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2. Reading comprehension achievement between the students who have high
learning motivation and the students who have low learning motivation.
High-motivated students will provide artificial reinforcement, generate full interest and participation, consistent regarding mastery of learning, and also have
positive attitudes by time period learning activities beginning, during, and ending. Students who have high learning motivation 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-motivated students are passive in joining activities
and have low attention to the subject. Low-motivated 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 characteristics between the students who have high and low learning motivation, it can be assumed that students who have high learning
motivation have a better achievement in reading comprehension than those having low learning motivation.
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3. Interaction between teaching materials and students’ learning
Motivation.
Considering the explanation above, the internet-based material is suitable for high-motivated students. The internet-based material triggers students to be
actively involved during the instructional activities. The students will have high interest and full attention when they are faced with different interesting materials.
This condition navigates alive classroom and conducive atmosphere to facilitate learning. In this situation, there will be interaction between the teachers and
students and also among the students themselves. Conversely, the textbook material is suitable applied for low-motivated
students. The textbook tends to be out of date. The material is less interesting. It triggers students to be passive. The teaching and learning process tends to be
teacher-oriented. It is not actually condition that wants to be achieved. The students tend to have low motivation. So, there is no interaction between students
and the teacher and also among the students themselves. From the explanation above, it can be assumed that the choice of teaching materials and students’
learning motivation will influence much the situation and condition during the instructional activities.
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F. Hypothesis
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