posttest validity objective procedure iii sample teacher oable instructional type lhe problem enajisii fi'oo nature treaunent OF LJST lnsuucticn eacllij1g contcm teadlu1g oftbe CONCLUSIONS mosl pos1 keul histogrum KEUI teaching frrunewo syll effoctive preparation conceprual cami'l NEWMAN finding reliabo1ity ETHOD teacbi table conventiooal tbrce eomrn ofthe OOS 1ostruction syllabu tijro analysi RESEARCH learning research teodtjna efio expcrimcnl hypothese soope lamers' biscd histogram c001en liom 1he c0111pe1 tko IV significantly coment instructioo 1betestiroghypolhese tcaching content nguage teclmique scon design REVIEW icauve teaehing con'municative significance rctiabilily compwtion tckhing principle teadting competence appendix SUGGLSTJONS vii Y1 ABSTRACT LIST post randomlsed conlm ttik ypolhesi DATAANALYSIS ontlusm comem susgesrim CONTENTS communicative thto variance CDAPTER S8 language jldi decide BS lnstnncr1t anaulae pre jtie IST TABLES rffroduc110n groo CIIAPTER fincling ofl 'llleo ual CHAPTER LITERATURE conteo1t basod background ofconlrol aah study hisloarom affect ACKNOWU population test theoryof lns1ruction FIGURES cijilliooilicative llascd ''l' aching tive TABLE english statistical learner' reliability based ll' ncwn1an collection ofg group probletm proccdun mple resean page th treatment theory contcot 8a example desigji ofconent viii validi1y ofcolia tion S4 teaehirrg cootent vlriablc data CALCULATIONS task lable tbc experimenlal second analyrin difference l'rooe of1he collcc tho validil findins three cornmmicative eitoetive S2 ofu enajisll UST APPENDICES ofcontent activitie compelellce flgures teacher' lwuc taoching malcrial objocove OOEMENTS role con reliobohty tom 1es1 ba5cd llctw1len expetimallall fipe convnu oftask method effect material pretest signijicandy most instruction rion first lnstruaion coilll1lu71icativc