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Desy Arum Sunarta
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Mappakalebbi' : Jurnal Tadris Bahasa Inggris
Published by STAI DDI Pinrang
ISSN : 31239420     EISSN : 31239420     DOI : -
Core Subject :
Mappakalebbi: Jurnal Tadris Bahasa Inggris adalah jurnal ilmiah yang diterbitkan oleh STAI DDI Pinrang yang berfokus pada penelitian dan kajian ilmiah di bidang pengajaran, pembelajaran, dan pengembangan Bahasa Inggris. Jurnal ini bertujuan untuk menjadi wadah publikasi bagi akademisi, peneliti, dan praktisi pendidikan dalam berbagi wawasan, teori, serta hasil penelitian yang berkontribusi pada perkembangan Tadris Bahasa Inggris. Jurnal ini menerima artikel dalam bidang: Pengajaran Bahasa Inggris (English Language Teaching - ELT) dalam berbagai jenjang pendidikan Pengembangan Kurikulum dan Metode Pengajaran Bahasa Inggris Inovasi dalam Teknologi dan Media Pembelajaran Bahasa Inggris Penerapan Pendidikan Berbasis AI dalam Pembelajaran Bahasa Inggris Evaluasi dan Asesmen dalam Pengajaran Bahasa Inggris Sosiolinguistik dan Psikolinguistik dalam Pembelajaran Bahasa Inggris Strategi Pembelajaran Bahasa Inggris untuk Penutur Asing dan Lokal Jurnal ini diterbitkan secara berkala dan mengundang kontribusi dari akademisi, peneliti, dan praktisi yang tertarik dalam bidang Tadris Bahasa Inggris. Semua artikel yang dikirimkan akan melalui proses double-blind peer review untuk menjamin kualitas dan kontribusi ilmiah yang tinggi.
Arjuna Subject : -
Articles 23 Documents
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Implementation of Formative and Summative Assessments In English Learning in The Kurikulum Merdeka EKA PURWANTI
Mappakalebbi' : Jurnal Tadris Bahasa Inggris Vol. 3 No. 1 (2026): Mappakalebbi' : Jurnal Tadris Bahasa Inggris
Publisher : STAI DDI Pinrang

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Abstract

This study aims to understand the application of formative and summative assessments in the learning process. The method used was a library study, with data sources drawn from literature reviews related to assessment in education. The results indicate that formative assessments are conducted during the learning process to integrate, refine, and disseminate student development, while summative assessments are conducted at the end of the learning process to assess overall learning outcomes. These two types of assessments have complementary functions in enhancing mutual learning. Developing appropriate assessment techniques is crucial for teachers to accurately assess and continuously improve the learning process, resulting in effective learning oriented toward student competency achievement.
Digital Literacy in Islamic Higher Education English Programs: A Systematic Literature Review Insani Nurchintyawati
Mappakalebbi' : Jurnal Tadris Bahasa Inggris Vol. 3 No. 1 (2026): Mappakalebbi' : Jurnal Tadris Bahasa Inggris
Publisher : STAI DDI Pinrang

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Abstract

Digital literacy has emerged as a fundamental competency within twenty-first-century educational frameworks, yet its integration into English programs at Islamic higher education institutions remains inadequately theorized and empirically examined. This systematic literature review synthesizes peer-reviewed scholarly publications from 2020 to 2026 to construct a comprehensive understanding of how digital literacy is conceptualized, implemented, and assessed within English language programs at Islamic universities. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, this study analyzed twenty Scopus-indexed publications selected through rigorous inclusion and exclusion criteria. Thematic analysis identified five principal dimensions: (1) conceptual frameworks underpinning digital literacy in Islamic educational philosophy; (2) pedagogical integration strategies within English as a Foreign Language (EFL) curricula; (3) faculty competency and professional development trajectories; (4) student engagement and motivation patterns mediated by digital technologies; and (5) institutional policy frameworks governing digital transformation. Findings indicate that while awareness of digital literacy has grown considerably among Islamic higher education stakeholders, systematic implementation remains constrained by infrastructural disparities, theological-pedagogical tensions, and insufficient institutional support. The review further identifies critical gaps in longitudinal research and calls for culturally responsive frameworks that harmonize Islamic educational values with globally recognized digital competency standards
Environmental Support and English Language Learning in Boarding Schools: A Systematic Literature Review Aswinda Darwis
Mappakalebbi' : Jurnal Tadris Bahasa Inggris Vol. 3 No. 1 (2026): Mappakalebbi' : Jurnal Tadris Bahasa Inggris
Publisher : STAI DDI Pinrang

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Abstract

Environmental support has gained increasing attention in English language learning because language acquisition is influenced by both instructional processes and the broader learning environment. This study aims to examine how environmental support contributes to English language learning in boarding school contexts and to identify the key factors that facilitate language development. This study employed a systematic literature review to synthesize findings from scholarly publications related to environmental support, English language learning, and boarding school education. The selected studies were reviewed based on thematic relevance, methodological rigor, contextual appropriateness, and diversity of perspectives. Data were analyzed through thematic synthesis to identify recurring patterns and relationships. The findings reveal that environmental support functions as a multidimensional system influencing language learning outcomes. Social support through peer interaction and collaborative learning promotes authentic communication and confidence. Academic support, including student-centered instruction and teacher guidance, enhances language proficiency and learner autonomy. Institutional and infrastructural support, such as language-rich environments and technology-enhanced resources, increases engagement and opportunities for language practice. Emotional and motivational factors, including self-efficacy, enjoyment, and reduced anxiety, further strengthen sustained participation in learning. The study concludes that effective English language learning in boarding schools depends on the integration of social, academic, emotional, and institutional support. These findings provide practical insights for designing sustainable language-learning environments and inform future research on environmental support in educational settings.  

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