implementation
shown
interesting
appropriate
categorie
education
reader
deal
descriptive
student
real
teach
set
learning
research
curriculum
significantly
get
grammatical
bad
something
academic
want
hope
INTRODUCTION
necessary
four
mastery
topic
simple
expected
productive
she
way
understanding
focused
transferring
increase
score
communicate
our
group
follow
order
data
after
interested
1997
someone
progres
develop
communication
him
describe
her
more
mini
most
demonstrate
information
completing
procedure
confident
fact
only
alway
good
state
senior
attitude
hi
next
almost
finding
make
choose
some
ability
improve
aspect
likely
career
modeling
mind
studying
variou
significance
2008
write
well
motivate
decide
give
profession
test
how
event
their
best
writer
mastered
also
related
but
too
especially
include
ha
realized
caused
diction
device
such
apply
governed
human
complex
psychology
element
MEKAR
useful
use
filling
achievement
observed
scope
trie
gain
primary
help
learned
activity
type
context
situation
there
rhetoric
directly
systematically
should
researcher
think
build
result
text
detail
difficult
although
important
all
speaking
linguistic
complete
negative
grade
writing
shared
connection
they
listening
SMA
according
language
satisfied
main
life
subject
expres
every
study
affect
effectively
own
english
active
speaker
cognitive
become
expect
consideration
feel
skill
work
whether
three
two
technique
however
one
find
rule
objective
still
will
teacher
sample
very
usually
requiring
problem
became
percent
vocabulary
sanggam
teaching
rhetorical
daily
proces
tool
syllabu
conduction
connect
judgment
though
enable
grammar
doe
able
using
conceptual
formulated
clearly
touch
written
genre
persuasively
because
communicative
concisely
byrne
idea
CHAPTER
them
used
when
background
HARAPAN
called
found
reading
low
fifty
clear
transfer
school
try
fell
read
purpose
imitated
see
paragraph
correct
task
out
enough
starting
not
high