<![CDATA[This study investigates the effects of the Learning Model and Self-Learning towards senior high school students’ speaking skills, as well as their interaction in improving performance. Employing a 2x2 factorial experimental design, the research compared an experimental group using the YouTube-mediated Project-Based Learning (PjBL) model with a control group applying the traditional learning model. Data were collected through pretest and posttest speaking assessments and questionnaires measuring self-learning. Results reveal that both the Learning Model (F=47.374, p<0.05) and self-learning (F=282.048, p<0.05) significantly affect speaking skills. Moreover, their interaction is also significant (F=4.076, p<0.05). Posttest outcomes show higher speaking scores for the experimental group (M=86.31) than the control group (M=82.14), with a significant mean difference (p=0.003). These findings suggest that YouTube-mediated PjBL combined with self-learning effectively enhances speaking skills and can be recommended for broader implementation in senior high schools.]]>
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