<![CDATA[This study investigated the relationship between students’ digital literacy and their reading comprehension in English at SMKN 2 Padang Panjang. Although vocational high school students frequently use digital technologies in learning, their reading comprehension abilities remain varied. This study aimed to determine whether there was a significant relationship between students’ digital literacy and their reading comprehension. A quantitative correlational research design was employed, involving 36 students of class XII TKJ 2 at SMKN 2 Padang Panjang, selected through purposive sampling. Data were collected through a 30-item digital literacy questionnaire and a 16-item final reading comprehension test. The data were analyzed using Spearman’s rho correlation because the reading comprehension data were not normally distributed. The results showed that most students had a high level of digital literacy, while their reading comprehension scores varied considerably. The correlation analysis showed a very weak positive relationship between digital literacy and reading comprehension (rho = .149, p = .384). Since the significance value was greater than .05, the relationship was not statistically significant. Therefore, the null hypothesis was accepted and the alternative hypothesis was rejected. The findings suggest that high digital literacy does not necessarily correspond to stronger English reading comprehension, which may also depend on vocabulary knowledge, grammatical understanding, reading strategies, inference skills, and background knowledge.]]>
