Integrating English Islamic History Texts to Enhance Reading Skills of Islamic Education Students

Abstract

Reading skill is a fundamental component of language acquisition, particularly for
students in Islamic education programs who are required to engage with both religious and
academic texts in their learning process. Strong reading proficiency in English allows students
to access broader academic resources while also supporting their understanding of Islamic
knowledge presented in a global context. This study explores the integration of English Islamic
history texts as instructional materials to improve the reading skills of Islamic Education
students by combining language learning with meaningful historical and religious content that is
familiar to learners. Through this approach, students are expected to demonstrate increased
motivation, improved comprehension, and enhanced critical thinking abilities. A qualitative
descriptive research method was employed, involving classroom observations, reading
assessments, and student reflections to examine the learning process and students’ responses to
the instructional materials. The findings indicate that the use of English Islamic history texts
contributes positively to vocabulary acquisition, reading comprehension, and students’ overall
engagement with English learning activities. Students showed greater interest and participation
when the reading materials reflected their religious and cultural background. The study
concludes that contextualized historical content aligned with students’ religious values plays a
significant role in improving reading proficiency and fostering positive attitudes toward English
learning among Islamic Education students.