Puspitasari, Eka. 2023. The Correlation Between Students’ Cognitive Reading Strategies and Reading Comprehension of The Second Grade Students of SMP NEGERI 8 Bontang In 2023/2024 Academic Year. S1 Thesis. English Education Department. Faculty of Teacher Training and Education. Mulawarman University. Advisor: (1) A. K. Amarullah, S.S., M. Pd. (2) Dr. Yuni Utami Asih, M. Pd.The purpose of this study was to find out the relationship between students’ cognitive reading strategies and reading comprehension of the second-grade students of SMP NEGERI 8 Bontang in 2023/2024 academic year. The design of this study was correlational design within quantitative approach. The sample of this study was 106 students in the second grade of junior high school at Bontang. All the samples were asked to fill the questionnaire and were taken reading test comprehension. The data of this study were analyzed using Pearson Product Moment Formula. The data analysis result of cognitive reading strategies, the most commonly used cognitive strategies among students are items number 15 (M=4.22), item number 13 (M=4.09), and item number 3 (M=3.99). Those items in which the student used some reading strategies while reading, such as re-read the text to increase their comprehension, try to go back and forth in the text to find relationship among ideas in it, and reading slowly and carefully when the text become difficult. Therefore, it was also found the item number 2 (M=2.9) as the least strategy that the students used with statements the students tend to read aloud when text becomes difficult. The mean score of reading comprehension test taken 106 students of the second grade was 69.29, classified as Moderate classification. The result of the Pearson Product Formula (p-value= 0.003, r= .285) showed that there was a low positive correlation between two variables of this research. Therefore, it can be inferred that the more often students use cognitive reading strategies, the higher the reading comprehension scores they get. However, there is a low correlation between students’ cognitive reading strategies and reading comprehension because it is not only cognitive reading strategies that can improve students’ reading comprehension. There might be several factors such as motivation, linguistic competence, interest, characteristic of the book page, environment role, and also teachers must instruct and prepare their students to use reading strategies on purpose, teachers’ ought to plan lessons that require students to actively apply their reading strategies.