The purpose of this study is to investigate the learning conditions of vocabulary tasks provided by the English textbook “Work in Progress” for the tenth-grade of Senior High School using a modified version of the Involvement Load Hypothesis (ILH) and investigate the extent to which vocabulary tasks of the textbook achieve vocabulary indicators. This study used content analysis as the research method. Data were collected from the English textbook “Work in Progress” for the tenth-grade of Senior High School, listed in tables, coded for each vocabulary task in the textbook, and categorized based on ILH and vocabulary indicators. According to the results of the study, the vocabulary tasks in the textbook have low degrees of ILH and lack productive Retrieval, moderate Evaluation, and strong Evaluation. Moreover, although the vocabulary tasks have achieved the spelling and meaning indicators well, the pronunciation and using indicators are still not achieved well. It indicates that the vocabulary tasks of the textbook have no significant impact on learning.