USING ISLAMIC-THEMED TEXTS TO IMPROVE ENGLISH READING COMPREHENSION

Abstract

Reading comprehension is a fundamental component of second and foreign language acquisition and plays a crucial role in learners’ academic achievement and overall language proficiency. In many English as a Foreign Language (EFL) contexts, students experience persistent difficulties in reading comprehension due not only to linguistic limitations but also to the cultural distance between learners and instructional materials. This article explores the potential of Islamic-themed texts as pedagogical tools for improving English reading comprehension among Muslim learners. Grounded in schema theory and culturally responsive pedagogy, the study argues that integrating culturally familiar and value-based content into English language instruction can facilitate deeper cognitive processing and enhance learner engagement. Islamic-themed texts, including moral narratives, historical accounts, and ethical discussions, activate learners’ prior knowledge and reduce cognitive barriers, enabling more effective meaning construction during reading. The article examines the theoretical foundations supporting the use of culturally relevant materials, highlights the educational benefits of Islamic-themed texts, and discusses their practical application in classroom settings. Additionally, it addresses potential challenges, such as appropriate text selection, linguistic grading, and inclusivity in diverse classrooms. Findings from relevant studies suggest that learners exposed to culturally familiar reading materials demonstrate higher motivation, increased participation, and improved comprehension outcomes compared to those using conventional EFL texts. By aligning language instruction with learners’ cultural and religious identities, Islamic-themed texts offer a meaningful and effective approach to enhancing English reading comprehension. The article concludes that culturally responsive reading materials should be considered a valuable complement to existing EFL curricula, particularly in Muslim-majority educational contexts.