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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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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.

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
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.

THE EFFECTIVENESS OF SCRIPTED AND IMPROVISED ROLE-PLAY IN DEVELOPING SPEAKING SKILLS: CLASSROOM ACTION RESEARCH Maya Marsevani; Mustafa, Diba Yuri; Nugraha, Hendra
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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This study aimed to investigate how structured drama activities supported by iterative teaching and peer evaluation could enhance learners’ pronunciation, fluency, and confidence in speaking English. This Classroom Action Research (CAR) was conducted to enhance the English-speaking abilities of tenth-grade students at one school in Batam through drama-based instruction. The study involved 44 students from Grade 10, who were selected based on document analysis indicating poor performance in speaking-related tasks. A systematic approach was utilized, which included a pre-test, two cycles of implementation, and a post-test. The pre-test results revealed that 59% of students were at Level 1 and 27% at Level 2, indicating serious deficiencies in pronunciation, fluency, and self-confidence. After the intervention, 100% of the students (n = 44) advanced to Level 3, representing a complete elimination of Level 1 and Level 2 classifications and a 52-point increase in average speaking scores (from M = 38.7 to M = 90.6). This improvement was achieved through structured drama activities such as monologues, role-plays, and improvisational skits supported by warm-up exercises, peer evaluation, and iterative teaching modifications. The findings confirm that drama is not only an effective practice-based strategy but also a theoretically grounded pedagogy aligned with Vygotsky’s Sociocultural Theory and Krashen’s Affective Filter Hypothesis, as it creates low-anxiety, interactive learning environments that facilitate authentic communication. The study contributes to both theory and pedagogy by demonstrating how scripted and improvised role-play can systematically transform learners’ oral proficiency in EFL classrooms while offering a replicable framework for adaptive, reflective language teaching.

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The Post-Pandemic Reflection on Students’ Speaking Anxiety: A Case in Higher Education Febria, Desty; Marsevani, Maya
Linguists : Journal of Linguistics and Language Teaching Vol 10, No 1 (2024): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v10i1.4492

This research aims to find out students' perspectives and reflection regarding speaking skills in higher education. This research was conducted by involving 33 students from the batch of 2020 and 2021 in one of private universities in Batam. A case study design was employed by applying questionnaires and semi-structured interviews to collect the data. This research found that there were three categories which were the factors contributing to students' speaking anxiety in post-pandemic era. Those factors were communication apprehension, fear of negative evaluation, and test anxiety. In addition, to overcome their speaking anxiety, they used the methods of self-communication, self-healing, restarting the speech, and switching the language, while also learning and practicing in their effort to overcome their speaking anxiety. It is crucial to note that environment is also one of factors that affects students’ motivation in speaking skills. Hence, the lecturers hopefully can choose appropriate strategies to enhance students’ speaking skills, manage classroom environment well, and give positive reinforcement to students.

Examining EFL Teachers' Perspectives: Enhancing Learning Through Technology-Integrated Instruction Marsevani, Maya; Sasmi, Nafa Indah; Zaki, Leil Badrah
Linguists : Journal of Linguistics and Language Teaching Vol 10, No 2 (2024): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v10i2.5390

This study aims to examine EFL teachers' perspectives on improving learning by integrating learning with technology. This research utilized a qualitative case study methodology. Data collection was conducted using a combination of observation and in-depth interviews. Observations provided direct insight into the classroom environment, while interviews allowed teachers to share their perspectives and experiences regarding technology integration. The participants of this study were two purposively selected English teachers from a public secondary school in Batam City, each of whom had more than five years of experience in integrating technology into their teaching practices. The findings showed that technology integration significantly increased students' motivation and engagement, facilitating a more dynamic learning environment. Teachers reported that multimedia resources, interactive apps, and authentic language materials improved language proficiency and fostered important skills such as digital literacy and problem-solving. In addition, this study highlights the importance of flexibility and adaptability in teaching strategies, as teachers have to face technical challenges and adjust their lesson plans accordingly.

EFL Teachersâ€™ 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): April
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 teachersâ€”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.

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

Teacher Strategies to Foster Autonomous Writing Skills in Elementary English Classes in the Digital Era Maya Marsevani; Serina Serina; Pandu Prasodjo
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 2 (2026): April In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i2.2019

This study investigates how elementary school English teachers in Batam foster students’ autonomous writing skills in the digital era. While technology offers abundant resources, young learners often depend excessively on teacher guidance or online materials, highlighting the need for effective autonomy-supportive strategies. Using a qualitative design, data were collected from four English teachers through semi-structured and written interviews, then analyzed thematically. The findings show that teachers promote writing independence through scaffolding techniques such as structured planning, guided feedback, and reflective self-evaluation. They also cultivate metacognitive awareness to help students identify and resolve their own writing difficulties. However, limited classroom technology use and varying student motivation levels remain obstacles to developing autonomy. This study contributes to the growing literature on learner autonomy in EFL primary education by demonstrating how adaptive pedagogy can balance digital integration with self-directed learning. The results underscore the importance of reflective, flexible teaching practices that prepare students for independent writing in technology-mediated contexts.

EFL Teachersâ€™ Interpretation and Practices under Indonesiaâ€™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.

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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