The Impact of Informative and Narrative Texts on Arabic Language Comprehension in Islamic Education

Abstract

This study investigates the impact of narrative and informative texts on Arabic reading comprehension in the context of Islamic education. Arabic proficiency is crucial for understanding Islamic teachings, yet the differential effects of narrative and informative texts on comprehension have not been extensively explored. While narrative texts engage students through storytelling, fostering emotional connections and intuitive understanding, informative texts provide factual knowledge, supporting analytical thinking and academic comprehension. The gap in literature lies in the comparative analysis of these two types of texts in Arabic language learning within Islamic education. The primary objective of this study was to evaluate how narrative and informative texts affect Arabic comprehension in 12th-grade students. A comparative methodology was employed, using pre- and post-test assessments to measure reading comprehension after exposure to both text types. Statistical analysis was applied to determine the significance of differences in comprehension scores between narrative and informative texts. The results indicated a significant difference in students' comprehension scores, with narrative texts yielding higher mean scores (87.81) compared to informative texts (73.77), suggesting that narrative texts may be more engaging for students. However, no significant correlation was found between the two text types and overall comprehension, highlighting the influence of factors such as teaching methods and student engagement. The study’s limitation includes its small sample size, which may affect the generalizability of the results. The originality of this study lies in its focus on Arabic language learning in Islamic education, providing insights into how different text types can enhance reading comprehension and support language development in this specific educational context.