learned implementation happen objective still direction will much procedure going ilmi teacher refer very only laure type usually problem 2002 context there giving appropriate ordering importance reproduce people into good lecturing then reader teaching flat even should discus listener applying stone taught interest researcher anymore already think paper knowledge student' hi similar cloth 1995 finding word swasta same operate make proces explanation allow applied partner here function descriptive student text wa improvement slavin could graphic learning solve research begin ability improve difficult both interpersonal offered arranging important slab les thought would practically kathy linking sidempuan development mind centered looked doe tackle doing adopted product know content theoretically day cooperative grammatical must something able academic using greatly since grade gap formulated gerot other significance writing livelines want another written cook transform INTRODUCTION designed write genre they fill SMA well because who topic according motivate bored asked lexical language themselve done dedi expected 1998 idea TPS action many give life tested CHAPTER them practiced expres system she when background provide way argue challenge 1999 addition explore different trained desire understanding explain succeed study classroom sign husni sinar solo variety initially observation surface produce about jane how their beyond writer compose together hand performance convey mastered own also motivating improved but small found feedback english visible padang understand like clas active barbier especially ha ransdell theoretical sequence our based face group provided 1994 finally CL acquire such strategy purpose current example discussed than without successful just effective successfully statement symbol fit follow piece maintain said paragraph individually effectivenes framework order after challenging opportunity 2007 interested out skill tell nurul someone sanjaya work construct conducted sentence SCL social generic continue hyland 143 use 2011 feeling activitie communication enhance sequenced achievement theorie each role learn technique asses resulted require actually safe describe anderson efficient mean message thing not scope perform one did find sharple method her reduced any robert more material perspective pair team most above help had first information play structure 2003