The Use of Guided Metacognitive Strategy to Improve Students' Reading Comprehension

This research aims to identify the implementation of metacognitive strategy to improve EFL of students’ reading comprehension of the English Department at University of Timor in an analytical exposition text. This research is Collaborative Classroom Action Research (CAR). The data were gained through field notes, students’ reading achievement and interview guide. The results showed that the implementation of metacognitive strategy improved the students’ skill in reading analytical expository text especially in determining topic sentence, main idea and supporting idea. The result also revealed that using metacognitive strategy could employ the significant improvement of the students’ reading comprehension skills of analytical exposition texts