This study investigates the representation of speaking learning activities and their alignment with speaking skill indicators in the XII grade English textbook titled Train of Thoughts, which is developed under the Kurikulum Merdeka framework. The textbook plays a crucial role in fostering communicative competence through structured language learning. The research aims to identify the types of speaking activities present in the textbook and evaluate the extent to which these activities address key speaking indicators: fluency, grammar, vocabulary, pronunciation, and comprehension. Utilizing a qualitative content analysis approach, the researcher analyzed 24 speaking activities using established pedagogical classifications from Brown and Lee (2015) and found there are 10 types of speaking learning activities. The findings reveal that while all five speaking indicators are covered, there is an imbalance in their distribution—vocabulary and comprehension appear most frequently, whereas the appearance of fluency and grammar is less frequent. Additionally, the most represented speaking learning activity types include discussion, oral presentation, and open-ended question and answer tasks. The study concludes that although the textbook supports the development of speaking skills, it lacks consistency in balancing speaking indicators and activity diversity. The results suggest that textbook authors and teachers should enhance the textbook by incorporating a variety of balanced speaking tasks. This approach is essential for fostering comprehensive oral language development among students.
