Data Collecting Technique RESEARCH METHODS

are beyond the level of this discussion, there are some concepts that are useful to keep in mind. The overriding principle of validity is that it focuses on how a questionnaire or assessment process is used. Reliability is a characteristic of the instrument itself, but validity comes from the way the instrument is employed. Furthermore, according to Hatch and Farhady 1982 at least there are two validities should be fulfilled; content and construct validity. The questionnaire that was employed in this research was Language Learning Strategy Questionnaire or the LLSQ to find out students’ learning strategies in reading. The Questionnaire was used LLSQ that developed by Setiyadi 2011, this questionnaire had been standardized so it has good validity. The content validity of the LLSQ was partly determined by professional judgment. There were five language teaching experts matched the LLSQ items, with agreement 94, against entries in three language learning category Setiyadi, 2011. 2. Validity of Reading Test a. Content Validity Content validity related to all those items that are available in a measuring instrument. To fulfill this validity the researcher should look at all indicators in the form of grains of matter and analyze it whether the measuring instrument as a whole has been represented on the material that would be measured Setiyadi, 2006: 22. In the content validity, the test questions were based on the curriculum that currently used in Indonesia, that is KTSP curriculum. These questions were taken from 10 th grade English textbooks and mid-semester test questions which were related to reading skill. b. Construct Validity Construct validity is concerned with whether the test is line with the theory of learning strategies toward reading what it means to know the language that is being measured. 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. In this research, the researcher formulated table of specification. So every test items could be matched with the goal and the materials had been taught. Regarding the construct validity, it measures whether the construction had already in line with the objective of the learning Hatch and Farhady, 1982: 251. To know whether the test is good reflection of the knowledge which the teacher wants the students to know, the researcher compared the items of the test with table of specification. If the table represents the material that the researcher wants to test, then it is valid from that point of view. A table of specification is an instrument that helps the test constructor planned the test see Appendix 2. Table 2. Table of Specification of Data Collecting Instrument No.