There are four skills in learning English and they are interrelated. Reading is often considered difficult for EFL learners to master because students have to acquire other language components such as comprehension, vocabulary, grammar and structure in order to be proficient English learners. Using discovery learning can be applied in the classroom to help students to take more active role in their learning process by answering a series of questions or solving problems designed to introduce a general concept. The aim of this study is to find out whether or not discovery learning can significantly improve students' reading comprehension. This study used quantitative methods, with a pre-experimental research design. The total sample was 35 students. The data was obtained by using tests (a pre-test and a post-test), while the data was analyzed using a T-test, and the data obtained from the pretest and posttest were analyzed through the SPSS 20.0 software. This research reveals students' reading comprehension improved significantly in the mean score in the experimental class. A mean score of 69.89 was recorded in the pre-test and a mean score of 84.14 was recorded in the post-test. Overall, the result of this study shows a significant difference between pre-test and post-test because Tcount > Ttable (4.465 > 2.032). Therefore, it can be concluded that teaching by exploring discovery learning method can help improve students’ reading comprehension.