<![CDATA[The rapid development of digital technology has increased students' engagement in digital multitasking, raising concerns about its potential influence on their attention and English reading comprehension. This study aimed to determine whether there was a significant difference in English reading comprehension between students with high and low levels of digital multitasking at SMA Negeri 5 Sijunjung. A quantitative approach with a comparative research design was employed. The population consisted of 91 tenth-grade students from three classes at SMA Negeri 5 Sijunjung. Because the population was relatively small, total sampling was employed, allowing all students to participate in the study. Data were collected using a Digital Multitasking Questionnaire and a multiple-choice English reading comprehension test. The data were analyzed using descriptive statistics, normality and homogeneity tests, and an Independent Samples t-test with the assistance of IBM SPSS. The results showed that the Low Digital Multitasking group obtained a slightly higher mean reading comprehension score (52.78) than the High Digital Multitasking group (47.28). However, the Independent Samples t-test indicated that the difference was not statistically significant, with a calculated t-value of 1.354, a t-table value of 1.987, and a significance value of 0.179 (p > .05). Therefore, the null hypothesis was not rejected, indicating that there was no significant difference in English reading comprehension between students with high and low levels of digital multitasking. These findings suggest that digital multitasking alone may not be a determining factor in students' English reading comprehension, as their performance may also be influenced by various cognitive and linguistic factors.]]>
