THE USE OF STORY OF PROPHET SULAIMAN AS AN ISLAMIC STORYBOOK TO ENCHANCE ENGLISH READING SKILLS IN CHILDHOOD EDUCATION

Abstract

In order to improve English reading skills in early childhood education, this study explores the pedagogical possibilities of employing Islamic storybooks, with particular emphasis on the story of Prophet Sulaiman. Narrative-based learning has been widely acknowledged as an effective approach for supporting young learners’ language acquisition, early literacy development, and moral engagement. Stories provide meaningful contexts that help children understand language structures, expand vocabulary, and develop comprehension skills while maintaining high levels of interest and motivation. In Islamic educational settings, culturally relevant narratives also play a crucial role in connecting language learning with learners’ religious and moral values. This study investigates how Islamic storytelling can enhance vocabulary acquisition, reading comprehension, and reading motivation among young English learners through a qualitative and mixed-methods research design. Data were collected through classroom observations, reading activities, teacher interviews, and simple reading assessments to examine both cognitive and affective learning outcomes. The findings indicate that the use of Islamic storybooks fosters positive attitudes toward English reading, encourages active participation, and strengthens fundamental reading skills such as word recognition and meaning-making. Additionally, the integration of familiar religious stories supports character development by promoting values such as wisdom, kindness, and responsibility, which are exemplified in the story of Prophet Sulaiman. Overall, the results suggest that Islamic storybooks can serve as effective instructional resources for integrating language learning and character education in early childhood classrooms. This study highlights important implications for curriculum design in Islamic early childhood education contexts and recommends further research to explore the long-term effects of faith-based storytelling on young learners’ English literacy development.