proven classe shown kandeou 2002 giving appropriate importance people identify source deepen reader pronunciation lack enjoyable even involve explicit tunggal already knowledge irwin lowest primarily table recognize student wa set 1988 learner learning research considering bring facilitate sight clarifying both novice earn curriculum prior connor significantly get something academic higher van misconception area INTRODUCTION necessary stating DKN satuan experience individual who topic interactive expected pre many author provide way lacking understanding classroom description inference relation beyond hashey increase score efficiently understand determined pendidikan vocabularie superior metacognitive theory possessing than effective symbol follow 2000 underlying practice order following data after wisaijorn strategie respond integration assessment arguably promote develop communication doyle cited drawing 2009 actually timed interpret hoped her external any more material detailed most information activate fact seen upon only meet into good tanjung master maze attitude come implied hi literal toward value finding intended make passing input some function processe pearson habit kumpulan ability improve creatively positive display oriented creative engaging know variou internal studie other significance loud university equip 2008 questioning overcoming transform write guide 1986 well directed prominent form give elucidate may remember their therefore writer included overriding question paramount comprehending required 2012 also related but largely got ha evidence easy caused based authentic connecting meaning depend such time gleaned personality twice serie 2007 macro useful sentence continue use activating junior achievement SMP mentioned essential yielded appropriately mean spent MPG scope summarizing effect perspective broek primary place instruction above help 185 play tingkat nilai constructing grasp activity setting goal type check context situation situational supported there faced fluency should applying taught interest researcher think word assumption stahl result solution text automatically need belief interaction principally knowing program power DRTA all 2006 practically relate total development support morawa factor including create critically speak grade chosen clue comprehend environment educational significant table1 decode contained encounter designed post alexander connection they micro according cycle helping language operatively multi identifie extend subject addition accommodate measured study affect effectively about prove 1987 together format earned own english allen clas active happened examine answer establishe satisfactory abilitie cognitive provided attempt monitor long determine become phenomenon mcnaughton rest lead feature thinking challenging started encourage second skill work whether three 2011 activitie prediction two each role consult lederer discover reality one incorrect minimum find decision year schemata ketuntasan light interacting listed still objective will average teacher requiring problem daftar inferential kurikulum then teaching goldman elementary kriteria dimensional moreover indicate same motivation integrative proces den between peer determining judgment passage expert though influenced enable bisanz extract les thought trial 2010 controlled taking children theoretically must eleven able using comprehension formulated namely written limited within concluded 2004 zemelman because condition KKM level idea verifying CHAPTER them used when background infer predicting reached argue challenge elaborative continually dwi influence beneficial pas unknown familiar adjusted reflectively expectation found association reading low through while succes clear school finally heralded read strategy purpose dougherty successful assimilate minimal riley intervention either restrict task utter out section reciprocal require anderson highest not meta brown remain daniel before statistically high first 1985 structure 2003