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This research intends to investigate and to analyze whether there is a significant impact of two reading strategies, namely Collaborative Strategic Reading (CSR) and Title Examine Look Look ans Setting (TELLS) on reading comprehension achievement of field dependent and field independent students of Sekolah Menengah Kejuruan Negeri 30 Jakarta. This research was an experimental research with 2 x 2 factorial designs. The population was six classes (179 students) of grade X SMKN 30 Jakarta in academic year 2014/2015. Before conducting the research, a learning style questionnaire adopted from the Wyss and Flea was administered to measure students‟ learning style types. Then, the samples were selected by deciding which classes were having a more balanced group of field dependent and field independent. The result of the questionnaires indicated that 2 classes were appropriate to be the sample of this research and each class was categorized into subgroups: 12 field dependent and 12 field independent undergoing the CSR class, whereas 12 field dependent and 12 field independent experiencing the TELLS class. After having 8 meetings for the treatment, the data were collected through reading comprehension test and analyzed by using Two- Way ANOVA to test all the hypotheses raise in this study.