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6. The Functions of Motivation
Sardiman 1994: 85 explains that there are three functions of motivation as follows:
a. An impetus
Motivation as an impetus means it triggers students to take their actions to achieve the goals.
b. A guide
Motivation as a guide means it shows a direction toward the goal which the students want to achieve.
c. A filter
Motivation as a filter means motivation influences students in determining what they should do and what they should not do to achieve the goal.
Extracting from the explanations above, from the definition of learning motivation, Maslow’s theory, the aspects, the forms until the functions of
motivation, the writer defines learning motivation as a state of absolutely a privacy of an individual as a learner which is derived from some key factors such
as emotions, issues, actions, goals, principles, theories, aspects, types, forms, and also functions of learning motivation. Moreover, in this study, learning motivation
has several indicators: 1 knowing the goal of learning; 2 having expectation; 3 having curiosity of something new; 4 having interest on subject which will
be studied; and 5 having self-determination and self-control on subject which will be studied.
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E. Rationale
Based on the reviewed theories above, the writer proposes the basic assumption to develop hypotheses as follows:
1. Internet-based material and textbook material to teach reading
comprehension achievement for university students.
Internet-based material makes the learning and teaching more effective, attractive, meaningful, and successful. Internet-based material becomes especially
important for some reasons. Firstly, using internet-based material for reading comprehension and in theirs capacity as a tool. Nowadays, people know that
internet is interesting. Internet-based material in education is a well-recognized fact.
Internet-based material 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 internet-based material for reading comprehension makes the teaching and learning reading more communicative, convenient, and interesting
for the students and lecturers. Furthermore, because of the attractive characteristics of internet-based material, they make a huge contribution to
improve the students’ reading comprehension achievement and exploit their own critical thinking, imaginative, and intellectual capabilities.
In other words, internet-based material can aid continuing self-education. It will make it easier and more efficient for students, teachers or lecturers, and
college authorities to request various reading comprehension materials from many
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