| dc.description.abstract | This study aims to investigate the impact of watching short-video on
students’ reading comprehension. A qualitative and quantitative was
employed in this research, analyzing data collected through three reading
test comprehension and interview. The findings revealed variations in
students’ reading comprehension performance. Based on the test results
illustrated in graphic, the highest score in the first and third texts was six
while the second text reached eight with an average of three to four
correct answers per text. Screentime data were also collected over two
consecutive days, 6th and 7th May 2025, to observe students’ daily usage
patterns of watching short-video platforms. On TikTok, 23.8% of
students spent less than one hour, another 23.8% about one hour, and
33.3% more than one hour on 6 May, while 52.4% spent more than
one hour the following day. On YouTube Shorts, 66.7% of students
spent less than one hour on 6 May and 61.9% on 7 May, while only
4.8% exceeded two hours each day. On Instagram Reels, 28.6%
watched less than one hour, 23.8% about one hour, and 38.1% more
than one hour on 6 May; on 7 May, 28.6% watched less than one hour,
19% about one hour, and 42.9% more than one hour.These findings
indicate that the majority of students spent significant amounts of time
on short-video platforms, particularly TikTok and Instagram Reels.
Such frequent exposure tends to reduce students’ focus and
consistency in reading comprehension, though moderate viewing
occasionally helps them feel more relaxed before studying. In
conclusion, short videos have a dual impact: excessive exposure
disrupts concentration, whereas balanced use can serve as brief
entertainment without significantly harming comprehension. | en_US |
