English is taught as a second language in Malaysian primary and secondary schools. However, students still have difficulties to speak English as it is not their native language. Many students were reported to have the ability to write well, but they failed in their speaking test due to lack of speaking ability in English. This study aims to examine the effectiveness of the task-based module of speaking lessons towards the achievement of Literacy and Numeracy (LINUS) students from one of the primary schools in Kelantan, Malaysia. This study employed a qualitative approach to collect data. Samples were selected using purposive sampling, comprising 30 Year One students from a primary school Kelantan. The research instrument used was the focus group discussion. The results showed the effectiveness of the task-based learning module in assessing the speaking skill of the LINUS students. Majority of the students obtained high achievement in English subject, and their performances increased after learning through task-based speaking activities. Task-based learning methods may affect the achievement of students’ speaking skill. The study suggested that task-based learning module should be applied for teaching the new curriculum syllabus in Malaysian schools, known as Common European Framework (CEFR). This study contributes to students as a guide to master the speaking skill through task-based learning activities in classroom.