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learning activity which includes emotion feeling, attention, satisfaction, motivation and pleasure. If the students have high level of interest they will have
high interest in reading many texts that the teacher gives to them.
G. Rationale
Based on the reviewed theories above, the writer proposes the basic assumption to develop hypotheses as follows:
1. Clustering and Direct Instruction to teach reading comprehension
achievement for students.
Clustering makes the learning and teaching more effective, attractive, meaningful, and successful. Clustering becomes especially
important for some reasons. Firstly, Clustering for reading comprehension and in their capacity as
a tool. Clustering in education is a well-recognized fact. Clustering allows teachers or lecturers and students to keep up with their minds. It lets them
try their ideas as soon as they come up with them. Secondly, using clustering for reading comprehension makes the teaching and learning
reading more communicative, convenient, and interesting for the student and lecturers. Furthermore, because of the attractive characteristics of
clustering, they make a huge contribution to improve the students reading comprehension achievement and exploit their own critical thinking,
imaginative, and intellectual capabilities. Thus, it can be supposed that clustering is more effective than Direct
Instruction to teach reading comprehension.
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2. Reading comprehension achievement between the students who have
high learning interest and the students who have low learning interest.
High-interest students will provide artificial reinforcement, generate full interest and participation, consistence regarding mastery of learning,
and also have positive attitudes by time period learning activities beginning, during, and ending. Students who have high learning interest
are usually actively involved and have full attention. Besides, they have a positive motivation and attitudes to study reading comprehension. The result
is that the students are more active and achieve considerable gratification. On the contrary, low-interest students are passive in joining
activities and have low attention to the subject. Low-interest students cannot elaborate their critical thinking, ideas, and arguments about certain
materials. In this case, they cannot help themselves from an intention to learn more and more. They cannot be motivated to perform well because of
their low interest, curiosity to solve the problem, or the desire to understand during the lesson. There is no energy and a mental power from the students
to reach the goal. Seeing the characteristic between the students who have high and
low learning interest, it can be assumed that students who have high learning interest have a better achievement in reading comprehension than
those having low learning interest.
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3. Interaction between teaching technique and students learning interest.
