The aim of this study was to find out whether there is any difference in the students’ reading comprehension achievement between those who are taught using Think, Predict, Read, and Connect (TPRC) Strategy and those who are taught using Know-Want-Learn (K-W-L) Strategy in the seventh grade. This study took place at SMP Negeri 3 Hulu Sungai Tengah.The method used in this study is a quantitative method with a quasi-experimental design. The writer chooses VII B as the experimental class taught using Think, Predict, Read, and Connect (TPRC) Strategy and VII C as the control class, which taught using Know-Want-Learn (K-W-L) Strategy. Both classes consist of 26 students. The result from the test that the writer got was 62.15 of the pre-test score in the experimental class and 62.31 in the control class. The post-test score in the experimental class was 74.08 and 74.15 in the control class. Based on the result of the t-test, it was 0.03, and the t-table was 2.009. The result of the t-test was lower than the t-table, so the hypothesis null was accepted, and the alternative hypothesis was rejected. It is means there is no difference in the students’ reading comprehension achievement between those who are taught using TPRC Strategy and K-W-L Strategy. The use of TPRC Strategy and K-W-L Straegy gave positive impact to increase students’ score from pre-test to post-test. In other words, both techniques are good for English Language teaching classroom.Based on the conclusion of the study, the writer suggests the teacher should increase their theoretical knowledge when they interest in applying both strategies. The teacher could use both strategies to improve students' achievement, especially in reading comprehension. Furthermore, the writer hopes this study can be a beneficial impact on other researchers.