Design THE IMPLEMENTATION OF K-W-L STRATEGY IN TEACHING READING AT THE SECOND GRADE OF MTs N 2 TANGGAMUS

3.4. Instruments

The data in this research was gained by two instruments:

1. Reading Test

Tthe first instrument in this research was reading test. The researcher checked the students’ reading comprehension achievement by giving two reading tests to the students. The reading tests were pretest and posttest. The researcher used multiple choice tests because of some reasons, such as it was easy to score. Besides, it tested the students’ focus. In addition, it was because multiple choices had four options in it which three of them might distract students’ focus of the right answer. In the reading test, tryout test was used to find out the quality of the research instrument that was used in pretest and posttest. In order to get a good test, the test item should fulfill some criteria such as validity, reliability, level of difficulty, and discrimination power that would be discussed below. • Validity A test is considered valid if the test measures the object to be measured and suitable with the criteria. The validity of the test is the extent to which it measures what it supposed to measure is. A test must aim to provide true measure of particular skill that it is intended to measure. There are five types of validity Setyadi, 2006:22. They are face validity concerns with the layout of the test. They are content validity that represents the materials to be included, predictive validity that concerns with measuring the success in the future, as in replacement test, construct validity that concerns in measures specific characteristic in accordance with a theory of language learning and concurrent validity. Based on the types above, the researcher used content validity and construct validity because the other three are considered to be less needed. a. Content validity Content validity relates with all the items of test that include in a test. To meet this validity, the researcher has to see all indicators of the items in test and analyze them thoroughly whether the test is good reflection of what has been taught Setyadi, 2006:22. This study used descriptive text that was supposed to be comprehended by the second grade of junior high school students. The material was chosen based on English curriculum of 2013 for second grade of junior high school. b. Construct validity Content validity concerns with whether the test is actually in line with the theory of what it means to know the language. It means that the test measures certain aspect based on the indicator. The researcher examined it by correlating the aspects that were measured with the theories of those aspects. Moreover, the researcher also made a table of specification by modifying table of specification from Gassner, Mewald Siggott 2007 in order to judge whether the content validity was good or not.