ABSTRACT Imelda, Mega Sanja. 2022. Cognitive Resilience, Metacognitive Reading Awareness and Reading Comprehension Skill: A Path Analysis to the Eleventh Graders. Department of English Language Education, Faculty of Postgraduate Degree, State Islamic Institute (IAIN Kediri), Advisor: Dr. Sri Wahyuni, M. Pd and Dr. Toyyibah, SS. M. Pd. Key Words: Cognitive Resilience, Metacognitive Reading Awareness, Reading Comprehension Skill, Path Analysis. Cognitive resilience is one of the aspects that have rarely been studied by researcher in the reading comprehension skill field. On the other hand, metacognitive reading awareness refers to students ability to monitor and recognize the most appropriate technique for guiding their reading comprehension performance, which is also one of the important aspects. In line, reading comprehension is the process of deducing meaning from a written text by combining the readers past knowledge with the new information presented. As comprehension necessitates the interaction of a diverse set of cognitive skills and processes, there are numerous instances in which issues develop, many of which result in comprehension failure. Moreover, the aim of this study is to investigate whether there is any significant direct and indirect contribution of cognitive resilience toward reading comprehension skill mediated by metacognitive reading awareness among eleventh graders. The analysis of this study is using path analysis. Meanwhile, the population of this research is the students of the second grade of SMAN 4 Kota Kediri in the second semester in the academic year of 2021/2022. The samples are four classes; those are class XI MIPA 6, XI MIPA 7, XI IPS 1, and XI IPS 2. It uses reading comprehension skill test and questionnaire of cognitive resilience and metacognitive reading awareness as the instrument. The data was analysed using SPSS AMOS 25.0. The result of the test was analysed by using Path. The result showed that .1136 (READING < --- MRA X MRA < --- CR; .614 X .185 = .1136) and the pvalue that was .03. Based on the calculation, it could be said that the indirect contribution of cognitive resilience through metacognitive reading awareness toward reading comprehension skill was very weak. However, the Z-Sobel was 2.18. It means there was a significant indirect contribution of cognitive resilience through metacognitive reading awareness toward reading comprehension skill

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