<![CDATA[This study aims to investigate the relationship between students' reading environment and their reading comprehension achievement among high school EFL (English as a Foreign Language) students. A quantitative correlational research design was employed, conducted at a vocational high school in Condet, East Jakarta, involving 90 Grade X students selected through cluster random sampling. Data were gathered using two instruments: a reading environment questionnaire encompassing three dimensions physical/classroom environment, digital reading environment, and ecological/community environment along with a multiple-choice reading comprehension test. The data were analyzed using the Pearson Product-Moment Correlation test via IBM SPSS Statistics version 26. The results revealed a correlation coefficient of 0.622 with a significance value of 0.000, indicating a significant and strong positive relationship between the reading environment and students' reading comprehension. Furthermore, the coefficient of determination (R²) of 0.387 demonstrated that the reading environment contributes 38.7% to the variance in reading comprehension scores, while the remaining 61.3% is attributed to other internal factors not examined in this study, including vocabulary mastery, background knowledge, and intrinsic learning motivation. This study underscores the importance of establishing a holistic and optimized reading environment as a critical foundation for long-term literacy development among EFL learners.]]>
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