<![CDATA[Reading achievement is essential for academic learning, yet students’ reading performance may vary because of differences in their habitual engagement with English texts. This correlational study examined whether English reading habits significantly correlate with reading achievement among eleventh-grade students at MA NW Nurul Haramain Narmada. Unlike previous studies that often relied on documentation or were conducted in different school contexts, this study directly measured reading achievement through a reading test and reading habits through a nine-domain questionnaire in an Islamic senior high school setting. A quantitative correlational design was employed. Ninety-nine of 132 eleventh-grade students were selected through simple random sampling. Data were collected using a 62-item English reading habit questionnaire and a 30-item multiple-choice reading test. Descriptive statistics, the Kolmogorov–Smirnov normality test, Pearson product-moment correlation, and a t-test were used. Students generally reported high English reading habits, whereas their reading achievement was mostly low to moderate. A strong, positive, and statistically significant correlation was found between English reading habits and reading achievement. The alternative hypothesis was accepted. These findings indicate that consistent reading engagement is associated with better reading comprehension, although causality is not implied. Teachers should provide varied and sustained English reading activities. Future research should involve multiple schools, behavioral measures of reading, and wider text genres. The novelty of this study lies in context-specific evidence from an Islamic senior high school using a direct reading assessment and a multidimensional reading habit questionnaire.]]>
