The main purpose of the present study was to analyze the extent to which the speaking tasksrn(activities) in the currently in use Grade 12 English textbook were well structured and organizedrnin such a way that they could promote speaking skills. To this end, the speaking tasks werernidentified and analyzed based on the basic components of communicative tasks as well as thernevaluatjon check ist for ommunicative tasks suggested by Nunan (1989). Textbook analysisrn(content analysis) was used as a major instrument to obtain information regarding howrnappropriate and suitable the speaking tasks (activities) were for the students. To analyze andrninterpret the data, the researcher used qualitative research method. I(Findings of the studyrnindicated that less credence is given to the oral communicative tasks., The speaking activities inrnthe Grade 12 students' English textbook do not meet most of the relevant criteria stated in thernchecklist which students require in order to take part orally. The findings also showed that evenrnthough the goals of oral communicative activities in the course book meet the needs and interestsrnof learners, some of them are not explicitly stated. Again it has been found that the contents asrninput and the activities in the course material do not give szifjicient information due to absence ofrnvaried and interesting activities, adequate supporting and authentic materials and so on. It isrnalso noted that since the tasks (activities) which are depicted in the textbook lack variety and dornnot make use of authentic materials (illustrations), they lack motivational values. Therefore, it isrnrecommended that textbook writers (developers) should consider incorporating the six basicrncomponents of communicative tasks in the students' textbooks when preparing the materials.rnvi