the questionnaire. They should write their response 1, 2, 3, 4, or 5 that tells how true of me that statement is. The available answers were:
1 means that it is never or almost never true of me; 2 usually not true of me;
3 somewhat true of me; 4 usually true of me;
5 always or almost always true of me Setiyadi, 2011.
This questionnaire was translated into Indonesian in order to facilitate the students in choosing appropriate statements to the student’s ability in reading
comprehension. After that, the researcher used the reading test based on students’
handsbook of curriculum competency based on KTSP. The reading test was given to the students when the questionnaire test had been administered. The time
allocation was 90 minutes. There were 50 items in form of a suitable answer based on the text for any or some questions in reading test. The questions was tried out
in other class outside the sample to get validity and reliability of the test. The kind of reading test used was objective test. There were lists of questions with five
possible answers a., b., c., d., and e. that have to be answered by students in the test to measure students’ reading comprehension.
3.5. Validity and Reliability
3.5.1. Validity 1. Validity of Questionnaire
Validity refers to whether the questionnaire or survey measures what it intends to
measure. While there are very detailed and technical ways of proving validity that
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.
