This research was aimed to describe the students’ response to the implementation of metacognitive instruction and to improve students’ listening skill on TOEFL listening comprehension section at the second semester students of English Education Department of Walisongo State Islamic University Semarang in the academic year of 2015/2016. The design of this research was classroom action research that was conducted in two cycles. The researcher did planning, acting, observing, and reflecting in each cycle. Pre-cycle was also done before this research was conducted. The result of this research showed that using metacognitive instruction could improve students’ listening skill on TOEFL listening comprehension section. This was proved by the improvement of their test result in every cycle. In pre-cycle, the average of students’ score was 54.6 and the observation of their activeness was 50% which meant average. In the first cycle, the average of their scores was 68.5 and the observation of their activeness was 70% which meant good. The average score was higher than that of the pre-test, but it had not reached the KKM yet which was 70. Whereas In the second cycle, the average of their score was 78.5 and the observation result of their activeness was 85% which meant excellent. The average score had reached the KKM. There were some improvements from pre-cycle up to the second cycle. Therefore, it could be concluded that the use of metacognitive instruction to improve students’ listening skill on TOEFL listening comprehension section was effective.