Article Per Year (5 Year)
p-Index From 2018 - 2023
0.61
P-Index
This Author published in this journals
All Journal Indonesian Journal of Applied Linguistics (IJAL) JURNAL PENGABDIAN KEPADA MASYARAKAT FKIP e-PROCEEDING Dinamika Ilmu IRJE (Indonesian Research Journal in Education) DINAMIKA ILMU: Jurnal Pendidikan
Imamyartha, David
University Of Jember
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 7 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 7 Documents
Search

 1 
An Evaluation Paradox: The Issues of Test Validity in the Realm of Writing Test as the Final School Examination in the Indonesian Senior High School Milieu Imamyartha, David; Sulistyo, Gunadi Harry
Dinamika Ilmu Dinamika Ilmu Vol 17 No 1, June 2017
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v17i1.585

Abstract

Even though there are four English language skills in the Indonesia’s national curriculum at upper secondary schools, each of these skills is given an unequal emphasis since only reading and listening skills are formally tested in the national examination. Although writing competence possesses a particular stake as the determinant of students’ achievement after students undergo a three-year education at the upper secondary school level, it appears that the existing writing tests are low in terms of test validity, as demonstrated by a preliminary study. A further study is carried out to probe the issues of test validity by deploying the framework of test validity, which pertains to theory-based validity, context validity, scoring validity, criterion-related validity, and consequential validity in the scrutiny of the existing writing tests. It is revealed that the current writing tests are fraught with validity problems in all of these facets of test validity. This is corroborated by interview data in the preliminary study and the analysis of the existing writing tests. These particular issues obviously evoke an ambivalence between the exalted educational objectives in the national curricula and the edifice of English assessment. Based on the findings, several implications and directions rise for future praxis of writing assessment.
An Evaluation Paradox: The Issues of Test Validity in the Realm of Writing Test as the Final School Examination in the Indonesian Senior High School Milieu Imamyartha, David; Sulistyo, Gunadi Harry
Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 17 No 1, June 2017
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (401.021 KB) | DOI: 10.21093/di.v17i1.585

Abstract

Even though there are four English language skills in the Indonesia’s national curriculum at upper secondary schools, each of these skills is given an unequal emphasis since only reading and listening skills are formally tested in the national examination. Although writing competence possesses a particular stake as the determinant of students’ achievement after students undergo a three-year education at the upper secondary school level, it appears that the existing writing tests are low in terms of test validity, as demonstrated by a preliminary study. A further study is carried out to probe the issues of test validity by deploying the framework of test validity, which pertains to theory-based validity, context validity, scoring validity, criterion-related validity, and consequential validity in the scrutiny of the existing writing tests. It is revealed that the current writing tests are fraught with validity problems in all of these facets of test validity. This is corroborated by interview data in the preliminary study and the analysis of the existing writing tests. These particular issues obviously evoke an ambivalence between the exalted educational objectives in the national curricula and the edifice of English assessment. Based on the findings, several implications and directions rise for future praxis of writing assessment.
Derailed Discourse in Instructional Milieu: Discourse Mode Obscurity in the Development of English Instruction Materials and Tasks for ESP David Imamyartha
FKIP e-PROCEEDING 2017: Proceeding of the Workshop on Intercultural Communication
Publisher : Pendidikan Fisika FKIP UNEJ

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

 Abstract: The use of English these days has been ubiquitous as the language is used in omnifarious contexts. That has resulted in the emergence of specific natures of English bound to context in which it is used. This specificity comprises of various aspects of communicative language ability, one of which is discourse typicality. When coupled with instructional concerns, discourse typicality has to be made obvious in every part of classroom orchestra and materials. This study took issues with scrutinizing the discourse appropriateness of tasks and materials included in ESP textbook devoted to university students. The research operationalized the framework of communicative language ability to address the research question. The research found that the textbook, in large part, had yet to involve genre, rhetorical task, interlocutor variable, and pattern of exposition specific to students’ future communicative language ability. Keywords: communicative language ability, discourse typicality, ESP.
Employing Blended Literature Circles to Foster Activating Academic Emotions of Struggling Readers David Imamyartha; Eka Wahjuningsih; Areta Puspa; Mitasari Mitasari; Siti Masrifatul Fitriyah; Rizki Febri Andika Hudori; Rika Andayani; Zakiyah Tasnim; Aan Erlyana Fardhani; Siti Sundari; Bambang Arya Wijaputra
Indonesian Research Journal in Education |IRJE| Vol. 5 No. 1 (2021): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (425.847 KB) | DOI: 10.22437/irje.v5i1.9855

Abstract

Grounded within academic emotion and transactional reading theory, the present study investigates the understudied struggling readers’ academic emotions after taking part in three blended literature circles in an English class at tertiary education. Thirteen Physics Education students partook in the research. Data were garnered by open-ended questionnaires and semi-structured interviews, the results of which were analyzed by directed content analysis bound to Academic emotion theory. The research findings explicate that blended literature circles pave the path to propelling reading-to-learn endeavors. Despite sub-optimal reading proficiency, the students’ academic emotions depict the efforts towards achievement goals, primarily laden with a mastery approach, and social goals through dialogic reading in blended literature circles. 
The efficacy of 4Cs-based reading to foster 21st-century learning competencies Imamyartha, David; Fitriyah, Siti Masrifatul; Tasnim, Zakiyah; Puspa, Areta; Fardhani, Aan Erlyana; Wahjuningsih, Eka; Sundari, Siti; Hudori, Rizki Febri; Arya, Bambang
Indonesian Journal of Applied Linguistics Vol 9, No 2 (2019): Vol. 9, No. 2, September 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i2.20218

Abstract

The omnipresence of 4Cs at tertiary education has shifted the attention of language classroom teachings toward the mastery of multifaceted intelligences. Resultant teaching praxis subsequently calls forth students’ high literacy, which affects the nature and extent of success and failure. This study strived to scrutinize how the 4Cs approach in Reading courses scaffolds students’ multidimensional 21st-century learning competencies. Data were collected through online survey and focus group discussion, with deductive and inductive content analysis subsequently operative. The findings have shed lights on how 4Cs-based reading instructions help teachers to create learning environment commensurate with the demand of 21st-century learning, which aids students’ learning in gaining metacognitive tools for high literacy. With clear framework of collaborative work and scaffolding, teachers can trigger and further direct students’ achievement goals and social goals towards high literacy.
PENINGKATAN PARTISIPASI AKREDITASI MELALUI PELATIHAN DAN PENDAMPINGAN PENYUSUNAN DOKUMEN AKREDITASI DELAPAN STANDAR Fuad Hasan; Linda Fajarwati; David Imamyartha
JURNAL PENGABDIAN KEPADA MASYARAKAT Vol 27, No 2 (2021): APRIL-JUNI
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpkm.v27i2.23726

Abstract

The reasons Pusat Kegiatan Belajar Masyarakat (PKBM)/Community Learning Center especially in regency of Jember has low participation in proposing the accreditation is luck of understanding about accreditation and the luck of document that is needed to proceed accreditation. This community services activity is to provide the information about non formal education accreditation and to guide in compiling accreditation document. This activity is formatting into training and mentoring activity. The result of this activity is the readiness of PKBM in proposing the piloting program which is showed by the completion in compiling the document national education standard and the completion in full filling the document into the accreditation information and evaluation system called SISPENA. Moreover two of the PKBM that is become the object of this activity has success in become the target of accreditation instrument testing and piloting. Generally, it can be conclude that this community services activity has big success, so the number of PKBM that become the object of community services should be increased
An Evaluation Paradox: The Issues of Test Validity in the Realm of Writing Test as the Final School Examination in the Indonesian Senior High School Milieu David Imamyartha; Gunadi Harry Sulistyo
Dinamika Ilmu Vol 17 No 1 (2017): Dinamika Ilmu
Publisher : UIN Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (401.021 KB) | DOI: 10.21093/di.v17i1.585

Abstract

Even though there are four English language skills in the Indonesia’s national curriculum at upper secondary schools, each of these skills is given an unequal emphasis since only reading and listening skills are formally tested in the national examination. Although writing competence possesses a particular stake as the determinant of students’ achievement after students undergo a three-year education at the upper secondary school level, it appears that the existing writing tests are low in terms of test validity, as demonstrated by a preliminary study. A further study is carried out to probe the issues of test validity by deploying the framework of test validity, which pertains to theory-based validity, context validity, scoring validity, criterion-related validity, and consequential validity in the scrutiny of the existing writing tests. It is revealed that the current writing tests are fraught with validity problems in all of these facets of test validity. This is corroborated by interview data in the preliminary study and the analysis of the existing writing tests. These particular issues obviously evoke an ambivalence between the exalted educational objectives in the national curricula and the edifice of English assessment. Based on the findings, several implications and directions rise for future praxis of writing assessment.
Co-Authors Aan Erlyana Fardhani Aan Erlyana Fardhani, Aan Erlyana Areta Puspa Arya, Bambang Bambang Arya Wijaputra Eka Wahjuningsih Fuad Hasan Gunadi Harry Sulistyo Gunadi Harry Sulistyo Hudori, Rizki Febri Linda Fajarwati Mitasari Mitasari Rika Andayani Rizki Febri Andika Hudori Siti Masrifatul Fitriyah Siti Sundari Siti Sundari Sulistyo, Gunadi Harry Zakiyah Tasnim Zakiyah Tasnim