Reading is a complex and interactive activity that needs resources to develop. In essence, reading lets learnersexamine arguments, make prediction, inference, or interpretation, and explore implication and consequence. Hence,the research aims at investigating how test takers’ performance in IELTS academic reading may differ on such tasks.As such, three kinds of tasks were selected in this study: multiple choices; matching information to paragraphs; andyes/no/not given. In order to accomplish the objectives of the study, 30 test takers have already participated in thisresearch. To determine the participants’ homogeneity as well as reading proficiency, IELTS reading test was carriedout at the outset of the research. Based upon the result, 23 test takers were included in this research and four originaltests of IELTS were utilized. One-way ANOVA together with Sheffe Test were employed to analyze the subsequentdata. Data recognized that test takers had performed differently on IELTS reading test because of dissimilar task typedelivered. The finding of the research indicated that the task types had significant effect on the performance of IELTSreading test