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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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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.

EFL Teachers’ Interpretation and Practices under Indonesia’s K-13 Curriculum: A Qualitative Case Study in an Elementary School Nurlaily Nurlaily; Maya Marsevani; Leil Badrah Zaki
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 12, No 1 (2025)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i1.15184

The implementation of English language instruction in elementary schools under the K-13 curriculum has become widespread, yet there is limited understanding of how teachers interpret and apply the curriculum in their classrooms. This study aims to explore elementary school English teachers' interpretations of the K-13 curriculum and their pedagogical strategies. Adopting a qualitative descriptive approach, data were collected through classroom observations and structured interviews with three English teachers at the elementary level. The data were analyzed thematically, revealing key patterns in teaching strategies and challenges. Teachers reported using interactive methods, such as group discussions, student-centered activities, and technology integration, to engage students effectively. However, they faced significant challenges, including inadequate teaching resources, large class sizes, and limited time, all of which hindered the full implementation of the curriculum. These findings underscore the need for targeted professional development programs and improved resource allocation to address these challenges. The study provides actionable insights for policymakers and educators aiming to optimize English language teaching within the K-13 framework, emphasizing the importance of supporting teachers in overcoming obstacles to effective curriculum delivery.

EFL Teachers’ Best Practices of Merdeka Curriculum Implementation in Batam Senior High Schools: Challenges and Opportunities Zaki, Leil Badrah; Wiwit, Jennifer; Marsevani, Maya; Pratiwi, Theodesia Lady
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.14031

The Merdeka Curriculum was introduced to address the need for a more flexible and responsive education system, which is crucial in a diverse country like Indonesia. Educational challenges vary significantly between urban and rural areas and public and private schools. This study investigates the factors that hinder the implementation of the Merdeka Curriculum and examines how English teachers apply it in senior high schools located in inland and hinterland areas of the Riau Islands region.. The methodology used a mixed-method approach. The research involved 30 English teachers—23 from island schools and 7 from hinterland schools. Data were gathered through questionnaires and semi-structured interviews, with 5 teachers providing in-depth insights during interviews. The results reveal significant gaps in implementation, particularly among hinterland teachers, where 42.9% reported limited adaptability. The finding shows that each teacher faces unique challenges, which include: 1) administrative costs, 2) adjustments to new curricular components, and 3) a lack of government support, all of which hinder successful integration of the curriculum. To successfully implement the Merdeka curriculum, the following are essential: 1) involvement and support from all parties, 2) comprehensive teacher training, and 3) teachers' readiness. This study emphasizes that the successful implementation of the Merdeka Curriculum depends on the active participation of every school, ensuring that there is readiness, support, and adaptation to the new educational framework.

Research and Development: Designing BIPA Learning Materials of Riau Island Context for Foreign Students Marsevani, Maya; Febria, Desty
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 13 No. 1 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i1.88049

Indonesian 'Bahasa' is gaining popularity both within and outside of the country, being able to speak `Bahasa' is now highly advantageous. It is proved that an increasing number of foreign speakers are participating in the 'Program Bahasa Indonesia untuk Penutur Asing' (BIPA) or 'Bahasa' learning program. However, the current BIPA teaching materials contain several flaws and are therefore ineffective in aiding language acquisition. The aims of this study were to improve the efficiency of teaching Indonesian 'Bahasa' learning method at a university in Banal by using audio-visual aids, specifically for foreign students. The study discovered that it is essential to include interactive and culturally relevant resources in BIPA training, using research and development (RnD) methodologies using validity grid and interviews as the instrument. The validity score analyze based on the mean of each statement. After that, the interview was transcribed by researchers. The results of the study shed new light on the process used to create the University of Batam BIPA teaching materials book. An audio-visual Bahasa Indonesia textbook for BIPA was created with the intention of addressing unsolved difficulties by matching the content to the interests and requirements of the students. The outcomes also shown how creating an interactive BIPA textbook with audiovisual components and adding interactive sections may raise student interest and participation. BIPA learning may be brought closer to the objectives and skill levels of the learners by putting into practice efficient strategies to solve shortcomings that have been found and redesigning the instructional materials to increase interaction, diversity, and cultural relevance.

UTILIZING KNOWORD TO IMPROVE VOCABULARY ACQUISITION IN HIGH SCHOOL STUDENTS Marsevani, Maya; Sasmi, Nafa Indah; Zaki, Leil Badrah
Journal of English Education and Linguistics Vol. 6 No. 1 (2025): Journal of English Education and Linguistics (in Progress)
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v6i1.2057

This study aims to investigate the effectiveness of Knoword, a gamified online tool, in improving students' vocabulary acquisition. Vocabulary mastery plays a crucial role in language learning, yet many students, particularly in public schools, struggle with insufficient vocabulary knowledge due to factors like low engagement and traditional teaching methods. This research addresses these challenges by exploring how digital tools can enhance learning outcomes. The study employed Classroom Action Research (CAR) as the methodology, conducted in a public high school in Batam with 42 students in the 10th grade. The research process consisted of a learning cycle involving planning, action, observation, and reflection. Pre-tests and post-tests were administered to measure students’ vocabulary skills before and after implementing Knoword. Observations during classroom sessions also provided qualitative data on student engagement and motivation. The results showed a significant improvement in students' vocabulary acquisition. The average pre-test score was 51.59, categorized as poor, while the post-test score increased to 83.05, classified as good, with a 31.47% improvement. The findings indicate that the use of Knoword enhanced students' motivation, engagement, and vocabulary retention, making it an effective tool for vocabulary learning. The study concludes that incorporating gamified learning platforms can significantly improve vocabulary acquisition and student outcomes, especially in educational environments where traditional methods have shown limited effectiveness.

Defining an effective EFL teacher: Insights from Filipino English educators Marsevani, Maya; Nurlaily, Nurlaily
EduLite: Journal of English Education, Literature and Culture Vol 10, No 2 (2025): August 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.10.2.240-253

The demand for native and native-like English teachers in Asia has shifted preferences toward educators from countries like the Philippines, known for its high level of English fluency and nativized language forms. This study examines the unique challenges and attributes of Filipino English as a Foreign Language (EFL) teachers in Indonesia, focusing on their relatability to students and the high expectations placed on them as expatriates. The study utilized a qualitative case study approach, gathering insights from six Filipino EFL teachers working in Batam, Indonesia, across five schools. Data were collected through semi-structured interviews with 11 questions, complemented by classroom observations and document analysis. The teachers, with varying levels of experience, shared their classroom challenges and strategies for effective teaching. Findings highlight the importance of adaptability, cultural awareness, and pedagogical flexibility in effective EFL teaching. Teachers emphasized the need for instructional strategies tailored to students' diverse learning needs, integrating structured curricula with supplementary materials. Their reflections also underscored the value of self-awareness and continuous professional development in improving teaching efficacy. This study provides insights into the complexities of being an expatriate EFL teacher in Indonesia. The findings suggest that EFL teacher training should prioritize cultural sensitivity, adaptability, and flexible pedagogical approaches. Future research could expand on these findings, exploring the experiences of Filipino teachers in different regions of Indonesia, to further understand the dynamics of expatriate teaching in Asia.

International Students' Adjustment Towards Implementing Indonesian Language in Communication Marsevani, Maya; Satrio, Abdul Aziz; Az zahra, Amanda; Teresa, Amelia; Sayow, Eirene Lady Marchela; Darsono, Elsha Ridzky Fadila; Fitriana, Nur; Selinna, Selinna
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 6 No. 1 (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.v6i1.8835

Adjustment to the Indonesian language is a popular issue for international students while studying abroad in Indonesia. This research aims to analyze the ability as well as displaying the point of view of international students in implementing Indonesian language in communication highlighting what are the confusion and shocks from many aspects that they experienced during adjustment of communicating in Indonesia. As how mankind socializes one another through communication, direct or indirect, language is the tool to support communication between two or more people. In this case, Indonesian language as a communication tool exists among many other languages and globally spread its wings not only as a conversation support between two or more people, but also as a language that is learned by people from various backgrounds through a mandatory program of Indonesian for foreign speakers (BIPA). To communicate, adjustment is highly needed, especially to speak Indonesian language as a foreign language.

A Classroom Action Research: Empowering Students English Grammar Proficiency through PPP (Presentation, Practice, Production) Strategy Raj Kaur, Bal Janatte; Desty Febria; Maya Marsevani
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 7 No. 1 (2025): 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.v7i1.10002

This study investigates the impact of the Presentation, Practice, and Production (PPP) strategy on enhancing English grammar proficiency among high school students in Batam City. Grammar is essential for effective communication, yet students often struggle due to its complexity, differences from their native languages, and fear of ridicule. Utilizing Classroom Action Research (CAR) over three months with 45 students, the study employed a cyclical process of planning, action, observation, and reflection. Pre-test and post-test evaluations revealed a significant improvement in grammar skills, with average scores rising from 70.00 to 82.62. The PPP method effectively addresses grammar learning challenges by introducing concepts (Presentation), facilitating controlled practice (Practice), and encouraging creative use in communication (Production). The implications of these findings underscore the importance of tailored instructional methods that foster a supportive environment, reducing anxiety and building students' confidence. Integrating the PPP strategy into curriculum development can enhance language learning across diverse contexts, promoting greater student engagement and improved outcomes. Ultimately, this study aims to empower students in their language learning journey, ensuring that all learners, regardless of initial proficiency, can achieve desired outcomes in English communication skills.

EXPLORING THE EFFECTIVENESS VISUAL STIMULI TO IMPROVE WRITING SKILL OF EIGHT GRADERS Serina; Febria, Desty; Marsevani, Maya
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.19242

Writing is frequently regarded as the most challenging language skill for junior high school students to acquire. Many learners face difficulties in articulating their ideas in written form, often due to limited vocabulary, inadequate grammatical knowledge, and a lack of motivation. This Classroom Action Research was designed to enhance students’ writing proficiency through the integration of visual stimuli as an instructional technique. Conducted over two cycles with a cohort of 14 eighth-grade students at SMP Sultan Agung Batam, the study employed various instruments, including pre-tests, post-tests, classroom observations, and analysis of students’ written work. The findings revealed that visual stimuli significantly facilitated idea generation and led to improvements in both sentence construction and vocabulary usage. The students’ mean writing score rose from 52.86 in the pre-test to 67.64 in the post-test. These outcomes suggest that incorporating visual stimuli into writing instruction can serve as an effective pedagogical approach to strengthening students’ writing competence at the junior high school level.

EFL Teachers’ Perception Toward The Integration of Technology For ELT in The 2013 Curriculum and Independence Curriculum Teresa, Amelia; Febria, Desty; Marsevani, Maya
Journal of English Education and Teaching Vol. 8 No. 2 (2024): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.8.2.322-336

In Indonesia especially 2013 Curriculum and Independence Curriculum, technology play its role for ELT in EFL classroom. Based on the experience of the researcher during her pre-service teaching, teachers in school lack technological devices as well as understanding towards technology of its importance and effectiveness for teaching and learning outcomes, therefore, this study wishes to discuss the importance and effectiveness of technology for EFL teaching. In this study, the researcher uses mixed methods analysis of analyzing quantitative data and qualitative data. 42 Indonesian EFL teachers analyzed divided into 25 teachers in 2013 Curriculum and 17 teachers in Independence Curriculum from all grades (elementary, junior high, and senior high) of either professional or pre-service teaching background, and the research data were collected via an online questionnaire created in Google Forms. In the findings, average of 36% teachers strongly agree and 50% teachers agree from 25 teachers in 2013 Curriculum agree as well as average of 40% teachers strongly agree and 57% teachers agree towards the first issue – importance of technology for ELT in EFL classroom, while the second issue – effectiveness of technology for ELT In EFL classroom resulted average of 50% teachers strongly agree and 40% teachers agree in 2013 Curriculum, and 42% teachers and 54% teachers agree in the Independence Curriculum. The study concludes by highlighting the importance and effectiveness of technology in education, recommending it for Indonesia EFL classroom, particularly in relation to the 2013 Curriculum and Independence Curriculum.

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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