The Common European Framework of Reference for Languages (CEFR) establishes four macro functions: reception, production, interaction, and mediation, to aid learners in enhancing their communicative competence by reflecting on various aspects of real-life communication. Mediation, the comprehensive function encompassing all other functions, describes the learner’s communication process as co-constructing meaning. This study aimed to analyze how a textbook integrates the function of mediation into tasks that serve as teaching and learning materials. The study analyzed textbook tasks and classified the mediation format into six types using basic user descriptors. By analyzing the mediation scale and formats reflected in the textbook’s functional integration tasks, this study sought to activate learners’ communication in various ways. The analysis revealed numerous tasks related to mediating a text, where learners find information in a given passage and solve problems through it. The textbook emphasized cooperation over leadership in task resolution and did not specify group members’ roles, allowing the mediation format to diversify based on the teacher’s classroom approach. Effectively implementing mediation activities and strategies requires conducting follow-up research on real-life classroom learning scenarios.