Implementing Metacognitive Strategies to Develop Vocabulary Competence

Abstract

Story is not widely emphasized to be taught in terms of asking students just to read the undesigned reading passages, teachers focus more on drilling students on the learning by heart the stories by famous writers rather than working on the content. This study looks at how well students majoring in education were able to spontaneously use metacognitive strategies for reading comprehension.

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DOI

10.33619/2414-2948/74/49

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