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This research is carried out to achieve three main objectives, first, there is any significant effect of using Introducing Vocabulary technique on improving students‘ reading comprehension, second, there is a significant of using Picture walk technique on improving students reading comprehension and finally the researcher is to examine whether there is a significant difference of improving on students‘ reading comprehension between those taught using introducing vocabulary technique and those taught using picture walk technique. In addition, this research employs quantitative design. This design was used to find out statistically if there is significant of introducing vocabulary and picture walk technique are significant to students‘ reading comprehension. There are three research variables in this research design. Introducing vocabulary technique (X1) and picture walk technique (X2) are two independent variables. The other is reading comprehension (Y) as the independent variable. Finding of this study showed that there was a significant effect of introducing vocabulary technique and picture walk technique in improving students‘ reading comprehension. It can be seen from the t-test result that p-value of introducing vocabulary is smaller than 0.05 (0.000 < 0.05), and p-value of picture walk was also smaller than 0.05 (0.000 > 0.05). Moreover, there was also a significant difference of improvement between those taught by using introducing vocabulary and picture walk techniques (0.004 < 0.05). Based on the result showed above, picture walk technique can be a good alternative in improving students‘ reading comprehension.