This research aims to analyse the relationship between the English textbook entitled “Let’s Learn English” for tenth-grade high school students with the scientific approach by investigating (1) the extent of the scientific approach representation throughout the learning activities of the textbook and (2) whether or not the represented scientific approach stages are represented in the proper order. This research uses descriptive qualitative content analysis as the research design. The data were collected from the “Let’s Learn English” textbook for tenth-grade high school students. The research results show that a total of 162 learning activities are found, as many as 158 of 162 or around 97.53% of learning activities have represented the scientific approach. A total of 70 observing activities are partially represented; a total of 71 questioning activities are well represented; a total of 74 associating activities are well represented; a total of 61 experimenting activities are partially represented; a total of 10 communicating activities are well represented. The associating learning stage is the most represented in the textbook among the other scientific approach learning stages. A total of 74 (27%) activities represent the associating learning stage. Meanwhile, communicating learning stage is represented by only 10 (3,64%) activities and is the least represented in the textbook. The second findings indicate that the scientific approach stage in the textbook is integrated and arranged in the proper order.