The present study explored the listening strategy used by high achievers (N=12) and low achievers (N=11). More specifically, it aimed to identify 1)whether the listening strategy used by high achievers correlates significantly with listening comprehension, and 2) whether the listening strategy used by low achievers correlates significantly with listening comprehension. A listening comprehension test adopted from a paper-based Longman TOEFL test was used to assess participants’ listening comprehension. Listening strategies used the instrument developed by the researcher based on relevant literature; the listening strategy questionnaire. Descriptive statistics and correlation coefficients were computed to answer the research question. The statistical analysis on correlation used by high achievers shows the significant firstly cognitive strategies get the coefficient correlation - .065>.05 secondly metacognitive strategies get the coefficient correlation -.243 >.05 and thirdly socio-affective strategies get the coefficient correlation of .234>.05 And from the result of data analysis The statistical analysis on correlation used by low achievers shows the significant firstly cognitive strategies get the coefficient correlation -.077>.05 secondly metacognitive strategies get the coefficient correlation -.231>.05 and thirdly socio-affective strategies get the coefficient correlation of .017>.05 So, the correlation between the listening strategy used by High achievers and Low achievers and listening comprehension was not significantly correlated.