The Effects of Deep Learning-Based Teaching and Reading Interest on EFL Reading Comprehension: A 2 × 2 Factorial Study

Authors

  • Novi Supriyati Universitas PGRI Palembang
  • Masagus Firdaus Universitas PGRI Palembang
  • Hanni Yukamana Universitas PGRI Palembang

DOI:

https://doi.org/10.24903/bej.v9i1.2492

Keywords:

Deep Learning-Based teaching, EFL Reading Comprehension, Reading Interest, 2 × 2 Factorial Design, Merdeka Curriculum

Abstract

Reading comprehension remains a persistent concern in Indonesian EFL classrooms, particularly when learners are expected to interpret, integrate, and evaluate information from texts. This study investigated the main effects of Deep Learning-Based Teaching (DLBT) and students' reading interest, as well as their interaction, on EFL reading comprehension. The study employed a quantitative experimental design with a 2 × 2 factorial structure involving teaching method (DLBT and conventional instruction) and reading interest (high and low). Sixty eighth-grade students at SMP Negeri 2 Banyuasin I participated in the study. Data were collected through a 20-item reading interest questionnaire and a 25-item reading comprehension test administered before and after the instructional intervention. Post-test data were analysed using descriptive statistics, planned independent-samples t-tests, and two-way ANOVA after the assumptions of normality and homogeneity had been examined. The results showed significant differences between DLBT and conventional instruction among high-interest students, t(18.113) = 10.068, p < .001, and low-interest students, t(28) = 3.635, p = .001. The two-way ANOVA showed significant main effects of teaching method, F(1, 56) = 85.984, p < .001, and reading interest, F(1, 56) = 57.110, p < .001. The teaching method × reading interest interaction was also significant, F(1, 56) = 13.818, p < .001, indicating that the magnitude of the instructional difference varied across reading-interest levels. The findings suggest that meaningful, learner-centred reading instruction should be considered together with students' motivational characteristics when designing EFL reading instruction.

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Published

2026-11-01

How to Cite

Supriyati, N., Firdaus, M., & Yukamana, H. (2026). The Effects of Deep Learning-Based Teaching and Reading Interest on EFL Reading Comprehension: A 2 × 2 Factorial Study. Borneo Educational Journal (Borju), 9(1), 1–18. https://doi.org/10.24903/bej.v9i1.2492

Issue

Vol. 9 No. 1 (2027): February

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Articles

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Copyright (c) 2026 Novi Supriyati, Masagus Firdaus, Hanni Yukamana

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