Reading skill plays a pivotal role in the process of acquiring information. An appropriate teaching technique should be implemented in order to improve the students' reading skill. This research aimed at revealing whether or not: (1) Herringbone technique (HT) is more effective than Tri Focus Steve Snyder technique (TFSST) to teach reading comprehension, (2) Students having high reading habit have better reading comprehension than those having low reading habit, and (3) there is an interaction between teaching techniques and students' reading habit in teaching reading comprehension. This research was conducted in one State Junior High School in Indonesia. The research was a quasi-experimental study. The population was 75 students of the ninth-grade. Through cluster random sampling, the samples were chosen. The IX-A class was the experimental group and the IX-B class was the control group. The result of comparing HT and TFSST by using two-way ANOVA shows that Fobs was 436.6268 while the Fa with the significant level of 0.05 was 4.0471. Therefore, it implies that HT is more effective than TFSST in teaching reading comprehension. The result of comparing high and low reading habit by using two-way Anova shows that Fobs was 43.3862 while the Fa with the significant level of 0.05 was 4.0471.