Coursebook plays a pivotal role in a language classroom. It complements teaching and learning activities in the classroom. Since 2014, a national coursebook, Bahasa Inggris untuk SMA/MA/SMK/MAK Kelas X Semester 1, has been implemented to support the implementation of the new curriculum, Curriculum 2013 before the curriculum has just currently been withdrawn. Meanwhile, Communicative Language Teaching (CLT) has been suggested to be implemented in Indonesia since 1980s. Within the teaching contexts in which many of the teachers are unfamiliar with CLT, it is essential to look at whether or not the coursebook reflects Communicative Language Teaching (CLT) approach that helps facilitating students' communicative competence. Hence, the aim of this study is to evaluate the CLT-ness of the coursebook to see whether the nationally mandated material is in line and gives support towards the methodology suggested within the classroom contexts. To evaluate the CLT-ness of the coursebook, a checklist based on Grant's (1991) and Cunningsworth's (1995) under the scaffolding of Richards and Rodgers' (2001) principles of CLT was used. The results of the evaluation indicated that there is an explicit reference to CLT, such as the learning goals to be achieved. However, the CLT-ness is not well permeated within the content of the book. This includes the coursebook inflexibility in accommodating students from diverse social and economic backgrounds and various skills integrations as opposed to practicing one skill in isolation. In addition, there is no practice for listening skills while this skill is tested in the national exam while also an essential aspect for achieving the language competence itself.