Applying Metacognitive Strategies To Skimming Research Articles In An ESP Context Every students have their own acquisition and

they want if their acquisition being improve. Students that want to improve their acquisition should use learning strategies, because learning strategies can help them to and give more benefited. OMalley and C hamot (1990) divided learning strategies into three main categories. The first categories is socialaffective. In social-affective, interacting and cooperating with others to assist learning include in it. The next one is cognitive strategies. Cognitive strategies engage manipulating the language to be learned. Metacognitive learning is the next of learning strategies. Metacognitive strategies can encourage learners to reflect on thought process and evaluate aspects of learning. Thus, the three learning strategies really useful especially in reading skill like skimming and scanning. Learning strategies can make reading skill being efficiently and effectively. Metacognitive strategies really useful to learn skimming for reading specilized texts in an English for special purposes. Metacognition is variously defined as cognition of cognition (Carell, Pharis, and Liberto 1989,647). Based on OMalley and Chamot (1990), metacognitive include selective attention to the task, planning, self-monitoring, and selfevaluating. Metacognitive in applied into reading entail specifying a purpose for reading, planning how the text will be read, self-monitoring for errors in reading comprehension, and self-evaluating how well the overall objectives are being fulfilled. The explicit strategies more useful and more effectively in learning strategies. However, even if students receive lectures on strategies and are provided with lists and description, this does not mean that they will incorporate them into the task of learning a foreign language. Strategy learning should include explicit instructions on when and how to use a particular strategy, and metacognitive should incorporate with planning, sel-monitoring, and self-evaluation into task. For students that are able to identify and analyze at the vocabulary, clause, and text levels; it is mean they are have been benefitted the metacognitive strategies for reading. Based to Anderson (1983), metacognite in theory divided into two knowledges; declarative and procedural knowledge. Declarative knowledge refers to knowing what something but is not necessarily knowing how to use the knowledge. But procedural knowledge refers to knowing how to do something or putting the knowledge into action. Second language research also suggests that the sucessful use of rreading strategies is less dependent on their availability and more dependent on the awreness of students on strategies and their ability to be flexible when using them according to the purupose of the task or problem to be solved (Carrell, 1998; Carrell, Pharis, and Liberto 1989; Jimenez, Garcia, and Pearson 1996) Learning strategies are very worth addition to the challenging task of learning and teaching a second language. Students still need the help from their teacherto see how they can develop and transfer such knowledge into rules for action(Johnson 1996). Metacognitive strategies training fulfils this objective by helping learners incorporate the strategies in a meaningful way that transform students declarative knowledge of reading strategies into procedural knowledge. So, for learning strategies, mtacognitive strategies can be use and more benefitted in reading skill.