This thesis is aimed to find out positive correlation between (1) students’ self-efficacy and reading comprehension, (2) students’ lexical meaning mastery and reading comprehension, (3) students’ self-efficacy, lexical meaning mastery, and reading comprehension, and (4) to investigate how the students’ self-efficacy and lexical meaning mastery can be taken into account in teaching reading. The method that is used in this study is correlational study. The study was conducted in January 2016 in SMAN Kebakkramat. The population of the study is all the eleventh grade students of SMAN Kebakkramat in the academic year 2015/2016 which consist of ten classes. The total number of the population is 360 students. By using simple random sampling technique, the writer takes class XI IPA 3 as the sample which consisted of 35 students. The instruments to collect the data are questionnaire and test. The questionnaire was used to collect the data of students’ self-efficacy. The test was used to collect the data of students’ lexical meaning mastery and reading comprehension. The techniques which were used to analyze the data are simple and multiple correlation. The result of the study shows that in the level of significance ? = 0.05 it is found that (1) there is positive correlation between students’ self-efficacy and reading comprehension, (2) there is positive correlation between students’ lexical meaning mastery and reading comprehension, (3) there is positive correlation between students’ self-efficacy and lexical meaning mastery simultaneously and reading comprehension. From the result of the study it is also known that students’ self-efficacy and lexical meaning mastery are important factors that give contribution to students’ reading comprehension. Self-efficacy and lexical meaning mastery can be taken into account in teaching reading