This study was about the effectiveness of using Metacognitive Strategy
to improve students’ reading comprehension skill in Narrative Text. The aim of this study was to find out whether metacognitive strategy is effective or not to improve eight graders’ reading comprehension of narrative text at one of the state junior high schools in Purwodadi in the academic year 2016/2017. This study used a quasi-experimental research design. The population of this study was the eighth graders of one of the state junior high schools in Purwodadi in the academic year 2016/2017 with the total number of the students was 340. The sample of this study consistedof VIII C as the experimental class and VIII D as thecontrol class. The technique used in collecting data was multiple-choice test. The result of this study showed that the pre-test mean score of experimental class was 59.16 while the pre-test mean score of control class was 58.92. After giving the treatment for four meetings, the mean score of the experimental class was 71.37 and the control class was 66.53. The gain score of each class showed that the experimental class increased 12.21 while the control class was 7.61. The result of the analysis showed that there was a significant difference in the result of post test between experimental and control class in which Sig. (2 tailed) was 0.038 < 0.05. It means that Howas rejected and Hawas accepted. Therefore, it could be concluded that the use of Metacognitive Strategy was effective to improve student’s reading comprehension skill in Narrative Text.

Keyword: Metacognitive strategy, reading skill, narrative text.