This study investigates the effectiveness of Task-Based Language Teaching (TBLT) in enhancing students’ speaking skills. The research is motivated by the observed deficiency in learners’ practical speaking abilities, which limits their communicative competence in real-world interactions. TBLT is proposed as a dynamic instructional method aimed at fostering greater communicative fluency and learner confidence.

A quantitative quasi-experimental design was employed, utilizing a pretest-posttest control group approach. Two classes were selected through random sampling: the experimental group received instruction via TBLT, while the control group followed conventional teaching methods. Homogeneity tests confirmed that both groups were statistically comparable, whereas normality tests revealed a non-normal distribution (p = 0.02 and p = 0.486), prompting the use of the Mann-Whitney U test for analysis.

The results yielded a significance value of pre-test experimental and control group using T-test with score 0.563 (p > 0.05), indicating not significant, so that the treatment begin with the same ability of those class. Pre test post-test experimental group with score 0.00 (p < 0.05) indicating significant. Pre-test post test control group with score 0.045 indicating significant and Post-test
experimental and control group with score 0.00 (p< 0.05) indicating a statistically significant improvement in the experimental group compared to the control group. These findings support the conclusion that Task-Based Language Teaching has a meaningful and positive impact on students’ speaking proficiency.