The purposes of this classroom action research were to invest effects of using Task-based Instruction on students’ oral presentation and to develop their oral presentation skills in telling a story. The purposive sampling groups selected were thirty-nine, fourth year English major students at the Faculty of Education, Lampang Rajabhat University in the second semester, 2015 academic year. The instruments for this study were a 9-period Task-based instruction focusing on oral presentation under the “Lanna Love Story” theme. The data was collected by comparing students’ oral presentation scores at the Task cycle stage with their scores at the Language focus stage by teachers and the self-assessment was done by students.
The finding revealed the results as following: 1) Students’ presentation scores at the Language focus stage were higher than their scores at the Task cycle stage. 2) Students’ self-assessment result on gaining knowledge and practice in the word selection and appropriate sentence structure usage were high (¯x=3.76). They learned to apply their presentation skills in problem solving in group work which were high (¯x=4.02). Students’ satisfaction level in learning by practicing were high (¯x=4.12). Their satisfaction for the whole learning activity were high (¯x=3.64).