English Education and Applied Linguistics (EEAL) Journal 20 Vol. 4 No.1, 2021 METACOGNITIVE STRATEGIES IN STUDENT’S READING COMPREHENSION Nur Aisah 1 , Surtiana 2 , Lucky R. Nurjamin 3 SMPN 4 Garut, Institut Pendidikan Indonesia nur20aisah@gmail.com 1 , luckyrahayu@institutpendidikan.ac.id 2 Abstract The aim of this study is to find out the process of using metacognitive strategies applied by introvert student in reading comprehension. This study used qualitative research in terms of descriptive study. In collecting the data, there were two instruments applied; interview, especially semi-interview because it was to find out the problem naturally and not only focus on taking notes during the research and the second instrument was observation. The setting of this study was conducted in outdoor room and the participant was an introvert student of fifteen years old in non-formal education. The study results were the introvert student used metacognitive strategies with three stages in the process of reading, they were planning before reading, monitoring during reading and evaluating after reading, it was removing shortcomings in reading especially in pronunciation and vocabulary, the introvert student thought what she was thinking to maximize her own productivity in reading, she asked herself what she already knew to focus her thinking of reading, and she evaluated what she has carried out in the process of reading, the introvert student fostered forethought and self-reflection in the process of reading so that she became aware of how she learned and evaluated and adapted skills to increase reading comprehension Keywords: Metacognitive strategies, Reading comprehension INTRODUCTION Reading is considered as one of the most important language skills. Through reading, students can develop their other language skills such as writing and speaking besides improving their language components, for instance vocabulary and grammar. When reading skill is not mastered, parts of the English language – vocabulary, spelling, grammar, and writing do not improve. Smith (2005) stated that reading is a process that builds a written understanding of the essence of the text. It means that the teaching of reading comprehension is one of the methods used to help students to answer questions related to finding the main idea of a text, getting specific information, comprehending the reading passage and understanding the vocabulary, references, inferences and so forth. However, reading is not a favorite subject for some students. It can be seen from the way they behave when they are given a passage to read. This means learning of reading makes the students bored and uninterested. 7 from 10 students are influenced by environmental factors, such as playing games, watching TV, spending time by using social media like facebook, twitter, instagram and others. It causes reading is forgotten and uninterested to do. The ability to read is not an option, but an expectation of all children throughout their school career. However, there is no longer one literacy, but multiple literacies that children need to be well versed in (Cohen & Cowen, 2011). According to the problem above, the solution for students’ reading comprehension is the use of metacognitive strategies. Metacognitive strategies are categorized as self-