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Marsevani, Maya

Universitas Internasional Batam

Author-ID : 3221538

Agriculture, Biological Sciences & Forestry 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 Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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INTEGRATING ICT IN ENGLISH LANGUAGE LEARNING: A MULTI-STAKEHOLDER PERSPECTIVE FROM STUDENTS, LECTURERS, AND INSTITUIONAL STAKEHOLDERS IN HIGHER EDUCATION Maya Marsevani; Desty Febria
JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v12i1.4479

The integration of Information and Communication Technology (ICT) plays a crucial role in enhancing interactive and student-centered English language learning in higher education. However, limited studies have explored the combined perspectives of lecturers, students, and institutional stakeholders. This study aims to examine their perceptions, practices, and roles in ICT implementation at Batam International University, Indonesia. Using a qualitative case study design with triangulation, data were collected through questionnaires, semi-structured interviews, and classroom observations. The findings indicate that students view ICT positively, noting its impact on motivation, autonomy, and engagement, though digital literacy challenges remain. Lecturers recognize its pedagogical benefits but face constraints such as time, technical issues, and alignment with instructional practices. Stakeholders are crucial in providing institutional support, training, and infrastructure. The study highlights the need for a holistic approach to ICT integration, aligning pedagogical practices, technological readiness, and institutional policies. Strengthening digital literacy and promoting continuous professional development are essential for optimizing ICT use in English language learning.

Evaluating Sahabatku Indonesia untuk Pelajar BIPA 3: A Textbook Evaluation of Language, Presentation, and Graphical Aspects Maya Marsevani; Tasya Meylarisman; David Sutan; Yulia Nur Azizah; Hendra Nugraha
New Language Dimensions Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026): New Language Dimension, June 2026
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v7n1.p28-43

Studies on Bahasa Indonesia bagi Penutur Asing (BIPA) instructional materials have predominantly focused on beginner-level textbooks, leaving intermediate-level materials underexamined. This study evaluates Sahabatku Indonesia untuk Pelajar BIPA 3 across three dimensions: language aspect, material presentation, and graphical aspect. Employing a qualitative descriptive approach, data were collected through classroom observations, semi-structured interviews with two BIPA teachers and two foreign students, and document analysis guided by Ministerial Regulation Number 8 of 2016. The findings reveal that although the textbook provides clearly stated learning objectives and a consistent unit structure, it presents several pedagogical limitations, including overly formal and complex sentence structures, inconsistent material sequencing, limited grammar-thematic integration, outdated content, and dense visual layouts with insufficient contextual support. The study concludes that the textbook partially supports intermediate-level BIPA learning but requires improvement in linguistic accessibility, thematic relevance, material progression, and visual presentation. These findings contribute to the development of more pedagogically appropriate and learner-centered BIPA instructional materials.

The Effectiveness of the Direct Method in Improving English Speaking among Secondary School Students Desty Febria; Maya Marsevani; Rizky Putra
Journal of English Education Program (JEEP) Vol 13, No 2 (2026): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v13i2.24787

Despite the widespread implementation of the Direct Method in EFL classrooms, empirical evidence examining students’ perceptions of its role in developing speaking skills remains limited, particularly in small-scale instructional contexts. This study aims to explore EFL students’ perceptions of the Direct Method in enhancing their speaking ability. This study employed a qualitative descriptive research design to explore students’ perceptions of the use of the Direct Method in developing speaking skills. Semi-structured interviews and classroom observations were used as data collection instruments to allow methodological triangulation and enhance the credibility of the findings. This study involved 26 students from grade VII and 1 English teacher. Researchers have been conducted the observation three times and the interview on the following week. The findings indicate that the Direct Method contributed to increased learner confidence, improved vocabulary recall, and greater classroom engagement; however, students also reported challenges related to pronunciation accuracy and spontaneous sentence production.

Artikel PKM MEMBANGUN JIWA KEPEMIMPINAN SISWA MELALUI EDUKASI LEADERSHIP DI SMA PELITA UTAMA: Studi Kasus pada Kegiatan PkM di SMAS Pelita Utama Batam Viviana Viviana; Maya Marsevani; Raymond Tan; Aristo Valentino; William Chen; Darko Darko; Adithya Wijayanto; Agus Kurniawan; Kelvin Tan; Desmond Desmond; Windelin Windelin; Michelle Michelle; Ririn Karlina; Noval Dammananda; Julio Jacobus
National Conference for Community Service Project (NaCosPro) Vol. 7 No. 01 (2025): The 7th National Conference for Community Service Project 2025
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/nacospro.v7i01.11132

Kepemimpinan merupakan keterampilan esensial yang perlu ditanamkan sejak dini, termasuk di kalangan pelajar sekolah menengah, guna membentuk karakter yang bertanggung jawab, kolaboratif, dan visioner. Kegiatan Pengabdian kepada Masyarakat (PkM) ini bertujuan untuk memberikan edukasi mengenai konsep dan nilai-nilai kepemimpinan kepada siswa kelas XII di SMAS Pelita Utama Batam. Kegiatan dilaksanakan pada tanggal 15 Juli 2025 dan menggunakan pendekatan pendidikan masyarakat melalui pemaparan materi dengan media presentasi visual (PowerPoint) yang telah disusun oleh Universitas Internasional Batam. Materi mencakup pengertian kepemimpinan, keterampilan dasar yang diperlukan, serta pengenalan terhadap berbagai tipe kepemimpinan seperti karismatik, transaksional, transformasional, dan melayani. Edukasi disampaikan secara interaktif dengan melibatkan siswa dalam diskusi dan refleksi sederhana. Hasil observasi menunjukkan bahwa kegiatan ini meningkatkan pemahaman siswa terhadap peran dan nilai seorang pemimpin, serta mendorong kesadaran akan pentingnya kepemimpinan dalam konteks organisasi maupun kehidupan sehari-hari. Kegiatan ini direkomendasikan untuk dilanjutkan secara berkala guna menumbuhkan kepemimpinan yang berkelanjutan di kalangan pelajar.

Bridging Expectations and Experiences: Exploring Teacher–Learner Dynamics in the BIPA Program Nurlaily Nurlaily; Maya Marsevani; Yowina Trisannia; Rizky Putra
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.18044

This study explored the alignment between teacher expectations and learner experiences of the BIPA (Bahasa Indonesia for Foreign Speaker) program. Since the demand for BIPA is increasing, these dynamics have to be understood in order to improve language learning outcomes. The research employed a mixed methods approach in a university in Batam and involved eight teachers and nine learners of different cultural backgrounds. Interviews, questionnaires and observations were used to gather data. The partial alignment of teacher expectations and learner experiences were found. Both focus on speaking skills and give regular feedback, but they differ in how to teach, how fast they should pace the lesson, and how to engage learners. The challenges that were faced include grammar, pronunciation and understanding spoken instructions. The research concluded that these gaps are addressed through differentiated instruction, interactive activities and culturally responsive teaching. These changes might increase learner satisfaction and program effectiveness. Research findings made clear the need for more learner centered approaches and provide important guidance for stakeholders and future studies to improve BIPA programs.

Engaging ICT-Supported Learning Activities to Achieve ELT Curriculum Goals: A Qualitative Case Study Marsevani, Maya; Evans, Johnathan; Rumianti, Melisa Ayu; Nugraha, Hendra
Journey: Journal of English Language and Pedagogy Vol. 9 No. 2 (2026): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v9i2.3579

This case study examined how English teachers planned and implemented ICT-supported learning activities to achieve the objectives of the Merdeka Curriculum in English Language Teaching. The study involved three advanced English teachers from three senior high schools in Batam, with one teacher representing each school. Participants were selected through purposive sampling based on their experience in implementing the curriculum and integrating digital tools into English instruction. Data were collected through three classroom observations, semi-structured interviews consisting of 33 open-ended questions, and researchers’ field notes. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing and verification. The findings showed that the teachers used Canva, YouTube, Quizizz, Google Forms, and Microsoft PowerPoint to support communication, collaboration, creativity, engagement, and differentiated instruction. However, ICT implementation remained limited because of unstable internet connections, inadequate classroom facilities, unequal access to digital devices, and insufficient professional training. Consequently, textbook-based instruction remained prominent. These findings reveal a gap between the progressive expectations of the Merdeka Curriculum and classroom realities. Schools should therefore improve digital infrastructure and provide professional development focused on technological, pedagogical, and content knowledge for meaningful and sustainable ICT integration.

Transformasi Posyandu menjadi Pusat Pembelajaran Interaktif bagi Anak Usia Sekolah Dasar melalui Kegiatan PKM: Transforming Posyandu into an Interactive Learning Center for Elementary School Children through the Student Creativity Program Theodesia Lady Pratiwi; Leil Badrah Zaki; Desty Febria; Maya Marsevani; Arya Putra Lievi Darwan; Lawrence Andrean; Chariyani Tindaon; Inne Dasilva Angel; Reysa Vita Intan; Kristela Novena Gultom
PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Vol. 11 No. 5 (2026): PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/pengabdianmu.v11i5.10649

Student Service Activities (PKM) were carried out to provide an alternative learning space for elementary school-aged children in the Tiban Palem Housing Complex, Batam City, by utilizing the Bougenville 3 Health Post as an interactive learning center. The program was designed to address the limited access to non-formal learning facilities while providing an enjoyable and meaningful experience in learning basic English. The implementation method employed a thematic, communicative, participatory, and multimodal approach, integrating songs, educational games, visual media, and creative tasks. The program participants were 37 children aged 6–14 years, divided into two groups based on grade level. The results of the activities showed that the majority of participants (70–85%) were able to master the target vocabulary and construct simple sentences in accordance with the learning objectives. Observations also revealed increased motivation, active engagement, and self-confidence among the children in their oral use of English. Additionally, parental responses were highly positive, as evidenced by high ratings of learning quality (76.2%) and material suitability (81%), and by children's enthusiasm exceeding 95%. Overall, this program has succeeded in strengthening the role of posyandu as a community-based educational space, improving basic language skills, and building close collaboration between universities and the community. For sustainability, it is recommended that volunteer training and the development of similar programs in other areas be implemented.

Co-Authors Adithya Wijayanto Agus Kurniawan Agus Kurniawan Al Ridho Wahyud Al Ridho Wahyudi Aldy Tri Sentanu Annisa Salsabila Annisya Mega Dwi Handayani Antoni Foo Siang An Aristo Valentino Arya Putra Lievi Darwan Az Zahra, Amanda Bal Jannate Raj Kaur Balqis, Nurhayati Benson Pang Tian Poh Calvin Yantson Catherine Catherine Celine Patrisia Sinurat Chariyani Tindaon Cristina Tan Dandhytya Andrea Puspa Darko Darko Darsono, Elsha Ridzky Fadila Data, Aga David Sutan Desmond Desmond Diana Merliana Rahman Diana Rosmery Dinti Fahlianti Elvina Enjelica Ethan Abednego Tjahyadi Evans, Johnathan Febria, Desty Fitra Abdi Agustian Frandy Tansri Gabriela Micheline Slikker Goh, Vanesse Habeebanisya Habeebanisya Hana Julia S Hendra Nugraha Icha Heriaty Togatorop Iffani Junita Tambunan Inne Dasilva Angel Jacson Jacson Jap, Gabriella Jennifer Wiwit Joyce Tan Julia Julia Julio Jacobus Kamelia Kamelia Kelvin Tan Kristela Novena Gultom Lady Pratiwi, Theodesia Lala Imaliyah Larassaty Vitrian Lawrence Andrean Marsheila Pratista Marvin Tandedi Melvina Tan Micheline Slikker, Gabriela Michelle Michelle Mustafa, Diba Yuri Muthia Andini Nanda Jala Sena Nantakarn Tohmi Natasya Cahyani Neilcent Claudio Siuwandy Noval Dammananda 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 Raymond Tan Reysa Vita Intan Rika Al Fitri Ririn Karlina Rizky Putra Rizky Putra Roma Elisabeth Manurung Roma sabeth Manurung Rumianti, Melisa Ayu 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 Tasya Meylarisman Tasya Meylarisman Teresa, Amelia Theodesia Lady Pratiwi Tiara Puspita Ayuni Togatorop, Sarah Ayuandri Tohmi, Nantakarn Vanesse Goh Viviana Viviana Vriskila Piolawanti Wenny Ong Widia Yanelyn Wiewin Wiranata Wildan Laksamana Sakti William Chen Windelin Windelin Winson Winson Wiwit, Jennifer Yeo, Frisca Yowina Trisannia Yulia Nur Azizah Zaki, Leil Badrah Zico Kevin Mamusung

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