How to cite this article:Anita, A., & Wahyudi, B. (2021). The Metacognitive Awareness of Reading Strategy Used by College Learners. Linguists : Journal Of Linguistics and Language Teaching, 7(2), 44-51. doi:http://dx.doi.org/10.29300/ling.v7i2.4371 44 Vol. (7), No. (2); 2021 ISSN : 2355-2069 (Print) ISSN : 2656-5765 (Online) Published by IAIN Bengkulu THE METACOGNITIVE AWARENESS OF READING STRATEGY USED BY COLLEGE LEARNERS ANITA UIN FAS Bengkulu anita@iainbengkulu.ac.id BENNY WAHYUDI. Z Universitas Bengkulu bennywahyudiz92@gmail.com DOI: 10.29300/ling.v7i2.4371 Received: April 13 th 2021 Accepted: November 1 st 2021 Published: December 23 rd 2021 Abstract This research investigated the overall tendency of metacognitive awareness of reading strategies used by college learners in reading academic texts in English. The samples of this research were 25 third semester students of English Study Program at IAIN Bengkulu 2020. Metacognitive Awareness of Reading Strategy Inventory (MARSI) was used to assess adult ESL students‟ metacognitive awareness of reading strategy in increasing their reading comprehension. The results showed that the students in this survey are high strategy users in reading. The overall tendency of metacognitive awareness of reading strategies used by college learners in reading academic texts in English was problem-solving strategy (PROB) followed by global reading strategies (GLOB) and the least was support reading strategies (SUP). In the context of EFL students, it showed that problem-solving strategy was the most frequently used strategy. It is proposed to understudies and other readers that they ought to adjust those methodologies in applying them in perusing and be relatively guided by teachers or instructors in utilizing different perusing procedures. Keywords: Metacognitive awareness, reading strategies, college learners, English academic texts INTRODUCTION Reading is the key to get and increase information. By reading, meaning can be required in arrange to extricate data and to develop unused understanding from a composed content (Furqon, 2013). Reading can be characterized as the capacity to understand texts. It plays an critical part in acing other language skills particularly in language learning (Fitriana, Nurkamto, and Pudjobroto, 2011). It is added by Klingner, Vaughn and Boardman (2007) who state that the method of building meaning accomplished through energetic instruction is considered as reading. It is based on a few perspectives. They are the reader‟s earlier information, the data recommended by the content and the setting of the reading circumstance.