THE CORRELATION BETWEEN DIGITAL LITERACY AND THEIR READING COMPREHENSION AMONG EFL STUDENTS

Ziadatun, Nikmah (2026) THE CORRELATION BETWEEN DIGITAL LITERACY AND THEIR READING COMPREHENSION AMONG EFL STUDENTS. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT In the current era of digital education, high school students frequently utilize various digital platforms and electronic devices to access a wide range of information online. However, there was an ongoing debate regarding whether this daily technology habit actually helps them comprehend English academic texts effectively. The novelty of this research lies in its specific scope, which focuses on "Digital Information Literacy" rather than general digital skills, and its correlation with the reading comprehension of "expository texts" among eleventh-grade high school students. Therefore, the main goal of this quantitative study was to investigate the correlation between students' digital literacy and their reading comprehension in an EFL classroom environment. The population consisted of 286 eleventh-grade students, and the researcher selected a cluster random sample of 33 students from class XI F6 at SMAN 15 Bandar Lampung during the 2025/2026 academic year. The participants completed a digital information literacy questionnaire and a multiple-choice reading comprehension test. After processing and analyzing the data using SPSS, the statistical results revealed that the Pearson Correlation coefficient was 0.166 and the significance (Sig. 2-tailed) value was 0.354. Since the significance value was higher than 0.05, the Null Hypothesis (H₀) was accepted. This indicates that high digital literacy does not automatically guarantee excellent reading comprehension scores. Consequently, it is highly recommended that English teachers and school administrators not assume that digital skills are equivalent to reading competence. Therefore, teachers should prioritize teaching basic reading strategies directly in the classroom to guide students properly. Finally, it is recommended that students focus more on practicing their language skills independently instead of relying exclusively on translation tools. Meanwhile, future researchers are encouraged to investigate other variables, such as reading habits or learning motivation, to gain broader insights.

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