Article Per Year (5 Year)
p-Index From 2021 - 2026
0.817
P-Index
This Author published in this journals
All Journal Reflective IJEE (Indonesian Journal of English Education) SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Journal of Education Technology Jurnal Literasiologi Titian: Jurnal Ilmu Humaniora Indonesian Language Education and Applied Linguistic Reviews
Monalisa Monalisa
UIN Sulthan Thaha Saifudddin Jambi
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Nursing Public Health Social Sciences Other

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

Found 7 Documents
Search

 1 
FEEDBACK TO STUDENTS’ WRITING AT PLANNING STAGE FOR BETTER FINAL DRAFTS Monalisa, Mrs
Reflective Vol 4 (2013)
Publisher : Reflective

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

Abstract

Writing skill is reasonably complicated to acquire by most of English Foreign Language (EFL) learners. In contrast, to write effectively becomes significance for them due to their accomplishment in academic life for the most part may depend on it. A number of efforts have been made to develop students’ writing skill such as applying various writing approach. One of the approaches which considered sufficient to meet the learners’ need for writing essay is interactional approach. The essential factors in interactional approach are written input and feedback from both teachers and peers at every stage of writing. This paper will, subsequently, discuss the application of this approach at the prewriting stage namely generating ideas, and making outline. Since the cyclical process of writing tends to take time, the input and feedback from the lecturer on the students’ final drafts are more often considered final by them. Therefore, I rarely accepted the revised version of students’ final draft. This experience has led me to only share the progress of essay content.Keywords : Interactional Approach, Prewriting Stage, Content Accuracy
INTERACTION IN EFL WRITING CLASS: LECTURERS’ REFLECTION Monalisa Monalisa
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 4 | NO.2 | 2017
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v4i2.8323

Abstract

ABSTRACT In writing class, producing a well-polished text passes two main stages: pre writing and drafting. During these stages, interactions take place which can be in form of learners-learners and learners-lecturers interactions. Dealing with this, two main questions should be directed towhat practices of interaction conducted  during writing class and how lecturers reflect them. The data were collected from four writing lecturers of English Education Program of State Islamic University Sulthan Thaha Saifudin Jambiwho have at least two years teaching experience. An interview conducted to each of them to explore what interactions were facilitating and less facilitating learners.The result showed that oral and written interaction were found from both learners-learners and learners-lecturers interactions.As reflected by the lecturers, both oral and written interactions made sense for the learners with particular assistances. Specifically, a long written comments on the learners’ drafts contributed better revision. ABSTRAK Untuk memproduksi sebuah teks yang terpoles dengan baik, ada dua tahapan utama yang dilalui di kelas Writing yakni tahapan pramenulis dan tahapan membuat draft. Selama tahapan tersebut,  interaksi berlangsung antara mahasiswa dengan mahasiswa dan antara dosen dengan mahasiswa. Terkait dengan hal ini, ada dua pertanyaan yang diajukan yakni apa saja praktek interaksi yang terjadi di kelas Writing dan bagaimana dosen merefleksikannya. Data penelitian ini dikumpulkan dari empat orang dosen Writing di program studi pendidikan Bahasa Inggris UIN Sulthan Thaha Saifudddin Jambi yang memiliki pengalaman mengajar paling sedikit dua tahun. Interview dilakukan dengan mereka untuk mengetahui interaksi apa saja yang dapat memfasilitasi mahasiswa dalam menulis. Temuan menunjukkan bahwa terdapat interaksi secara oral dan tertulis dari mahasiswa dengan mahasiswa dan mahasiswa dengan dosen. Seperti yang direfleksikan oleh para dosen, kedua tipe interaksi tersebut bermakna bagi mahasiswa dengan asistensi khusus. Temuan spesifiknya adalah bahwa komentar panjang tertulis pada draft mahasiswa mampu membuat revisi draft mereka menjadi lebih baik.How to Cite: Monalisa. (2017). Interaction in EFL Writing Class: Lecturers’ Reflection. IJEE (Indonesian Journal of English Education), 4(2), 144-155. doi:10.15408/ijee.v4i2.8323 
Praksis Membaca Ekstensif Mahasiswa Pendidikan Bahasa Inggris dan Implikasinys Terhadap Pengajaran Monalisa Monalisa
Jurnal Literasiologi Vol 5 No 2 (2021): Jurnal Literasiologi
Publisher : Yayasan Literasi Kita Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47783/literasiologi.v5i2.216

Abstract

Artikel ini dimaksudkan untuk melihat praksis membaca ekstensif pembelajar bahasa Inggris sebagai bahasa asing dan implikasinya terhadap pengajaran. Dari 58 angket terbuka yang disebarkan, hanya 19 responden saja yang mengembalikannya. Respon mereka terhadap pertanyaan-pertanyaan tersebut kemudian dikelompokkan berdasarkan tema- tema yang muncul. Pengujian keabsahan data dilakukan dengan mewawancarai beberapa responden yang bersedia sebagai bentuk konfiirmasi dari data angket terbuka sebelumnya. Temuan menunjukkan bahwa kegiatan membaca ekstensif yang mereka jalani berbentuk independen dan blended intensive and extensive. Ada berbagai genre bacaan yang menarik minat baca mereka, namun fiksi berupa novel menjadi pilihan utama disusul teks-teks faktual seperti artikel popular, dan artikel ilmiah. Temuan lainnya adalah adanya perubahan attitude pembelajar terhadap kegiatan membaca yakni membaca adalah kegiatan yang menyenangkan. Terakhir adalah bahwa kegiatan membaca ekstensif yang “disatukan” dengan membaca intensif masih menunjukkan adanya inkonsistensi sebagian kegiatannya dengan prinsip-prinsip membaca ekstensif itu sendiri. Oleh karena itu diperlukan program membaca ekstensif yang terencana dengan baik.
Validasi Desain Silabus Writing II Untuk Program Studi Bahasa Inggris Helty; Darma Putra; Monalisa
Titian: Jurnal Ilmu Humaniora Vol. 4 No. 1 (2020): Juni 2020
Publisher : Fakultas Ilmu Budaya, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/titian.v4i1.9558

Abstract

Penelitian ini bertujuan merancang silabus mata kuliah Writing II bagi mahasiswa Program Study Pendidikan Bahasa Inggris, Prosedur penelitian mengikuti paradigma penelitian pragmatism dengan pendekatan penelitian pengembangan mengikuti Yalden”s Model. Silabus yang dikembangkan dilakukan uji kelayakan oleh ekspert kurikulum, dosen pengampu mata kuliah Writing II. Hasil uji kelayakan menunjukkan bahwa rancangan silabus layak untuk diterapkan pada mahasiswa Program Studi Pendidikan Bahasa Inggris. Kata kunci: silabus; writing II; validasi
PELATIHAN PERSIAPAN PEMBELAJARAN ONLINE BERBASIS SCHOOLOGY DI ERA PANDEMI COVID-19 Shynta Amalia; Amalia Nurhasanah; Wahyuni Fitria; Reni Andriani; Muhammad Iqbal Ramdhani; Faiqah Mahmudah; Tartila Tartila; Ayuliamita Abadi; Monalisa Monalisa; Eliza Trimadona
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 7, No 1 (2023): March
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v7i1.13305

Abstract

ABSTRAKTidak dapat dipungkiri, Pandemi COVID-19 membawa perubahan besar dalam segala aspek kehidupan.  Proses kegiatan  pembelajaran dikelas menjadi salah satu aspek yang terkena dampak yang sangat signifikan. Proses  pembelajaran  online menjadi strategi jitu untuk memfasilitasi kegiatan belajar mengajar  dalam situasi merebaknya wabah   virus Covid- 19 yang mematikan.  Banyak yang siap, tetapi tidak sedikit pula yang merasa kewalahan. Menanggapi fenomena tersebut, tim pengabdian  melakukan kegiatan pelatihan persiapan pembelajaran  online  berbasis   Schoology . Kegiatan ini dilaksanakan secara  online dalam bentuk virtual meeting/webinar menggunakan aplikasi zoom meeting.   Sebanyak 64 peserta   yang aktif mengikuti kegiatan pelatihan  persiapan ini. Ke-64 peserta tersebut didominasi oleh guru dan guru magang. Selama kegiatan berlangsung, peserta pelatihan mengikuti kegiatan dengan antusias, hal ini terlihat  dari keaktifan peserta yang dapat bertahan mengikuti kegiatan  online hingga kegiatan selesai, serta antusias peserta dalam mengikuti sesi tanya jawab.  Hasil evaluasi melalui angket juga menunjukan bahwa kegiatan ini memberikan manfaat yang besar dalam membantu guru-guru mempersiapkan proses pembelajaran online.   Para peserta mendapat wawasan baru terkait penggunaan  Schoology sebagai Learning Management System  atau wadah pembelajaran online yang ramah  bagi siswa dan guru. Kata kunci: pembelajaran online; schoology; learning management system ABSTRACTIt is undeniable that the COVID-19 pandemic has brought significant changes in all aspects of life. The process of learning activities in the classroom is one aspect that has a very significant impact. The online learning process is a surefire strategy to facilitate teaching and learning activities during the outbreak of the deadly Covid-19 virus. Many are ready, but not a few are feeling overwhelmed. Responding to this phenomenon, the service team conducted training activities for online learning preparation based on Schoology. This activity is done online via a virtual meeting/webinar using the Zoom meeting application. A total of 64 participants actively participated in this preparatory training activity. Teachers and preservice teachers dominated the 64 participants. During the activity, the training participants participated enthusiastically; this could be seen from the activeness of the participants who could survive online activities until the activity was completed, as well as the participants' enthusiasm in participating in the question and answer session. The evaluation results through the questionnaire also showed that this activity provided significant benefits in helping teachers prepare for the online learning process. The participants got new insights regarding using Schoology as a Learning Management System or a friendly online learning platform for students and teachers. Keywords: pembelajaran online; schoology; learning management system
Online-based Learning Management System in the Industrial Revolution 4.0 Era: Reality in Islamic Higher Education Monalisa; Khotimah Mahmudah; Ika Aryastuti Hasanah; Aryawira Pratama; Mayang Sastra Sumardi; Rahmadani Putri; Wahyuni Fitria; Edi Rozal; Rijal Alhazzy
Journal of Education Technology Vol. 7 No. 2 (2023): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v7i2.56612

Abstract

The impact of the industrial revolution 4.0 developments with physical and internet cyber systems in the education sector is the development of computer-based teaching which then propagates to the development of online learning and the use of e-learning media. With a combined system, distance learning occurs in a learning management system with web-based assistance platforms and social media which is the result of the development of Industry 4.0 during the 21st century. The main objective of this research is to analyze and compare student perceptions in implementing eight platforms of implementing an online-based Learning Management System at the tertiary level. Then, this study links students' perceptions in implementing online-based learning management with reference to three aspects of assessment; teaching and learning aspects, lecturer competency aspects, and infrastructure aspects. A quantitative approach with a survey design has been chosen. Sampling technique was purposive sampling and involved 147 respondents. The results concluded that the Zoom, Google Classroom and Whatsapp platforms were the most frequently used distance learning media and were also liked by students. Currently, not many lecturers use Moodle because there is not enough time to learn how to use Moodle and prepare all the resources to design the desired learning, while there are many alternative platforms that are easier to learn and use in a short time. The survey on the three aspects of daring learning has been agreed in detail and the results provide positive conclusions regarding the implementation of online-based learning in the past 4 years.
Grammatical Errors Committed by the Student-Teachers in Their Theses Monalisa Monalisa; Syahrial Syahrial; Urip Sulistyo; Mukhlash Abrar
Indonesian Language Education and Applied Linguistics Reviews Vol. 1 No. 1 (2025): Volume 1, Issue 1, April 2025
Publisher : Media Akademika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66272/55yyf790

Abstract

This study aimed to recognize to what extent grammatical errors occurred in undergraduate theses. A qualitative content analysis was employed on 25 theses reported by student-teachers. The writer hired the four steps of errors analysis proposed by Ellis (1997). To adjust to the study's purpose, the two significant taxonomies of errors - the linguistic category and surface taxonomy strategy – were used to make the errors easily classified and explained. Interviews were also conducted to student-teachers and their theses advisors. The deep interaction between the writer and the theses was done by reading them intensively to ensure truthful data. It was found 1397 erroneous sentences that were spread out into simple, compound, complex, and faulty sentences, and they derived 2278 grammatical errors. In relation to the ways of language learners make errors, they were broken into five pieces of the process: omission, misinformation, addition, misordering, and selection. The next findings were source of error issues which consisted of interlingual errors (transfer of structure) and intralingual ones (overgeneralization, incomplete application of rules, false analogy, misanalysis, exploiting redundancy). The results of discussion on the findings led to reflect the student-teachers language status, mainly their writing skill in the position of developmental stage. For accuracy, there are three ways to respond these errors: error corrections, strategy training, and grammar instruction in the context of academic writing. A proto syllabus of Thesis Writing course is proposed to facilitate students in producing adequate thesis.
Co-Authors Amalia Nurhasanah Aryawira Pratama Ayuliamita Abadi Darma Putra Edi Rozal Eliza Trimadona Faiqah Mahmudah Helty, Helty Ika Aryastuti Hasanah Khotimah Mahmudah Mayang Sastra Sumardi Muhammad Iqbal Ramdhani Mukhlash Abrar Rahmadani Putri Reni Andriani Rijal Alhazzy Shynta Amalia Syahrial, Syahrial Tartila Tartila Urip Sulistyo Wahyuni Fitria Wahyuni Fitria