This study investigated the correlation between test-taking strategies and reading comprehension. It was conducted to find out: (1) the reading comprehension of the fifth semester of English Department Students at Mulawarman University academic year 2019/2020, (2) the most dominant testtaking strategy applied by the fifth semester of English Department Students at Mulawarman University academic year 2019/2020, (3) the correlation between students’ test-taking strategies and their reading comprehension. The research applied correlation research design. This research was conducted to the fifth semester of English Department students at Mulawarman University academic year 2019/2020. There were 45 students who took an English reading comprehension test and answered a test-taking strategy questionnaire the participants. The data were collected through documentation score of TOEFL reading comprehension and test-taking strategies questionnaire. The research result showed that (1) the students’ reading comprehension score was achieved with mean (M=62.98) and standard deviation (SD=6.871), (2) metacognitive strategy was the most dominant test-taking strategy applied by the students of English Department at Mulawarman University, (3) There was a correlation between test-taking strategies and reading comprehension with r(.507) classified as a fair correlation and p(.000) classified as significant. Therefore, there is significant and fair correlation between test-taking strategies and reading comprehension.
Keyword: Correlation, Reading Comprehension, Test-Taking Strategies