| dc.contributor.author | MITASARI, Mitasari | |
| dc.date.accessioned | 2022-05-18T02:11:23Z | |
| dc.date.available | 2022-05-18T02:11:23Z | |
| dc.date.issued | 2021-06-01 | |
| dc.identifier.uri | http://repository.unej.ac.id/xmlui/handle/123456789/106773 | |
| dc.description | Validasi unggah file repositori_Rudi K
Finalisasi unggah file repositori tanggal 18 Mei 2022_Kurnadi | en_US |
| dc.description.abstract | Reading can be regarded as an essential and cognitively-demanding
skill in English that necessitates students’ cognitive ability in understanding
a text. It includes an interactive cognitive process by which the readers can
have direct interaction to texts and the author’s perspectives (Zhussupova &
Kazbekova, 2016). Decoding process and cognitive resources as the two
aspects of comprehension can facilitate the students in understanding the
meaning of the texts and leading them to become proficient readers
(Hamiddin & Saukah, 2020). However, if the students have a challenge to
comprehend a text, they would potentially encounter decoding and cognitive
barriers. Such a problem can be tackled by having sufficient metacognitive
knowledge since it helps the students in supervising and regulating their
cognitive process while reading. | en_US |
| dc.description.sponsorship | Dosen Pembimbing utama : Dra. Siti Sundari, M.A
Dosen Pembimbing anggota : Dr. Sudarsono, M.Pd | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Fakultas Keguruan dan Ilmu Pendidikan Universitas Jember | en_US |
| dc.subject | Critical Reading Comprehension | en_US |
| dc.subject | The EFL Students | en_US |
| dc.title | A Case Study on the EFL Students’ Metacognitive Knowledge in Critical Reading Comprehension | en_US |
| dc.type | Other | en_US |
