264. https://doi.org/10.31602/jmbkan.v9i3.12153
Nazilah, F., & Mayarni, M. (2023). Effect of Problem Based Learning Models on Interpersonal Intelligence and Student Learning Outcomes in Science Subjects. Jurnal Penelitian Pendidikan IPA, 9(9), 7089–7096. https://doi.org/10.29303/jppipa.v9i9.4432
Nurfadilah, N., Azis, M., & Idrus, M. (2024). The Influence of Interpersonal Intelligence and Self-Efficacy on High School Students’ Learning Outcomes in Accounting Learning in Soppeng Regency. Pinisi Journal of Education, 4(3), 79–87. https://journal.unm.ac.id/index.php/PJE/article/view/2119
Nurjanah, R. L., Waluyo, S., & Tamami, S. B. F. (2021). Self-Regulated Learning Strategy in Online Speaking Class: How Is It Implemented? ELT-Lectura, 8(2), 112–120. https://doi.org/10.31849/elt-lectura.v8i2.7456
Peng, L., Akhter, S., & Hashemifardnia, A. (2025). Podcast-Integrated Speaking Instruction: Enhancing Informal Digital Learning of English, Academic Engagement, and Speaking Skills. Acta Psychologica, 258, 105158. https://doi.org/10.1016/j.actpsy.2025.105158
Prastyo, D., Fanny, A. M., & Susiloningsih, W. (2025). Comparative Study of Discovery Learning Models Based on Interpersonal Intelligence and Intrapersonal Intelligence on the Emotional Intelligence of Elementary School Students in Surabaya. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 10(1), 413–422. https://doi.org/10.24042/tadris.v10i1.28076
Putri, A. S., Radandima, G. U. E., & Setiawan, A. (2024). Analysis of The Constructivist Approach in The Learning Process of Public Policy. Jejaring Administrasi Publik, 16(2), 115–130. https://doi.org/10.20473/jap.v16i2.53461
Rahmadhania, S. A., Marsofiyati, & Utari, E. D. (2025). The Role of Public Speaking Skills in Enhancing Academic Presentation Effectiveness. Algebra: Jurnal Pendidikan, Sosial Dan Sains, 5(3), 673–679. https://doi.org/10.58432/algebra.v5i3.1432
Rakhmadi, A., Yudhana, A., Sunardi, S., & Rahmawati, Y. (2026). Deep Learning-Enhanced Kitabah Application for Inclusive and Adaptive Quranic Sign Language Education. Indonesian Journal on Learning and Advanced Education (IJOLAE), 8(2), 285–304. https://doi.org/10.23917/ijolae.v8i2.15390
Rochmawati, D., Nurkamto, J., Nizam, M., Rochsantiningsih, D., & Sunardi, S. (2024). A Systematic Review of Self-Regulated Learning Approach through Digital Learning Media in Enhancing Students’ EFL Speaking Competences. English Education Journal, 14(4), 779–794. https://doi.org/10.24815/eej.v14i4.37800
Saputra, E., Luthi, A., Asma, F. R., Abidin, J., Ali, N., & Özalp, H. (2025). Intrapersonal Intelligence: Differentiated Learning Builds Human Resources with Superior Education. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 10(1), 18–37. https://doi.org/10.25217/ji.v10i1.5714
Sari, H. P., Arifani, Y., & Ma’rifah, U. (2025). The Correlation between Self-Regulated Learning and Learning Motivation toward Speaking Skill. Indonesian Teaching English to Speakers of Other Languages Journal, 1(2), 151–159. https://doi.org/10.30587/inatesol.v1i2.9387
Siregar, Y., Herlina, H., & Utama, S. R. (2025). Pendekatan Komunikatif dalam Pembelajaran Public Speaking: Kajian Sistematis Literatur (SLR). Jurnal Onoma: Pendidikan, Bahasa, Dan Sastra, 11(2), 2461–2478. https://doi.org/10.30605/onoma.v11i2.5775
Sudarma, T. F., Festiyed, F., Fadilah, M., Diliarosta, S., Tanjung, R., & Yao, G. (2026). Effects of Mobile Learning on Critical Thinking Skills Using Problem Based Learning. Aptisi Transactions on Technopreneurship (ATT), 8(1), 339–350. https://doi.org/10.34306/att.v8i1.674
Sukma, F. (2022). The Implementation of Self-Regulated Learning Toward EFL Students’ Speaking Skills: Senior High School Case. Inspiring: English Education Journal, 5(2), 117–132. https://doi.org/10.35905/inspiring.v5i2.2721
Viberg, O., & Kukulska-Hulme, A. (2022). Fostering Learners’ Self-Regulation and Collaboration Skills and Strategies for Mobile Language Learning Beyond the Classroom. In The Routledge Handbook of Language Learning and Teaching Beyond the Classroom (pp. 142–154). Routledge. https://doi.org/10.4324/9781003048169-13
Viberg, O., Kukulska-Hulme, A., & Peeters, W. (2023). Affective Support for Self-Regulation in Mobile-Assisted Language Learning. International Journal of Mobile and Blended Learning, 15(2), 1–15. https://doi.org/10.4018/ijmbl.318226
Widora, I., Armanda, M. L., Yulia, Y., & Manullang, A. C. (2025). Enhancing Secondary Education Viewing Skills Through Differentiated Mobile Learning: A Lesson Learned from Teachers’ Perspective. Journal of Languages and Language Teaching, 13(2), 718–731. https://doi.org/10.33394/jollt.v13i2.13338
Yu, B. (2023). Self-Regulated Learning: A Key Factor in the Effectiveness of Online Learning for Second Language Learners. Frontiers in Psychology, 13, 1051349. https://doi.org/10.3389/fpsyg.2022.1051349
Zang, S., & Shen, X. (2024). Impact of Mobile Learning on Self-Regulated Learning Abilities of Higher Education Students. International Journal of Interactive Mobile Technologies (IJIM), 18(14), 177–194. https://doi.org/10.3991/ijim.v18i14.50273
Zimmerman, B. J. (2008). Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909
