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| dc.description.abstract | As means of communication, both written and orally, English has a
very important role to relate knowledge and technology. As it is the fi rst foreign
language in Indonesia, English is not easy to learn, especially for senior high
school students. Realizing the importance of English, it is equally important to
prepare the teachers who will teach it. In this research, the researcher tries to
analyze the tasks on I CAN DO IT English For Senior High School Students Grade
XI published by Massmedia. The objectives of the study in this research are: 1)
to explain what linguistic competence are refl ected in the tasks of I CAN DO IT
English For Senior High School Students Grade XI 2. To explain what strategic
competence were refl ected in the tasks of I CAN DO IT English For Senior High
School Students Grade XI, 3) To explain what socio-cultural competence were
refl ected in the tasks of I CAN DO IT English For Senior High School Students
Grade XI ,4) To explain what actional competence were refl ected in the tasks of I
CAN DO IT English For Senior High School Students Grade XI ,5) To elaborate
what discourse competence used in the tasks of I CAN DO IT English For Senior
High School Students Grade XI,6) To elaborate what frequency of communicative
competence refl ected in the tasks of I CAN DO IT English For Senior High School
Students Grade XI, 7) To elaborate what dominant of communicative competence
are refl ected in the tasks of I CAN DO IT English For Senior High School Students
Grade XI. The research method used in this research is qualitative descriptive
research. In this research, the researcher uses documentation as the data collecting
teqnique.
After analysing the tasks in the textbook entitled I Can Do It English For
Senior High School Students Grade XI published by Massmedia, the writer gets
the result that the material designed in the tasks of the textbook are” very good”
to develop the learners’ communicative competence because the writer fi nds the
tasks that are supposed to develop the learner’s communicative competence are
one hundred and fi fty-eight (158) tasks out of two hundred and three (203) tasks in
the textbook. It means, there are 77,85% tasks designed in developing the learner’s
communicative competences | in_ID |
