Abstract:
The aim of the present study was to analyze the speaking tasks of grade ten English textbook
which is currently in use with a major objective to see whether the speaking tasks in the
textbook are designed in light of the theories of communicative tasks. To achieve this
objective, the textbook and the syllabus were used as major sources of data using components
of communicative tasks framework. In this research, a descriptive survey research design was
used. Both qualitative and quantitative research approaches were used. The instruments that
were employed to collect data for this research were textbook/content analysis, questionnaire
and interview. The content analysis was used to analyze the speaking tasks found in the
textbook. From the total 51 speaking tasks, 21 of them were analyzed based on goals, inputs,
activities, roles and settings. The target populations of the study were Kuergeng Secondary
School grade ten students and EFL teachers. From the total population of 320 students 80
(25% ) of them were selected by using simple random sampling technique, the lottery method.
Besides, the researcher used availability sampling technique for EFL teachers because four
of the EFL teachers were selected for interview. In addition, to know the perceptions of
students and EFL teachers about the speaking tasks, questionnaire and interview were used
as data collecting tools. The findings showed that most of the speaking tasks meet the five
components of communicative tasks as well as the criteria set on the checklist. For example,
the goals of the speaking tasks meet the learners’ needs and interests. The topics of the
speaking tasks are also familiar to students;they reflect real world use of language, promote
pair/group work, motivating; the speaking tasks are varied and purposeful. But, some of them
did not fulfill the criteria. For instance, they lack adequate authentic materials; they did not
fulfill the three stages such as pre, while, post and they cannot be accomplished within the
time frame planned. Based on the findings, the speaking tasks for grade ten should be
designed with the three stages and authentic materials like audio and video should be
incorporated in the textbook
