The aim of this research was to find out whether chunking strategy influenced students‟ reading comprehension. This research used experimental method and it was conducted on 28th April until 13th May 2016. The subjects of the research were 72 students of two science classes, in which one class (X MIA 3) was treated as the experimental group and the other (X MIA 5) as the control group. The data were collected through test. The test was in the form of multiple choices. T-test formula was used to analyze the data. Using the t-test at the significance level of 0.05 and the degree of freedom 70, data analysis showed that the chunking strategy was effective (4.726>1.666). The t-test result for five components namely decoding knowledge, discourse knowledge, syntactic knowledge, readiness aspect and affective aspect were significant and one of the components was not significant, namely vocabulary knowledge. Based on the result of the research, it can be concluded that chunking strategy was effective for teaching reading and the hypothesis which stated that chunking influences on students‟ reading comprehension was accepted.