This study attempted to report the realization of Task-Based Language Teaching (TBLT) which was previously applied by English teachers to teach pronunciation to support the fluency of students speaking. An English teacher uses this method because the students do not have enough confidence and have incorrect pronunciation when practicing speaking. TBLT was claimed as the one supportive method to help the learners comprehend the circumstances of learning. The result aimed to explain the implementation of Task-Based Language Teaching to teach speaking and to find out the students’ perceptions of the implementation of Task-Based Language Teaching. This research was accomplished for eighth graders at SA Mambaul Huda for the subjects of both classes A and B; the participants were a total of 30 students with the topic of present continuous tense. To obtain clear data, the researcher arranged classroom observation, teacher interviews, and students questionnaire; this was a qualitative research design. The result showed that the realization of TBLT was able to support the students to achieve their goals through some tasks’ practices, the teacher delivers the materials through the task according to the procedure of TBLT and students’ perception of the use of TBLT according to the writer’s opinion was in proper where the students achieved their goals. The implication for teachers’ pedagogy was to create a clear and understandable direction for any task of classroom projects since this method came with numerous different stages in tasks.