Andini Ismayani Pengarang

This research aimed to finding out the effect of Reciprocal Teaching Technique and Metacognitive Strategy at tenth grade of SMK Lab Business School Tangerang. This research was quantitative with the quasi-experimental research and supported by qualitative data. The population of the research is tenth grade students with the total population is 276. The writer using the purposive sampling to choose the sample, and got 112 students to three classes: two experimental and one control. The experimental class (X KES 1 and X AP3) which was taught by Reciprocal Teaching Technique and Metacognitive Strategy, whereas the control class (X MM 2) which was taught by using Conventional Instruction. The writer used the written test, and counting the data with the chi square formula to test the data normality, fisher formula to test data homogeneity. The result of this research showed the students’ score of reading comprehension after taught by using those technique are not so good, because the mean value of post test which was taught by using Reciprocal is lower than students which was taught by using Metacognitive Strategy. So, the gained results of the research indicated that Reciprocal Teaching Technique and Metacognitive Strategy is an effective technique on improving students’ reading comprehension, but Metacognitive Strategy is a more effective than Reciprocal Teaching Technique.