Reading is one of four skills that must be learnt for students when learning English because English is a second language for students in Indonesia. Strategy is needed to comprehend the reading passage. The use of metacognitive strategies will make students more giving attention to the process of reading (planning, monitoring, and evaluating). By implementing this strategy, the students will be easy to understand the text and evaluate what they have read. The study aims to analyze the use of metacognitive reading strategies in improving students’ reading comprehension skill and to explain the students’ reading improvement by using metacognitive strategies as implication of Global, Problem and Support reading strategies. This study used descriptive qualitative method. This research was conducted in Miftahussalam Islamic High School with 31 students from eleventh science 1 class. The data were gathered through observation, interview and give questionnaire based on metacognitive awareness of reading strategies inventory (MARSI) by Mokhtari and Reichard (2002). The result of observation, the students used metacognitive strategies during reading with percentages 3.4 for Global Reading Strategies (GLOB), 3.4 for Problem Reading Strategies (PROB) and Support Reading Strategies with 3,04 score. The overall mean scores show a relatively moderate (3.2) of metacognitive reading strategies among students using all the 30 MARSI in the reading process. in other words, the study revealed that the level of metacognitive is moderately being used by the students in this research.