This research was aimed at investigating the use of Task-Based Learning in enhancing speaking skill of senior high school students. This research was a quantitative research which used quasi-experimental design. This research assigned two classes; experimental and control class which each class consisted of 36 students. The two classes were given different treatment; Task-Based Learning was treated in Experimental class and Conventional Teaching was treated in Control Class. Speaking test was used to obtain speaking score. T-test formula was used to analyze the data. The result showed that there was a significant influence of Task-Based Learning on students' speaking skill. It was proven by the value of tobserved was 5.270 which was higher than the value of ttable 1.669. Thus, it indicated that the students who were taught by Task-Based Learning had better speaking ability than those who were taught by Conventional Teaching.

In teaching speaking, EFL students should be taught by a method that offers speaking practice and motivates them to speak intrinsically. Task-Based Language Teaching is one of teaching methods that uses authentic or real world tasks in teaching which can motivate students to speak English. This study aimed to investigate the influence of Task-Based Language Teaching on speaking skill of EFL students with intrinsic motivation. This study was a quantitative study which used quasiexperimental design. This study was conducted in one of Public Senior High School in Padang, West Sumatera, Indonesia. The sample involved one experimental and control class which consisted of 72 students which were chosen by cluster random sampling technique. The experimental class was taught by using Task-Based Language Teaching and the control class was taught by using Conventional Teaching. The data were collected through post test and questionnaire. The post test was used to find out the speaking skill of EFL students with intrinsic motivation and the questionnaire was used to determine the students' type of motivation. Then, the data were analyzed by using t-test formula with the significance alpha 0.05. The result of the analysis indicated that the value of t observed was 3.510 which was higher than the value of t table that was 1.705. Thus, it means that the EFL students with intrinsic motivation who were taught by using Task-Based Language Teaching had better speaking skill than those who were taught by using Conventional Teaching. In conclusion, Task-Based Language Teaching gave significant effect on speaking skill of EFL students with intrinsic motivation.