<![CDATA[This study investigated the effect of Islamic-integrated English reading materials on students' reading comprehension in an English as a Foreign Language (EFL) context. The study was conducted at Madrasah Tsanawiyah As'adiyah Putri Pusat Sengkang, South Sulawesi, Indonesia. A quantitative quasi-experimental design employing a non-equivalent control group design was utilized. Sixty-eight eighth-grade students participated in the study and were divided into an experimental group (n = 34) and a control group (n = 34). The experimental group received instruction using Islamic-integrated English reading materials, while the control group learned through conventional reading materials. Data were collected through reading comprehension pre-tests and post-tests. The data were analyzed using descriptive statistics, an independent samples t-test, the Mann-Whitney U test, and Cohen's d effect size analysis. The findings revealed no significant difference between the groups at the pre-test stage (p = .780), indicating comparable initial reading abilities. However, a significant difference was found in post-test scores (p = .047), demonstrating that students exposed to Islamic-integrated reading materials outperformed those taught with conventional materials. The Mann-Whitney U test further confirmed this result (p < .001). Moreover, the effect size analysis yielded a Cohen's d value of 0.76, indicating a large treatment effect. These findings suggest that Islamic-integrated English reading materials can effectively enhance students' reading comprehension by activating learners' background knowledge and providing culturally relevant learning experiences. The study supports the application of culturally relevant pedagogy and Schema Theory in EFL reading instruction within Islamic educational settings.]]>
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