In daily communication, speaking is an important skill used in communicating each other. There are many ways to improve students’ speaking skills, one of them is using communicative tasks or improvisation activities. The reason why the researcher chose this topic was because many researchers studied about creative speaking using communicative tasks or improvisation activities without combining any other related topic, but in this research, the researcher combine between communicative tasks and improvisation activities with students’ different learning styles. That reason also being a gap of this research. The aims of this research were to explain about the communicative tasks and improvisation activities used by the teachers in speaking class, and also to identify which students’ learning styles are more facilitated with communicative tasks and improvisation activities. This research used descriptive approach with qualitative method. The researcher used observation, interview for three teachers and questionnaires for 30 students of Ma’had Al-Jami’ah Walisongo Semarang as the research instruments. The informants selected based on purposive sampling with criteria: students who have lived in boarding school, for at least a semester and teachers who have taught language at least one semester. Then, the data were analyzed and interpreted using qualitative procedures; those are data reduction, data display, and data conclusion. Communicative tasks and improvisation activities were suitable to apply in speaking class, although the members of student have different learning styles. The learning styles used in this research were VARK learning styles (Visual, Auditory, Read-write, and Kinesthetic) based on the Flemings’ theory. The findings of this research were many kinds of communicative task and improvisation activity used by the teachers in daily speaking class, such as role play “guess the thing”, discussion, introduce yourself, and so on. Then, the most students’ learning styles are kinaesthetics learning. Beside that, all students with different learning styles were facilitated with improvisation activities, but there were seven students with various learning styles which 1 student with VARK learning style, 4 students with Kinesthetic learning style, 1 student with Visual learning style, and 1 student with Auditory learning style were not facilitated with communicative tasks. The implication of this study was students known about their learning styles, and the teacher can used this research as referench to impove their information about kinds of communicative task and improvisation activity.