THE SPEECH STYLES USED IN LISTENING DIALOGUES IN PATHWAY TO ENGLISH FOR THE SMA/MA GRADE XI TEXTBOOK

English as a Foreign Language (EFL) students are expected to develop the ability to communicate effectively in English by understanding how language is appropriately used across different situations and contexts. As one of the primary sources of language input, English textbooks play an important role in introducing students to various forms of language use. Through the dialogues presented in textbooks, students are exposed to different speech styles that reflect social relationships and communicative situations. Therefore, this study aimed to identify and describe the types of speech styles used in the listening dialogues of Pathway to English for SMA/MA Grade XI. This study employed a qualitative descriptive method. The data were collected through document analysis and analyzed using content analysis. The data source consisted of 11 listening dialogues from Pathway to English for SMA/MA Grade XI. The data consisted of 140 utterances extracted from the 11 listening dialogues in the Pathway to English for SMA/MA Grade XI textbook. The results of the study revealed that four speaking styles based on Joos's (1967) classification were identified in the dialogue. There were 140 utterances with consultative, casual, formal, and intimate styles, while the frozen style was not found. The consultative style was the most dominant, occurring 96 times (68.6%), followed by the casual style with 32 occurrences (22.9%), the formal style with 10 occurrences (7.1%), and the intimate style with 2 occurrences (1.4%). These findings indicate that the textbook mainly presents polite and cooperative communication in everyday situations. The findings imply that the textbook can support the development of senior high school students' communicative competence by providing exposure to context-appropriate language use in everyday communication and different social contexts. However, the findings are limited to the everyday communicative situations presented in the listening dialogues. As a result, frozen style was not represented in the data, although understanding its use remains important for helping students recognize language use in highly formal and ceremonial contexts.