MAKE UP TO STEP UP: ANALYZING THE EFFECTS OF PROJECT BASED LEARNING APPROACH TO THE ENGLISH ORAL COMUNICATION SKILLS OF THE GRADE 11 STUDENTS IN MAGSAYSAY NATIONAL HIGH SCHOOL

This study sought to analyze the effects of the Project-Based Learning (PBL) approach in developing the English oral communication skills of Senior High School (SHS) students. The researcher utilized the self-made rubric among Magsaysay National High School students in Mulanay District to conduct pretest and posttest. The intervention of the Step Program, using the PBL approach, took place after the pretest. The paired t-test was employed to compare the pre-test and post-test results. Additionally, Levene’s variance equality test was utilized to measure the significance. Based on the investigation, the student’s oral communication before implementing the PBL is ‘developing with a range score of 10-15. Meanwhile, after the implementation, the student's scores improved (16-20) and were marked as ‘proficient.’ Furthermore, the test of significance on the effect of the Project-Based Learning approach on the Oral Communication Skills of the students indicated that the null hypothesis should be rejected if the p-value is less than or equal to the level of significance (0.05) and the Levene’s test of equality of variance results on the different criteria that gauge the oral communication skills of the students: ‘organization’ with a significance level of .042, ‘speaker knowledge,’ ‘audience adaptation,’ ‘language use’ and ‘delivery (non-verbal)’ were all on the significance level of 0.000, results were less than the p-value, and this means that the PBL has significant effect to the enhancement of the student’s oral communication skills. It can be noted that the PBL program can be utilized to enhance the learner’s oral communication skills.