ABSTRACT Nova Riska Absida, 2016. The Use of Metacognitive Strategies to Improve Students’ Reading Comprehension (An Experimental Study at SMP Unggul Pidie Jaya).Thesis. Graduate English Education Program in Language Education, Syiah Kuala University. Advisors: (1) Dr. BustamiUsman, M.Pd (2) Dr. Zulfadli A. Aziz, S.Pd., M.A Key Words: Metacognitive Strategies, Reading Comprehension This research discusses the use of metacognitive strategies to improve students’ reading comprehension. The aims of this research are: 1) to find out the differences between the students who are taught reading comprehension by using metacognitive strategies and those who are taught reading comprehension by not using metacognitive strategies, 2) to find out the students’ perception toward the implementation of metacognitive strategies in learning reading comprehension. The data were obtained from 50 students from two classes (groups), Control Group and Experimental Group. The instruments used for collecting the data were test (pre-test and post-test) and questionnaire. The data collection was divided in four different phases of research execution; pre-test, treatment, post-test, and questionnaire. The results of the test were analyzed quantitatively by using statistical formula proposed by Brown (1993) and Sundayana (2010) to see the significance differences between the two groups. The results show that there was statistically significant difference of using metacognitive strategies in teaching reading comprehension to the students compared to those who are not using metacognitive strategies in learning reading comprehension. The statistical calculation illustrates that t-value (6.03) > t-table (2.01). It means that the alternative hypothesis was accepted. Further, the results of the students’s responses in the questionnaire also show the positive impact, such as; the positive classrooms’ athmosphere, improve students’ motivation in learning, improve the students’ knowledge, and so on.