<![CDATA[This study explores junior high school English teachers' perspectives on integrating literature into language instruction, a practice widely recognized for enhancing linguistic and cognitive skills yet facing implementation challenges. Despite literature's potential, student disengagement and perceived irrelevance remain significant barriers. Employing a qualitative descriptive design, this research collected data through classroom observations, semi-structured interviews, and document analysis involving English teachers at SMP Proklamasi Sidoarjo. Findings reveal that teachers primarily utilize deep reading strategies to foster comprehension but encounter motivational challenges. To address this, they adopt creative, context-sensitive approaches such as outdoor learning activities. The study concludes that literature integration, when combined with innovative pedagogy, positively impacts reading comprehension and communicative competence, though it requires adaptive strategies to cater to diverse student interests. These insights contribute to literature-based EFL pedagogy and offer practical guidance for curriculum design.]]>
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