Reading is a complex dynamic proses. That included an interaction between the reader and the text to produce meaning. Literal comprehension, inferential comprehension, critical comprehension. The researcher used literal and inferential comprehension. Reading teaching techniques to increase reading comprehension. This study is aimed to compare preview, question, read, summarize, and test technique and conventional technique. The study was carried out in a population of 200 student at MA Al Azhar Muncar. The cluster random sampling was done to selected two classes out of ten classes. There are 49 students in those two classes. Two classes consist of XI IPS 1 is 25 students as control group and IX IPS 2 is 24 students as experiment group. The data collection of instruments is multiple-choice test. The reading comprehension use to understand reading based on level. In adjusting the instrument of test, the researcher uses content validity, reliability and, difficulty of test. To achieve the purpose of the present study, the data were analyzed by normality and mann whitney u test analyses with the help of SPSS 25. The result turned out to confirm that there is no distribute normally both of the PQRST technique and conventional techniques. The results of the first data analysis show that the mean score of literal comprehension in experiment group is 9.92 and control group is 10.00. The comparison of these data using the mann whitney u test confirmed a significant value of.918. This means that there is no significant difference in literal comprehension between students taught with PQRST and conventional techniques. The second data analysis shows that the mean score of inferential comprehension in experiment group is 9.92 and control group is 7.96. The difference of mean score is 1.96. The comparison of the data using mann whitney u test confirmed the significant value is .000. It means that there is significant difference in inferential comprehension between students taught with PQRST and conventional techniques. Suggestions proposed on the basis of the result are addressed to reading teaching comprehension practitioners as well as other researchers who wish to pursue related topics in future research. Those suggestions concern about the importance of deciding the technique in teaching reading comprehension in senior high school