Articles
<![CDATA[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 ]]>
<![CDATA[Imamyartha, David]]>;
<![CDATA[Sulistyo, Gunadi Harry]]>
<![CDATA[ Dinamika Ilmu Dinamika Ilmu Vol 17 No 1, June 2017 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v17i1.585
<![CDATA[Even though there are four English language skills in the Indonesiaâs 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 studentsâ 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.]]>
<![CDATA[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 ]]>
<![CDATA[Imamyartha, David]]>;
<![CDATA[Sulistyo, Gunadi Harry]]>
<![CDATA[ Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 17 No 1, June 2017 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v17i1.585
<![CDATA[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.]]>
<![CDATA[The efficacy of 4Cs-based reading to foster 21st-century learning competencies ]]>
<![CDATA[Imamyartha, David]]>;
<![CDATA[Fitriyah, Siti Masrifatul]]>;
<![CDATA[Tasnim, Zakiyah]]>;
<![CDATA[Puspa, Areta]]>;
<![CDATA[Fardhani, Aan Erlyana]]>;
<![CDATA[Wahjuningsih, Eka]]>;
<![CDATA[Sundari, Siti]]>;
<![CDATA[Hudori, Rizki Febri]]>;
<![CDATA[Arya, Bambang]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 9, No 2 (2019): Vol. 9, No. 2, September 2019 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v9i2.20218
<![CDATA[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.]]>
<![CDATA[PENINGKATAN PARTISIPASI AKREDITASI MELALUI PELATIHAN DAN PENDAMPINGAN PENYUSUNAN DOKUMEN AKREDITASI DELAPAN STANDAR ]]>
<![CDATA[Fuad Hasan]]>;
<![CDATA[Linda Fajarwati]]>;
<![CDATA[David Imamyartha]]>
<![CDATA[ JURNAL PENGABDIAN KEPADA MASYARAKAT Vol 27, No 2 (2021): APRIL-JUNI ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jpkm.v27i2.23726
<![CDATA[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]]>
<![CDATA[Derailed Discourse in Instructional Milieu: Discourse Mode Obscurity in the Development of English Instruction Materials and Tasks for ESP ]]>
<![CDATA[David Imamyartha]]>
<![CDATA[ FKIP e-PROCEEDING 2017: Proceeding of the Workshop on Intercultural Communication ]]>
Publisher : <![CDATA[Pendidikan Fisika FKIP UNEJ ]]>
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<![CDATA[ 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.]]>
<![CDATA[Employing Blended Literature Circles to Foster Activating Academic Emotions of Struggling Readers ]]>
<![CDATA[David Imamyartha]]>;
<![CDATA[Eka Wahjuningsih]]>;
<![CDATA[Areta Puspa]]>;
<![CDATA[Mitasari Mitasari]]>;
<![CDATA[Siti Masrifatul Fitriyah]]>;
<![CDATA[Rizki Febri Andika Hudori]]>;
<![CDATA[Rika Andayani]]>;
<![CDATA[Zakiyah Tasnim]]>;
<![CDATA[Aan Erlyana Fardhani]]>;
<![CDATA[Siti Sundari]]>;
<![CDATA[Bambang Arya Wijaputra]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 5 No. 1 (2021): IRJE |Indonesian Research Journal in Education| ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v5i1.9855
<![CDATA[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. ]]>
<![CDATA[Engaging Learners in Intercultural Learning through Digital Literature Circles in Tertiary EFL Classroom ]]>
<![CDATA[Imamyartha, David]]>;
<![CDATA[Bilqis, Mutiara]]>;
<![CDATA[Puspa, Areta]]>;
<![CDATA[Hudori, Rizki Febri Andika]]>;
<![CDATA[Wahjuningsih, Eka]]>
<![CDATA[ Dinamika Ilmu Vol 24 No 2 (2024): Dinamika Ilmu, 24(2), December 2024 ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/di.v24i2.8831
<![CDATA[With the advent of technology, cultural diversities have encouraged language teachers in tertiary education to push the current pedagogical boundaries to seek the best fits for cultural learning, despite the little emphasis on interculturality in day-to-day language learning. Entrenched to Byram’s intercultural learning, this case study explored Indonesian tertiary EFL learners’ perspectives of their intercultural learning through digital literature circles (henceforth DLC) within the context of tertiary education. Forty-five freshmen were involved in reflective culturally-laden DLC, during three months of an Extensive Reading course. Research data were garnered from focus group discussion (FGD) and students’ reading logs in their DLC role sheets. Drawing on qualitative content analysis, this study has acknowledged that DLC evokes consciousness-raising, comparative interpretation, and criticality associated with intercultural communicative competence (ICC). Students voice the critical cultural awareness stemming from such transactional reading, manifest in richer propositions and ideas, deeper understanding of foreign and home cultures, and critical evaluation and reflection on cultures. The study corroborates the technological and socio-constructivist affordances of DLC to empower intercultural learning.]]>
<![CDATA[GAMIFIED ENGLISH INSTRUCTION MEDIATED BY KAHOOT! AT SENIOR HIGH SCHOOL: EVIDENCE FOR VOCABULARY GAINS ]]>
<![CDATA[Mubarok, Doyfi Ibrahim Rizqi]]>;
<![CDATA[Bilqis, Mutiara]]>;
<![CDATA[Imamyartha, David]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 1 (2025): January 2025 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v9i1.10435
<![CDATA[Learning vocabulary in a second or foreign language is necessary for effective communication. Because the process of memorizing vocabulary is boring and stressful for some high school students, they have poor vocabulary knowledge. This study is focused on investigating whether or not there is an effect of using Kahoot! on senior high school students' vocabulary achievement. This research was conducted in two classes, one of which was used as an experimental class, and the other was a control class. The duration of the treatment is two weeks, and the third week is to do a post-test. This research was carried out in one of the high schools in Jember City. To measure participants' achievement in vocabulary learning after the experiment, a vocabulary achievement test was developed by the researchers. To check the validity of the hypothesis, an independent sample t-test was run to determine the significant difference between the mean post-test score and the SPSS. The results of the study indicate that Kahoot is effective in improving the vocabulary learning of the experimental group.]]>
<![CDATA[A PORTRAIT OF STRATEGIES TO PROMOTE STRUGGLING READERS’ ENGAGEMENT IN JUNIOR HIGH SCHOOL ]]>
<![CDATA[Wahyuni, Sri]]>;
<![CDATA[Fardhani, Aan Erlyana]]>;
<![CDATA[Imamyartha, David]]>
<![CDATA[ Wiralodra English Journal (WEJ) Vol. 8 No. 2 (2024): Wiralodra English Journal (WEJ) ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/wej.v8i2.313
<![CDATA[The present study sought to investigate the strategies employed by an English teacher in teaching reading at a junior high school. Different from previous research, which generally recruited several respondents, this study exclusively focused on a single teacher. This enabled a more detailed exploration of instructional strategies geared to a specific classroom setting. Employing qualitative descriptive design, the research was geared to examine the types of instructional strategies the teacher engaged, how these strategies were put at play, and their effectiveness in promoting students' English reading engagement. Data collection methods included observations and interviews with the teacher. The collected data were analyzed using qualitative analysis method. The findings unveiled that the teacher employed three main strategies for teaching reading: Question Answer Relationship Strategy, Reciprocal Teaching Strategy, and Imitation Strategy. These strategies were critical in enhancing students' comprehension of English texts through collaborative learning in making meaning based on provided texts. The findings underlined the importance of tailored instructional approaches that promote students’ active participation and reading engagement. This research contributes to the discussion on reading instruction by identifying practical strategies that can be adapted and implemented by English teachers to foster students' reading engagement effectively.]]>
<![CDATA[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 ]]>
<![CDATA[Imamyartha, David]]>;
<![CDATA[Sulistyo, Gunadi Harry]]>
<![CDATA[ Dinamika Ilmu Vol 17 No 1 (2017): Dinamika Ilmu, 17(1), June 2017 ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/di.v17i1.585
<![CDATA[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.]]>
