Pretest Try Out of the Research Instruments

- Face validity, concerns with the lay out of the test; - Content validity, depends on a careful analysis of the language being stated; - Construct validity, measures certain specific characteristic in accordance with a theory of language learning; - Criterion-related validity, concerns with measuring the success in the future as in replacement test. In this study, the researcher used content validity and construct validity. Content validity emphasizes on the equivalent between the material that has been given and the items tested. Simply, the items in the test must represent the material that has been taught. To get the content validity of morphological analysis test, the researcher made a table of specification in order to judge whether the content validity was good or not. Table 3.1 Table Specification of Morphological Analysis Try-out Test No. Morpological aspect Items Number Percentage 1. Inflectional 8A, 14A, 2B, 5B, 11B, 12B 20 2. Prefix Derivational 2A, 6A, 9A, 10B, 13B 16.7 3. Circumfix Derivational 1A, 4A, 12A 10 4. Suffix Derivational 3A, 5A, 7A, 11A, 15A, 1B, 3B, 6B, 8B, 14B 33.3 5. Compound words 10A, 13A, 4B, 7B, 9B, 15B 20 Total 30 items 100 In addition, to get the content validity of reading comprehension test, the researcher tried to arrange the materials based on the basic competence in syllabus taken from Curriculum 2013 for second grade of senior high school students. Then, the objectives were modified that the students were able to identify main idea, make predictions, interpret problemssolutions, understand vocabulary, and make a generalization. Moreover, the researcher also made a table of specification in order to judge whether the content validity was good or not. Table 3.2 Table Specification of Reading Comprehension Try-out Test No. Reading Skills Items Number Percentage 1. Identifying main idea 1, 7, 11, 16, 23, 28, 31, 36 20 2. Making predictions 2, 6, 8, 12, 13, 21, 26, 33, 38 22.5 3. Interpreting problemssolutions 5, 15, 19, 25, 29, 34, 40 17.5 4. Understanding vocabulary 4, 9, 14, 17, 20, 24, 30, 32, 35, 39 25 5. Making a generalization 3, 10, 18, 22, 27, 37 15 Total 40 items 100 Suparman, 2012 Furthermore, construct validity is concerned with whether the test is actually in line with the theory of what it means to know the language Shohamy, 1985: 74. To make sure the test reflected the theory in reading comprehension, the researcher examined whether the test questions actually reflected the means of reading comprehension or not.

b. Reliability

Reliability refers to the extent to which the test is consistent in its score and gives us an indication of how accurate the test score are Hatch and Farhady, 1982: 244. To know the reliability of the test, the researcher used Pearson Product Moment formula which measures the correlation coefficient of the reliability between odd and even number reliability of half test as follows: ∑ √[∑ ][∑ ] where: : coefficient of reliability between odd and even numbers items : odd number : even number ∑ : total score of odd number items ∑ : total score of even number items ∑ : total score of odd and even number After getting the reliability of half test, the researcher used Spearmen Brown’s Prophecy Formula Hatch and Farhady, 1982: 247 to determine the reliability of the whole tests as follows: where: r k : the reliability of the whole tests : the reliability of half test The criteria of reliability are as follows: 0.90 – 1.00 : high 0.50 – 0.89 : moderate 0.0 - 0.49 : low Hatch and Farhady, 1982: 247

c. Level of Difficulty

Level of difficulty relates to how easy or difficult the item taken from the point of view of the students who take the test. It is important since test items which are too easy that all students get right can tell us nothing about differences within the test population Shohamy, 1985: 79. The students were divided into