THE EXPLORATION OF SELF-MANAGEMENT SKILLS IN ENGLISH JUNIOR HIGH SCHOOL TEXTBOOK

This study examines how self-management are incorporated in English textbooks in the Junior High School. This study uses a qualitative research design with a content analysis approach to analyze the most prevalent aspects of self-management represented in English textbooks for grades 9 of junior high school. This study uses an analytical framework based on the theory developed by CASEL, with a special emphasis on the aspect of self-management skills. The analysis can include text segments such as dialogues, narratives, instructional content, or classroom activities. The findings indicate that verbal units are used significantly more frequently in textbooks to demonstrate self-management skills. While visual units were present, but mostly used in these textbooks as supporting visuals to complement verbal content, rather than as stand-alone representations