THE CORRELATION BETWEEN STUDENTS’ DIGITAL READING HABIT AND READING ACHIEVEMENT IN ENGLISH EDUCATION STUDY PROGRAM OF TRIDINANTI UNIVERSITY

Wulandari, Riska (2026) THE CORRELATION BETWEEN STUDENTS’ DIGITAL READING HABIT AND READING ACHIEVEMENT IN ENGLISH EDUCATION STUDY PROGRAM OF TRIDINANTI UNIVERSITY. S-1 thesis, 021008 Universitas Tridinanti.

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Abstract

The increasing integration of digital technology in higher education has reshaped students’ reading practices, particularly in English as a Foreign Language (EFL) contexts. While digital reading offers flexibility and broad access to academic resources, its relationship with reading achievement remains inconclusive. This study aimed to examine whether a significant correlation exists between students’ digital reading habits and their reading achievement in the English Education Study Program of Tridinanti University. This research employed a quantitative correlational design. The participants were 43 students selected through total sampling. Data were collected using a 31-item Digital Reading Habit questionnaire measured on a five-point Likert scale and a 50-item multiple-choice Reading Achievement test adapted from Phillips’ book entitled Longman preparation Course for the TOEFL test. The data were analysed using descriptive statistics, the Kolmogorov Smirnov normality test, linearity testing, Pearson Product Moment correlation, and simple linear regression analysis with SPSS version 24. The findings showed that 48.8% of students were categorized as having high digital reading habits and 51.2% as low. Reading achievement scores varied considerably across performance levels. Pearson correlation analysis revealed a positive and statistically significant relationship between digital reading habit and reading achievement (r = 0.312, p = 0.042). Regression analysis indicated that digital reading habit contributed 9.7% (R² = 0.097) to the variance in reading achievement. Although statistically significant, the correlation was weak, suggesting that digital reading habit is a supporting rather than dominant predictor of reading achievement. Other factors likely exert greater influence, highlighting the need for broader instructional and literacy interventions in EFL higher education contexts.

Item Type:	Thesis (S-1)
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Fakultas FKIP > S1 Pendidikan Bahasa Inggris
Depositing User:	Ny RISKA DWI WULANDARI
Date Deposited:	31 Mar 2026 06:21
Last Modified:	31 Mar 2026 06:21
URI:	http://repository.univ-tridinanti.ac.id/id/eprint/10706

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