This study investigated the impact of using Fix Up Strategy as a specific treatment to deal with the learners' problem in reading that cannot be overcome merely by general reading comprehension course. This was a kind of quasi-experimental research involving 69 students of Madrasah Tsanawiyah (MTs) Al-Hikmah Bandar Lampung, Indonesia. They were divided into two groups: 36 students of experimental group and 33 students of control group. Learners in experimental group were taught with Fix Up Strategy (FUS) and those in the control group were taught with Reading Aloud (RA), a conventional reading activity. The instrument consisted of 25 multiple choice questions that had been previously validated in the procedures of data collection. Then the instrument was given in pre-test and posttest. In addition, observations were also carried out in the process of teaching reading by using FUS. The data were analysed using t-test and the result showed that 1) the students in the treatment with FUS demonstrated a significant improvement in EFL reading comprehension, and 2) FUS contributed to the students' autonomy in learning reading, enhancement of students' awareness in reading, students' active involvement in reading practice. The finding claims that the students who practiced reading with FUS had a better comprehension than those with RA. Certain pedagogical implications related to the finding were also discussed.