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Marsevani, Maya

Universitas Internasional Batam

Author-ID : 3221538

Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Kolaborasi Kegiatan Belajar Mengajar BIPA Universitas International Batam dan Sekolah Global Indo-Asia Marsevani, Maya; Balqis, Nurhayati; Purba, Angelina Trisnauly; Data, Aga; Jap, Gabriella
Community Education Engagement Journal Vol. 5 No. 2 (2024): APRIL
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/ceej.v5i2.15316

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memberikan penanaman nilai-nilai karakter, pengenalan budaya indonesia serta keterampilan peserta didik melalui praktek mengajar BIPA di sekolah Global Indo-Asia, kota Batam. Dengan mencapai tujuan pembelajaran, yakni para peserta didik dapat membedakan, menyebutkan, dan menganalisis pohon keluarga, serta mendapatkan evaluasi positif dari guru, kolaborasi pembelajaran dan pengajaran ini dapat dianggap sukses. Para peserta didik tidak hanya memperoleh pengetahuan baru, tetapi juga terlibat aktif dalam proses pembelajaran, meningkatkan keterampilan interpersonal, dan merasakan keuntungan mendalam dari kolaborasi ini. Oleh karena itu, kegiatan kolaboratif semacam ini memiliki dampak positif yang signifikan bagi kedua belah pihak, membuktikan bahwa pembelajaran dapat menjadi pengalaman yang bermanfaat dan memuaskan. Mahasiswi memiliki peran yang krusial dalam praktek mengajar Bahasa Indonesia bagi Penutur Asing (BIPA) di Sekolah Global Indo-Asia. Peran mereka tidak hanya sebatas sebagai pengajar, tetapi juga sebagai agen perubahan dalam mendukung pembelajaran lintas budaya. Metode pelaksanaan dalam kegiatan ini yaitu dengan memberikan materi yang melingkupi kosa kata keluarga dan penggunaan kata ganti dalam tokoh keluarga terkenal di indonesia kepada murid di Global Indo-Asia, Kota Batam yang dilakukan melalui kegiatan implementasi. Para peserta didik tidak hanya memperoleh pengetahuan baru, tetapi juga terlibat aktif dalam proses pembelajaran, meningkatkan keterampilan interpersonal, dan merasakan keuntungan mendalam dari kolaborasi ini.

Portraying Young Learners' Language Learning Strategies: A Case Study from EFL Teachers' Voices Marsevani, Maya; Micheline Slikker, Gabriela; Lady Pratiwi, Theodesia; Nugraha, Hendra
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 2 (2024): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v9i2.1806

This study aims to investigate how EFL teachers decide on and adapt teaching strategies for young learners in ELT classrooms and explore strategies teachers use to encourage independent language learning. The research was conducted as a case study in an academic English course in Batam and involved three experienced EFL teachers. Data collection methods included observation checklists, semi-structured interviews, and analysis of lesson plans. Descriptive analysis was applied to observation checklists and document reviews, while thematic analysis was used for interview data. The findings underscore the importance of flexible teaching methods that emphasize student engagement and align instructional activities with learning goals. They highlight the necessity of customizing teaching strategies to students' backgrounds and interests and efficiently utilizing classroom resources to promote active learning and enhance educational outcomes in EFL contexts, thereby fostering autonomous learning among students. In conclusion, effective EFL teaching involves integrating student engagement, active learning strategies, customized teaching approaches, and adequate classroom resources. The implications stress the importance of a holistic approach to EFL learning that prioritizes student engagement, active and independent learning, effective technology use, and continuous professional development for EFL teachers

Enhancing Students’ Speaking Skills with Wordwall Game-Based Learning: Classroom Action Research Pratiwi, Theodesia Lady; Togatorop, Sarah Ayuandri; Marsevani, Maya
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 7, No 2 (2024): JETALL VOLUME 7 NUMBER 2 2024
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v7i2.19682

The research using the Classroom Action Research (CAR) method aims to help students enhance their speaking abilities through Digital Game-Based Learning (DGBL) using the Wordwall game. This research is motivated by the low speaking skills of students at the elementary level who need innovative methods to increase their participation and speaking ability. This CAR method involves four steps, each consisting of observation, planning, action, and reflection. The findings of this research revealed a considerable improvement in the use of the Wordwall game, including increased active involvement and confidence in speaking. In conclusion, the use of DGBL with Wordwall proved effective in improving the speaking skills of students at the elementary level, as well as creating a more interactive and fun learning environment. This study recommends further use of this method in various educational contexts to improve students’ speaking skills.

The Influence of Self-Directed Dialog Toward Students' Speaking Ability in SMAN 20 BATAM Lala Imaliyah; Desty Febria; Marsevani, Maya
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 6 No. 2 (2024): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v6i1.10005

This study aimed to determine the influence of self-directed discourse on students' speaking abilities in SMAN 20 BATAM. The self-directed dialogue technique is a practice that integrates practical ways to communicate or contextual practice with simulations. Self-directed dialogue encourages students to use their words to create discourse; group learning can do this, but the guiding idea is that learning is the responsibility of the individual students. Students feel more comfortable explaining why they want to develop by using their own language because it is more relatable to them. One method that can help students become better speakers is self-directed dialogue. Speaking skills are divided into four categories: fluency, vocabulary, grammar, and pronunciation. A one-group pre- and post-test design was employed in the pre-experimental method by the researchers, this four-week study involved four meetings, including treatment. 46 students in Phase-F (the eleventh class) of Brilliant were the samples that were collected. Speaking rubrics were used to collect the data, which SPSS v26 was then used to process. According to the study's findings, students’ development scores on average were 38.89 on the pre-test and 65.39 on the post-test. The statistical data indicates that the null hypothesis is rejected and the alternative hypothesis is accepted, as indicated by the significance value of the t-test (0,000 < 0,05). Based on the results, the researcher draws the conclusion that Phase-F students at SMAN 20 BATAM can enhance their speaking abilities by introducing self-directed discourse. This suggests that students' speaking abilities can be enhanced through self-directed dialogue in an effective and significant way.

Design of BIPA Teaching Materials in the Riau Islands Context for Darmasiswa Students Marsevani, Maya; Bal Jannate Raj Kaur; Gabriela Micheline Slikker; Jennifer Wiwit; Desty Febria
Journal of Education Reseach and Evaluation Vol 8 No 3 (2024): August
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v8i3.75929

Indonesian for Foreign Speakers (BIPA) is Indonesian for Foreign Speakers (BIPA) is a learning program to help foreign students learn Indonesian and familiarize themselves with its culture. This study aims to design an Indonesian language learning book for Foreign Speakers (BIPA) by highlighting the culture of the Riau Islands at a university in Batam using audio-visual aids, especially for Darmasiswa Republic of Indonesia students. The aim of this research is to design Indonesian language teaching materials for Foreign Speakers (BIPA) that focus on the cultural context and local wisdom of the Riau Islands, especially for Darmasiswa program students. This research found that it is critical to include interactive and culturally relevant resources in BIPA training, using research and development (RnD) methodology using interviews as the instrument. There were 6 Darmasiswa students who were interested in learning Indonesian who were the subjects of the research. In collecting the data, interviews were conducted and to analyze the data the researchers transcribed the data that had been obtained. The results of this research shed new light on the process used to create BIPA teaching material books that can be used for learning for foreign students at the Riau Islands level. This shows that making BIPA textbooks interactive with audiovisual components and adding interactive sections can increase student interest and participation. BIPA learning can be brought closer to the goals and ability levels of students by practicing efficient strategies to overcome discovered deficiencies and redesigning learning materials to increase interaction, diversity and cultural relevance. The implication of this research is that providing BIPA teaching materials designed with the context of the Riau Islands can provide significant benefits for the learning of Indonesian language and culture by Darmasiswa students.

Boosting Students’ Grammatical Competence through Group Work Activities during Covid-19 Pandemic Marsevani, Maya
Journal of Education Action Reseach Vol 7 No 1 (2023): February 2023
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jear.v7i1.52184

Grammatical skills are components that students, particularly English Education students, must learn and master. Structure and written expression (SWE) of a TOEFL test is one of grammatical skills that students must understand. However, students had difficulties learning SWE on a TOEFL test. Some students struggled to grasp the subject and others were uninterested in mastering SWE. As a result, group work activities were conducted to assist students in improving their grammatical skills. The study employed Classroom Action Research (CAR) on an intermediate grammar class at a private university in Batam. The CAR was implemented in two cycles, with 14 students participating in group work activities for eight meetings. Despite an improvement in the first cycle, it was found that the class remained in the same category before the group work activities were implemented, which was “average." Next, the second cycle was done with a few changes to the activity. It was revealed that there was an improvement with an average of 72.65, which is “good.” it can be concluded that group work implementation in the grammar class had improved students' grammatical skills. The significant improvement was achieved by implementing two cycles of group work. It can be highlighted these group work activities are expected to be implemented to improve students’ other skills with different modifications.

The Challenges of E-Learning for Higher Education Lecturers and Learners Marsevani, Maya
Journal of Education Technology Vol. 6 No. 3 (2022): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v6i3.45537

The use of E-Learning in the English language learning process is very useful for stakeholders, especially lecturers and learners. But in reality, lecturers and learners often experience difficulties in using it both from a technical and non-technical perspective. This study aims to investigate the challenges faced by EFL lecturers and learners and how they face them. To overcome this problem, this research employed a case study. This study involved 244 learners and 12 lecturers to fill out a questionnaire and five of them were interviewed. To collect questionnaire data, this research used a google form, meanwhile, the researcher carried it out online using the zoom application for interviewing respondents. After collecting the data, the results of the questionnaire were processed using IBM SPSS software and the interview results were described qualitatively. The results showed that lecturer constraints include lack of time to develop E-Learning content, inability to optimally utilize E-Learning features, problems in lecturer-learner interaction, poor internet connection, and lack of learner motivation. Meanwhile, the challenges of learners include the lack of tools to access E-Learning, lack of motivation, technical problems, and barriers to E-Learning features. It can be concluded that lecturers and learners face challenges both technically and non-technically in using E-Learning. The implication of this research is that despite all the challenges faced, lecturers and learners are required to be able to adapt to E-Learning environment in order to facilitate the online learning process.

Appealing Grammatical Competence: Exploring the Effectiveness of Kahoot! on Young Learners’ Language Proficiency Marsevani, Maya; Gabriela Micheline Slikker; Zaki, Leil Badrah
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 3 (2024): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i3.79929

The problem addressed by this research is the need for engaging and effective methods to enhance grammar learning among primary students. The research aims of this study were to investigate the feasibility of using Kahoot! as a tool to improve grammar classrooms, especially for young learners, in the only English course that uses books published by the Cambridge University Press. Six elementary students at the A2 level of English participated in one of English course choosen as subject. The data collection methods included pre-tests, post-tests, and semi-structured interviews. Researchers implemented Kahoot! four times during the study. The CAR was carried out in one cycle, as the results from this cycle were deemed sufficient. The instruments used for data collection were pre-tests, post-tests, and semi-structured interviews with the teacher. Data analysis involved comparing pre-test and post-test results to measure improvement and transcribing interview responses to gather qualitative insights. The main results revealed a significant improvement in students' grammar performance. The average score increased from a "poor" category in the pre-test to an average of 93 in the post-test, which falls under the "very good" category.The conclusion drawn from the study is that the use of Kahoot! has a positive impact on young learners' grammar learning and behavior. The implications of this research suggest that future studies should explore modifications of this approach to other different language skills to further enhance student learning outcomes.

LEARNERS’ PERCEPTION AND PRACTICES ON AUTONOMOUS LANGUAGE LEARNING IN EFL SETTINGS Marsevani, Maya
International Journal of Language and Literature Vol. 5 No. 1 (2021)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v5i1.32598

This research was aimed to investigate learners’ perception and practices of understanding teachers’ teaching objectives and requirements related to autonomous language learning, setting up their objectives and study plans to autonomous language learning, and find out learners perceive in learning English autonomously. To gain a deep understanding and utilizing the objectives, the researcher employed descriptive qualitative research. The research findings were extracted through both an online questionnaire and interview. Some constraints were reported in this research, but more positive responses were still shown by the learners. They positively disposed to the notion of learner autonomy. The learners specifically showed positive attitudes toward instructors’ teaching objectives and requirements, setting up their objectives and study plans, and their practices in learning English autonomously. Further researchers, thus, need to research in various universities with a large number to gain a deeper and wider understanding about learners perceive in autonomous language learning.

UNIVERSITY-LEVEL STUDENTS’ DIFFICULTIES IN DESCRIPTIVE WRITING Maya Marsevani; Yeo, Frisca; Nurlaily
ENGLISH Vol 19 No 1 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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

While most studies have focused on the challenges faced by high school students in writing descriptive or recount texts, limited research has examined the difficulties encountered by university students, particularly those with low motivation and insufficient grammar proficiency. This study aims to investigate the specific challenges faced by university-level students majoring in English when composing descriptive texts. Using a qualitative descriptive approach, data were collected through a questionnaire distributed via Google Forms and a descriptive writing test. The findings reveal that grammar is the most significant challenge, with the lowest average score of 69.3 among five assessed categories. Common errors include incorrect tense usage and word choice, leading to unclear or unintended meanings. These findings highlight the need for targeted instructional strategies to enhance students' grammatical competence and overall writing proficiency.

Co-Authors Al Ridho Wahyud Al Ridho Wahyudi Aldy Tri Sentanu Annisa Salsabila Annisya Mega Dwi Handayani Antoni Foo Siang An Az Zahra, Amanda Bal Jannate Raj Kaur Balqis, Nurhayati Benson Pang Tian Poh Calvin Yantson Catherine Catherine Celine Patrisia Sinurat Cristina Tan Dandhytya Andrea Puspa Darsono, Elsha Ridzky Fadila Data, Aga Diana Merliana Rahman Diana Rosmery Dinti Fahlianti Elvina Enjelica Ethan Abednego Tjahyadi Febria, Desty Fitra Abdi Agustian Frandy Tansri Gabriela Micheline Slikker Goh, Vanesse Habeebanisya Habeebanisya Hana Julia S Icha Heriaty Togatorop Jacson Jacson Jap, Gabriella Jennifer Wiwit Joyce Tan Julia Julia Kamelia Kamelia Lady Pratiwi, Theodesia Lala Imaliyah Larassaty Vitrian Marsheila Pratista Marvin Tandedi Melvina Tan Micheline Slikker, Gabriela Mustafa, Diba Yuri Muthia Andini Nanda Jala Sena Nantakarn Tohmi Natasya Cahyani Neilcent Claudio Siuwandy Nugraha, Hendra Nur Fitriana Nurlaily Nurlaily Nurlaily NURLAILY, NURLAILY Pawinee Suksawai Pebiana Pebiana Prasodjo, Pandu Pratiwi, Theodesia Lady Purba, Angelina Trisnauly Raj Kaur, Bal Janatte Rika Al Fitri Rizky Putra Roma Elisabeth Manurung Roma sabeth Manurung Sandy Estrina Claudya Sasmi, Nafa Indah Satrio, Abdul Aziz Sayow, Eiren Lady Marchela Sayow, Eirene Lady Marchela Selinna, Selinna Serina Serina Serina Shinta Dewi Siti Fatimah Azzahroh Steven Steven Syafira Nur Faatihah Teresa, Amelia Tiara Puspita Ayuni Togatorop, Sarah Ayuandri Tohmi, Nantakarn Vanesse Goh Wenny Ong Widia Yanelyn Wiewin Wiranata Wildan Laksamana Sakti Winson Winson Wiwit, Jennifer Yeo, Frisca Zaki, Leil Badrah

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