This study aimed at exploring effects of schemata-building on improving grade 10 students’ reading comprehension skills at Da Tong high school and their attitudes towards the adoption of schemata building activities in learning reading skills. This study adopted quasi-experimental research, which consisted of an experimental groupand a control group. The experimental group was taught with the adoption of schematabuilding activities; whilst the control group was not taught through schemata building activities. The researcher used the quasi experimental design with the aim to explore the effects of using schemata building activities in reading comprehension. Apretest and a posttest were used in the experimental group and the control group. A quantitative research was used in the study. Moreover, the study employed qualitativeresearch method. The researcher wanted to combine quantitative method and qualitative method to clarify the objectives of the research. The results of the study have indicated that students can enhance their reading comprehension through using schemata building activities. This utterance was proved by the better erformance in the post-test of the experiment group than the performance of the control group. In other words, after treating with schemata building activities, students’ reading comprehension has been improved. Moreover, the participants who are treated with schemata building activities surely know the ways to build schemata building activities on reading comprehension. They also recognized the importance ofschematabuilding activities on their improvement of reading learning. Furthermore, they believed that using schemata building activities could help them comprehending texts better.