Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris Vol. 11, No 2: 185-201 Desember 2020 P-ISSN 2301-5292 E-ISSN 2598-9995 185 THE 21st-CENTURY SKILLS REPRESENTED IN READING TASKS OF JUNIOR HIGH SCHOOL ENGLISH TEXTBOOKS Sintya Wulandari, Hendi Hidayat IAIN Syekh Nurjati Cirebon sintyawulandari846@gmail.com, hendilegowo86@gmail.com Abstract The purpose of this research is to reveal the representation of the 21st-century skills in the reading tasks of junior high school English textbooks for grade VIII and compare the results of data between the textbook published by Erlangga publishing and the textbook published by the The Ministry of Education and Culture. The integration of the 21st-century skills in English textbook is important for students to deal with globalization. Using the descriptive qualitative method and content analysis, this research analyzed the representation of the 21st-century skills in reading tasks of Junior High School English textbooks “Bright an English” published by Erlangga and the textbook “When English Rings a Bells” published by The Ministry of Education and Culture for grade VIII for Junior High School based on the categories of 12 competencies from the framework for 21st-century learning. As a result, the researcher found that there were slightly different results from two English textbooks. Textbook 1 refers to the “Bright English” textbook presents 9 skills. Meanwhile, textbook 2 refers to “When English Rings a Bells” textbook presents 8 skills which had fewer than textbook 1. The textbooks use the 2013 English curriculum materials. It also has fulfilled the criteria of a good textbook. This research definitively answers the question regarding the representation of 21st-century skills in the reading task of Junior High School English textbooks. Keywords: English Textbooks, Content Analysis, Reading Tasks, the 21st-century skills BACKGROUND Materials development has several important roles in the teaching and learning process. Materials development is important to material design as part of the syllabus, and it is a resource for teachers to help them understand and apply language learning theories and thus give to their professional development (Tomlinson, 2014, p. 481). In the teaching and learning process, the teachers need to design, select, and develop syllabi materials that appropriate to the students’ need, because it makes the students interested in learning activities. Materials development also becomes instructional materials to help the teacher in the process of teaching and learning. The purpose of instructional materials is not to use as decorative objects in our classroom or as objects that presented on enhanced instructional materials during award-winning national exhibitions (Amadioha, 2009, p. 63). Instructional materials make learning more realistic, practical, and attractive. They also allow teachers or