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All Journal PREMISE: Journal of English Education and Applied Linguistics
Gizella Taskia Ramadana
English Language Education, Universitas Negeri Surabaya, Indonesia
Education Languange, Linguistic, Communication & Media Social Sciences

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SOCIAL MEDIA ENGAGEMENT AND ADOLESSCENTS’ READING COMPREHENSION IN SENIOR HIGH SCHOOL Gizella Taskia Ramadana; Yuri Lolita
Premise: Journal of English Education and Applied Linguistics Vol. 15 No. 2 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v15i2.15641

Abstract

 The rapid incorporation of social media into students’ daily lives has transformed it into a powerful learning medium. This shift raises important questions about its potential impact on their academic performance, especially reading comprehension. This study aims to investigate the correlation between senior high school students’ engagement with social media platforms –Instagram, TikTok, and YouTube –and their reading comprehension. A quantitative correlational research design was employed involving 36 senior high school students. Data were collected using a social media engagement questionnaire measuring behavioral, cognitive, and emotional engagement. Further, the reading comprehension test is conducted, consisting of 25 multiple-choice questions. The data were analyzed using Pearson Product-Moment correlation. The correlation analysis showed a significant positive relationship between social media engagement and reading comprehension, with TikTok showing the strongest correlation (r = .823), followed by YouTube (r = .675), and Instagram (r = .395). The results suggest that social media platforms, especially those providing short and multimodal content, may facilitate students’ reading comprehension.
Co-Authors Yuri Lolita