<![CDATA[This study aimed to examine the effect of applying metacognitive strategies on the expository reading comprehension achievement of vocational high school students. The research utilized a quasi-experimental design with a pre-test-post-test control group model, involving 32 eleventh-grade students at SMKS Muhammadiyah Jember. The experimental group (n=16) received an intervention consisting of metacognitive strategy instruction facilitated by a reflection table, while the control group (n=16) followed conventional instruction. Data were collected through reading comprehension tests and analyzed using the Wilcoxon Signed-Rank Test due to the non-normal distribution of the control group's post-test data. The findings revealed a statistically significant improvement in the experimental group from pre-test to post-test (p=0.002), whereas no significant change was observed in the control group (p=0.101). It is concluded that metacognitive strategies, particularly when implemented with a structured reflection tool, are a highly effective intervention for improving expository text comprehension in the vocational education context]]>
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