This research is focus on implementation and the students and the teacher reactions of Task-Bases Language Teaching to Teach Speaking at Islamic Junior High School in Bumiayu, where the learning of English in this school is different with the other schools. The result aims to explain the implementation of Task-Based Language Teaching (TBLT) to teach speaking in EFL classes and to find out the students and teacher reactions to the implementing of Task-Based Language Teaching (TBLT) to teach speaking in EFL classes. This research is descriptive qualitative research recruited 10 samples of 25 participants from the eighth graders of Junior High School in Bumiayu. Observation (field notes) and interviews (list of questions) are used to broaden our understanding of the role of TBLT in speaking learning. In the data analysis here, the researcher used data reduction, data display, and conclusion drawing. The research findings showed that the teacher delivers the materials through the assignment of conversation, public speaking, and storytelling. These activities allow the students to have self-assessment regarding to their pronunciation, their grammatical use, and their fluency when speaking English. The students acknowledge that the method used by the teacher is interesting so that they are happy and more enthusiastic in the learning process. The students also mention that sometimes they face difficulty in arranging sentences and pronouncing the words that they are about to utter. Therefore, it is