One of the main pre-requisites to succeed in foreign language learning is to be a proficient reader, which is necessary for EFL learners as learners of English Department of State IslamicInstitute of Kerinci. To become proficient reader, they should use a variety of reading strategies. Utilizing reading strategies will facilitate the learners in their effort to understand texts, to better comprehension and eventually to become proficient readers. However, learners might not be aware of their reading strategies which impede their metacognitive awareness. The awareness of reading strategies is beneficial for the improvement of EFL learners‟ reading skills in English. The ability to read English efficiently for academic purposes is widely recognized in EFL/ESL contexts as a critical skill in a wide range of secondary and university settings, and especially for more advanced students. The purpose of this research was to to find how are the learners‟ Metacognitive Awareness Reading Strategies at English Department of State Islamic Institute Kerinci. The design of this research was quantitatif descriptive. In collecting the data, the researcher was distributed questionnaire to the respondents to assess reading strategies.The result of this research was shown that: From the data analyzed it was found that: 1). the total mean of students‟ metacognitive reading awereness was 3.47. The range level of 3.47 is at the medium level. It mens that the students‟ metacognitive reading awereness was at medium level. And it can be said that the students sometimes used metacognitive reading awareness when they reading a text or comprehend the text. 2). for the indicators of analytical reading strategy, the resercher was found that the mean total of analytical reading strategy was 3.51. Based on level intensity of students‟ reading strategies this value was at the high level criteria. Thus, it can be cobcluded that the students always used analytical reading strategies when they are reading or comprehend the text. 3). the mean total pragmatic reading strategy was 3.41. Based on level intensity of students‟ reading strategies this value was at the medium level criteria. Thus, it can be cobcluded that the students sometimes used analytical reading strategies when they are reading or comprehend the text. From the results both of the indicators the analytical reding strategy was at the high level criteria. It can be concluded that the the students always used analytical reading strategies when they are reading or comprehend the text.
