Despite the importance of reading competence in their career, EFL students’ reading performances are still considered insufficient. Concerning the issues, this study aims to know the correlation between influential factors of reading (1) attitude; (2) metacognitive awareness of reading strategies; and (3) reading competence of the first year undergraduate students at a university in Indonesia, both partially and simultaneously. A total of 71 students was recruited to be the participants of this research. The instruments used to collect the data were test and questionnaires. The data analysis techniques were single correlation, multiple correlation and regression by using Microsoft Excel 2013. The findings of this research indicate that in the level of significance α = 0.05 (1) students’ reading attitude is positively correlated with reading competence (rxly = 0.531); (2) students’ metacognitive awareness of reading strategies is positively correlated with reading competence (rx2y = 0.453); and (3) students’ reading attitude and metacognitive awareness of reading strategies simultaneously correlated positively with reading competence (Rx1x2y = 0.552). The positive correlation showed that students’ reading attitude and metacognitive awareness of reading strategies contribute to their reading competence. In conclusion, the students’ reading attitude and metacognitive awareness of reading strategies simultaneously associate with the development of reading competence. Therefore, students’ reading attitude and metacognitive awareness of reading strategies need to be considered in designing teaching and learning of reading. This current research suggests teachers to arrange some reading activities and instruction that positively enhance students’ reading attitude and awareness of the use of reading strategies into the teaching and learning process of reading.
