proven learned distinguished taken classe goal instructional 2002 option 21th nature there meier lawrence appropriate 180 owned people treated outcome education item siburian lack enjoyable 1991 rose better tarigan taught final think memorization inform liliefor proposed attractive known 4613 secuensial person organize seminar perception emphasi hanim result keyword student wa set stated disadvantage AISTEEL siti need capture could learning medan interaction research hypothese both program overcome although biserial concrete all would speaking total development factor get something encountered conret multiple approach equally ofthinking closely higherthan writing bartlett higher 'sequential distributed educational ANOVA valid significant nggermanto INTRODUCTION right today necessary designed jakarta four thingking listening accelerated guntur benchmark who according homogeneou kaifa arranged language emotional media expected indonesia consisting questionnaire expository distinguish dick action many tested subject moment tiur expres provide supporting way national addition addressed explain fast benefit study affect description gmail accelarated case organized effectively faster defined prove creating DISCUSSION together previou concret 2001 efficiently empowering reseach sampling clas understood active achieved random answer communicate earlier abilitie group revealed accepted negeri seriou than measure effective central reigeluth indonesian secuential doctoral effort methodology order 280 data whose thinking discussion strategie 2005 instrumental second difference 1997 skill sanjaya aliyah instrument new conducted jersey whether quasi three bandung exam aliyahnegeri feeling activitie aliyahnegeri2 communication two betweeen XI each role eissn technique cutting attention interactionsbetween actually CONCLUSION efficient miarso testing simpleexpository compared characteristic one find method any more material considered most had information leadership sequential aisyah measurement validity relevant objective will procedure average experiment fact thesample quite sample cause teacher very correlation problem component carey monotone III into advanced indeed then state nationally teaching suit associated students' involving formula argued quality lecture often hi differentiate finding indicate proces transformative influencing some REFERENCES accekerated analysi society improve between aspect book creatively determining put deliver acceptable erlbaum madrasah com trial oriented IV 140 mind henry fully product CBC know variou accord dave reflected must design able darwin style using single stakeholder MAN advantage other factorial normally namely university verbally view 2008 unable obtained concluded opinion culture proceeding 2004 nicholl choice processing well 2x2 condition literacy variance themselve done suitable idea management experimental cluster II form them used annual when different thu outcomesit further METHOD influence called remember consisted population test how their therefore interpretation question point couldbecombining hand strategic carried also related but too analytical found improving reading ha training low through while succes based dediahimsa fisher' such strategy edge strategiesbased 2548 heavy intellectual convenience human participate century kencana task showed international concretesequential out achieve wouldshowed imaginative acclerated wina nichoo social use looking achievement theorie learn rigidity require requirement asih sitiaisyahhanim123 mean not brain nuansacendikia effect 3rd abstract instruction high hypothesi above help first overall analyze 2003