This study aims to determine the direct effect of reading interest and achievement motivation toward comprehension. A quantitative approach with a path analysis method was used to assess reading interest and achievement motivation towards understanding English text. Furthermore, the instruments used were questionnaires of reading interest and achievement motivation. EFL Reading comprehension tests of English text were distributed to 60 students of the English Literature Undergraduate Program. Also, the data were analyzed using path analysis technique and multiple regression analysis. The results showed a positive direct effect of (1) reading interest in English texts comprehension by 21.2%, and (2) achievement motivation towards reading comprehension by 7.6%. This study recommends that the 21st-century literacy learning process, both informal or non-formal educational institutions, needs to be more relevant and supportive for the growth and increase of reading interest and achievement motivation. Therefore, it will develop 21st-century competencies, especially in literacy learning and reading comprehension of English texts.