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The objectives of this research were to (1) investigate the significant difference between students who were taught through PQ4R and those who were taught through Reciprocal teaching strategy on their reading comprehension, (2) investigate the significant difference between students with visual and auditory learning style on their reading comprehension and (3) investigate the significant interaction between teaching strategy and learning style in their effect on students’ reading comprehension. The research was conducted at SMKN 46 which is located on Jl B7 Cipinang Pulo East Jakarta from November 2016 to January 2017. The method of this research was a quasi experiment. The respondents were divided into two groups: experimental group and comparison group. The experimental group was treated by using PQ4R strategy while comparison group was treated using Reciprocal teaching strategy. Each group consisted of 16 students with visual learning style and 16 students with auditory learning style. The data were collected using reading test (25 items in the form of multiple choice) and learning style questionnaire. The data were analyzed by two-way ANOVA. Based on the result of data analyzed, there were three conclusions. Firstly, the result revealed that there was no significant difference between students who were taught through PQ4R and those who were taught through Reciprocal teaching strategy on their reading comprehension. It was supported by the p-value of method is bigger than α0.05. Secondly, there was no a significant difference between students with visual and auditory learning style on their reading comprehension. It was supported by p-value of learning style that is bigger than α0.05. Thirdly, there was no a significant interaction between teaching strategy and learning style in their effect on students’ reading comprehension. It was supported by p-value of learning style that is bigger than α0.05. In short, PQ4R and Reciprocal teaching strategy could give the effect on students’ reading comprehension, but the difference was not significant for both students with visual and auditory learning style at SMKN 46 Jakarta. It happened because the strategies applied could not provide much influence for those students with different learning style in improving their reading comprehension. Therefore, the researcher suggested that teachers should be accustomed using the variety of teaching strategies for students’ reading comprehension improvement. The teachers also should be more creative in applying any strategies in teaching reading of English text. For the other researcher, it is suggested to investigate further about another relevant teaching strategies for students with visual and auditory learnig style in improvinng their reading comprehension. In addition, the sample should be also increased for further investigation.