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The objective of this research is to investigate: (1) whether there is a significant improvement in reading comprehension achievement for the grade X students who are taught by using Guiding Question Method; (2) whether there is a significant improvement in reading comprehension achievement for the grade students X students who are taught by using Speed Reading method; and (3) whether there is a significant difference of improvement on students’ reading comprehension between those who are taught using Guiding Question method and those who are taught using Speed Reading. The research was conducted at Sekolah Menengah Kejuruan (SMK) Negeri 2 Bogor, West Java province, from July 2014 to May 2015. By using Simple Random Sampling – Lottery, 2 classes of 12 classes of the students grade X year 2014/2015 were chosen as samples. The method of the research was an experimental study. The instrument of the research used to analyze the data was a test. The test was in the form multiple choice test. The test was used to measure the students’ reading comprehension. Furthermore, there were four kinds of data that had been collected, i.e. pre-test of the experiment class, pre-test of the comparison class, post-test of the experiment class and post-test of the comparison class. The data was analyzed using a program of SPSS (Statistical Package for the Social Sciense) version 17.00. Based on the results of the data analysis, three findings were drawn: First, Guiding Question method (X1) improved significantly the students’ reading comprehension achievement (Y). It was supported by the significance or p-value is 0.000. This value was less than α = 0.05. Second, Speed Reading method (X2) improved significantly the students’ reading compehension achievement (Y). It was also supported by the significance or p-value is 0.000. This value less than α = 0.05. Third, there is significant difference of improvement on reading comprehension achievement for the students who were taught by Guiding Question method and those who were taught by using Speed Reading method. It was also supported by the significance of values of the treatment class and the comparison class were 0.000. This significance of value is less than α = 0.05. The research conclusion that both Guiding Question and Speed Reading methods are beneficial and effective to improve the students’ reading comprehension. Both methods can be implemented in teaching reading comprehension. Therefore, it is suggested that the English teachers are suggested to use Guiding Question or Speed Reading methods for teaching reading comprehension.