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

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. Table 3.1. Specification of Test Items for the Reading Comprehension No Reading Skills Items Number Percentage 1. Determining main idea 1, 6, 11, 16, 21, 26, 31, 36, 41, 46 20 2. Finding supporting detail 2, 7, 12, 17, 22, 27, 32, 37, 42, 47 20 3. Reference 3, 8, 13, 18, 23, 28, 33, 38, 43, 48 20 4. Inference 4, 9, 14, 19, 24, 29, 34, 39, 44, 49 20 5. Vocabulary 5, 10, 15, 20, 25, 30, 35, 40, 45, 50 20 Total 50 100 Modified Reading specification from Gassner, Mewald Siggott The percentage of each reading skill was the same because the researcher would find out which aspect that increased the most by using K-W-L strategy in teaching reading. This test was conducted to determine the quality of the data collecting instrument of the research, that were reliability, validity, level of difficulty, and discriminating power. Students were given 50 items of multiple choices test in 80 minutes. • Reliability Reliability refers to the extent to which the test is consistent in its score gives us an indication of how accurate the test score are Hatch and Farhady, as cited in Tanum, 2014:34. The test was determined by using Pearson Product Moment which measures the correlation coefficient of the reliability reliability of half test in the following formula: { }{ }