THE IMPLEMENTATION OF DIGITAL LITERACY IN EFL LEARNING: AN ANALYSIS BASED ON THE THEORY OF PLANNED BEHAVIOR

Abstract

This study aims to analyze students’ beliefs in integrating digital literacy into English as a Foreign Language (EFL) learning based on the Theory of Planned Behavior (TPB). The research employed a descriptive quantitative approach with a survey design. The sample consisted of 70 students from grades X and XI at SMAN 3 Banyuasin. Data were collected using a Likert-scale questionnaire covering three belief components: behavioral belief, normative belief, and control belief. Data analysis was conducted using SPSS 25 with descriptive statistics and a one-sample t-test. The results showed that students’ belief levels toward the integration of digital literacy were in the high category (M = 4.18). The t-test revealed that t-value (20.762) > t-table (1.994) with p < 0.05, indicating a significant difference between students’ belief scores and the neutral value. Specifically, behavioral belief had the highest mean (M = 4.32), followed by normative belief (M = 4.15) and control belief (M = 4.07). These findings indicate that students possess positive perceptions, strong social support, and good self-efficacy in integrating digital literacy into EFL classrooms.