shown will much activity teacher goal share there strong into good really conclude rejected teaching staged should taught researcher think knowledge known finding motivation recognize some student wa stated analysi learning interaction research improve between likely difficult indicated both put DRTA les significantly get complete third consider using comprehension other higher ANOVA area ftable actively concluded fobserved null they because who level conclussion showing directed TPS H0 implication CHAPTER used true being model may addition desire optimally focused thu further beside affect summary proved skillful their suiatable question suggested also english improving reading clas active impact ha low take based uisng abilitie depend such strategy apply than effective follow effort assigment order recomended participate data thinking strategie task challenging SUGGESTION encourage second skill suiatble IMPLICATION use two conclusion achievement simply start CONCLUSION futhermore testing responsibility not suggestion startegy find effect stay more pair before high hypothesi above first information