This study is focused on students’ difficulties in reading comprehension skill, especially for main idea, supporting detail, reference, and vocabulary. Thus, Multipass Strategy is applied to teach reading comprehension skill on descriptive text. This strategy is aimed to know whether the use of Multipass strategy can or cannot increase students’ achievement in reading comprehension skill. This study is pre-experimental research with one-group pretest and posttest design because using one class. The sample of this study was class VIII-5 of SMP Negeri 2 Kabanjahe. The given test was a reading text on descriptive text. The test consisted of 20 items in essay form which covered main idea, supporting detail, reference, and vocabulary. Then, the data was analyzed by using SPSS version 20. It was found that the students got improvement after practicing Multipass strategy. The result showed that sig. (2- tailed) = 0. 000. It was lower than significant level ( 0. 05). For main idea,the sig. (2- tailed) = 0. 000 < 0. 05, the sig. (2- tailed) for supporting detail is 0.000. For reference, the sig. (2-tailed) = 0. 000. However, the sig. (2-tailed) of vocabulary is 0. 745. It is larger than significant level ( 0. 05). It means that the use of Multipass strategy do not improve students’ skill in mastering vocabulary. To sum up, Multipass strategy is suitable to be used for increasing students’ reading comprehension achievement and it works for main idea, vocabulary, reference, except vocabulary. For this reason, it is suggested for teachers to apply the Multipass strategy in teaching reading comprehension.