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96 and how they will go about reading process Parson, et al, 2011: 11. Furthermore,
one of the characteristics of key element in direct instruction model is teacher centrality Cruiskshank, bainer and Metcalf, 1999: 224. Students wait until all the
words are translated by the teacher to get the message of the text given to them. The students are under the teacher’s control. The teacher’s direction and control
occur when the teacher selects and directs the learning tasks. Therefore, Think Pair Share is more effective than Direct Instruction Method.
2. Students with high motivation have better reading achievement than those
with low motivation
There is a significant difference in reading comprehension between students with high motivation and those with low motivation. It indicates that
students with high motivation have higher reading comprehension than those with low motivation, and it means that motivation determines the success of learning.
Highly motivated students perform better learning than students having low motivation. Winkel 1996: 150 states that learning motivation plays an important
role to promote the spirit of learning so the students with high learning motivation have stronger energy to perform learning.
Sardiman 2011: 75 states that learning motivation has specific roles in
promoting learning enthusiasm, joy, and interest. Highly motivated students are usually active, curious, and performing hard effort to gain the goal, enthusiastic,
and courageous to take risk in the learning. Curiosity makes them challenged to find more learning resources to satisfy their needs. Courage makes them more
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97 confident to express ideas and to practice. It means that opportunities are available
for them to learn. Low motivated students do not often perform hard effort to learn more. They are not actively involved in the learning activities. They do not
have enough courage to take risk to enrich their knowledge. This makes them perform low learning activities and makes them have low motivation. Based on
the research’s observation, the researcher found the fact that students who have high motivation have been influenced by several factors; internal factors and
external factors. Internal factors include students’ interest, talent, motivation, and intelligence. Meanwhile, external factors involve the environmental factors both
from the family and the school environment. In this research, students of MAN 2 Metro who have high motivation have been influenced by both intrinsic and
external motivations. The intrinsic motivation refers to the students’ curiosity and genuine interest on the English lesson. Consequently, they keep following English
course out of their school, such as at homes and enjoyable places. Such situation, they largely get support from their parents. Suryabrata 2006: 235 explains
external factor are such as the children’s parents’ socio-economic contribution. Educated parents want their children to be smart and also competitive learners.
That is why parents take their children to course places. In addition, they also facilitate their children with a beautiful house completed by advanced technology
of laptop while learning. Different thing happens to the children having low motivation; they have not been fully supported by their parents. MAN 2 Metro do
not facilitate to learn in the school. MAN 2 Metro teach two languages which are Arabic and English. The characteristic of MAN 2 Metro is religion-based
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98 learning. Therefore, students who are not fully supported by their parents, think
that English is not so important. They do not follow the course for they are not supported by sufficient finance. They also do not have the facility of learning at
their home. In addition, they also lack of parental involvement, lack of responsibility at home, and lack of English language skills as very contributing
factors to their poor motivation. Therefore, it can be concluded that students having high motivation is better than students having low motivation in reading
comprehension.
3. There is an interaction between teaching methods and motivation
