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All Journal Celt: A Journal of Culture, English Language Teaching & Literature LLT Journal: A Journal on Language and Language Teaching JET (Journal of English Teaching) Adi Buana Journal of Educational Research and Evaluation ELTR Journal English Education and Literature Journal (E-jou) Indonesian Journal of EFL and Linguistics Indonesian Journal of English Teaching JEELS (Journal of English Education and Linguistics Studies) Journal of Applied Community Engagement (JACE) Jurnal bahasa, sastra, seni, dan pengajarannya Jurnal Administrasi dan Kesekretarisan

Anastasia Nelladia Cendra

Scopus ID: 57211111105, Universitas Katolik Widya Mandala Surabaya

Author-ID : 3063399

Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Public Health Social Sciences Other

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BBC Radio Drama Series Cabin Pressure: Abu Dhabi for Giving Listening Exposure to Students: A View from Humour Perspective Cendra, Anastasia Nelladia
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 2(2), November 2017
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Using authentic materials to give listening exposure is essential to improve English language learnersâ€™ listening skill and using radio is one way to do so. To reduce anxiety in listening, choosing humorous material can be done as humour has been proven beneficial in classroom context, for example, in reducing stress. Using the partial result of a study conducted by the same author and completed by library study about ethics of using humour in the classroom, this study is to investigate whether verbal humour found in BBC Radio Drama Series Cabin Pressure: Abu Dhabi is suitable to be used in classroom context. Analysing every type verbal humour found in the radio drama, this study points out that verbal humour found in BBC Radio Drama Series Cabin Pressure: Abu Dhabi is generally not appropriate to be used in classroom because it has a quite high number of inappropriate verbal humour, such as sarcasm and satire.Keywords: listening exposure, verbal humour, appropriateness.

NAVIGATING TEACHING DURING PANDEMIC: THE USE OF DISCUSSION FORUM IN BUSINESS ENGLISH WRITING CLASS Anastasia Nelladia Cendra; Eric Sulindra
ELTR Journal Vol. 6 No. 1 (2022)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v6i1.127

To response the spread of Covid-19, almost all offline education institutes are shut down and e-learning is conducted almost abruptly, including in a Business English writing class for university students. The discussion forum in the LMS ‘Moodle’ is used a lot to help the discussion of this class alive. To widen the knowledge of the use of discussion forum, especially during an emergency time like this Covid-19 pandemic, this qualitative descriptive qualitative research aims to explore how discussion forum is used in the LMS ‘Moodle’ for university students in e-learning during a pandemic, especially concerning optimization of the questions, the arrangement of the topics of discussion, and the assignments. By analyzing the patterns of how the discussion forum is used and interviewing the students, this research found that what determines the student's response to the discussion in the forum is the question words and the key words in the discussion sentences in the forum. These two things will determine students’ answers in terms of the key words used by students, the length and shortness of student answers, and the type and depth of student answers, which in turn show how students interact in the discussion forum.

Indonesian Novice English Teachers’ Identity Formation: GETTING ALONG WITH TENSIONS Anastasia Nelladia Cendra
IJET (Indonesian Journal of English Teaching) Vol. 8 No. 1 (2019): (July)
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

In the early years of teaching, beginning teachers should make a lot of adjustments while dealing with many expectations from others, which may cause some tensions for them. Under a narrative inquiry framework, the researcher collected reflective stories of five Indonesian beginning teachers of English language and interviewed them to examine common tensions experienced and how they cope with these tensions. The findings revealed 19 kinds of tensions they were facing, ranging from the more common tensions to contextual tensions. Furthermore, four common coping strategies were identified, namely looking for solutions by themselves (negotiating, choosing one stream, and learning more about something), accepting as the situation as it is, receiving help without asking, and sharing with significant others. It is suggested that fellow teachers, school staff, and related authorities give more to help beginning teachers handle the tensions. Keywords: beginning teachers, coping strategies, identity, tensions

Describing A Systematic Reflection for Pre-Service Teachers’ Professional Identity: A Case Study Anastasia Nelladia Cendra; Markus Budiraharjo
JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 1 (2021): JEELS May 2021
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

To fill the gap and add literature on systematic reflections in the area of teacher identity developments, this research, which is a part of a larger case study, described how reflection class followed by pre-service teachers of English language in a teacher development program in Indonesia (PPG Pra-jabatan) was conducted. Using a single case study with embedded design and multiple data sources (observations, interviews, and document analysis), this research found that in its effort to help pre-service teachers' identity development, the reflection class followed a certain procedure that comprises of two phases (i.e. reflection phase and publication preparation phase). In addition, this research also found some protocols that were adhered by the reflection class (i.e. involving social reflection, providing a safe and secure learning environment, feedback provision to the reflections, and giving appropriate prompts). This research recommends the teacher education and teacher professional development programs give more attention to how reflection is conducted. In particular, it is suggested that some protocols of conducting a good reflection are considered so that the pre-service teachers can make the most of the reflective activities.

Utilization of Instructional Technology in English Language Teaching (ELT) based on Constructivism: A Literature Review Sulindra, Eric; Cendra, Anastasia Nelladia; Hartani, Tuti
English Education and Literature Journal (E-Jou) Vol 4 No 02 (2024): English Education and Literature Journal (E-Jou)
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/ejou.v4i02.1150

This literature review paper explores the realm of constructivism within educational environments, specifically focusing on the use of instructional technology in English Language Teaching (ELT) for higher education. The scope of instructional technology in this paper is any kinds of technological support designed to accommodate various learning opportunities for learners by providing multiple tools or means of engagement, representation, and expression in ELT. Meanwhile, Constructivism, a prominent learning approach having been used widely in educational realm, underscores learners' active participation in constructing their own knowledge through experiences and interactions with their surroundings. Constructivism emphasizes the importance of authentic tasks and meaningful contexts in fostering knowledge transfer. The roots of constructivism trace back to Vygotsky's sociocultural theory, highlighting the role of social interactions and tools in cognitive development. The paper aims to examine how instructional technology can facilitate constructivist principles in ELT, examining global trends, knowledge acquisition, and the interplay between technology and constructivist pedagogy. The paper makes use of literature review for the methodology, based on a systematic review approach to gather and analyze relevant scholarly articles, books, reports, and conference papers concerning how instructional technology is used to employ constructivism in English Language Teaching (ELT), in higher education settings. The review also dives into practical implications and recommendations for leveraging instructional technology as scaffolding for language learners to navigate their Zone of Proximal Development effectively. Eventually, the integration of instructional technology within constructivist pedagogy presents rooms for establishing dynamic and interactive learning environments. However, thoughtful attention must be given to teaching and learning strategies, teacher support, and effective synergy of technology to obtain its full potential in enhancing student learning.

Vocational English Lecturers’ Professional Identity: A Closer Look to the Six Domains Cendra, Anastasia Nelladia; Sulindra, Eric
Celt: A Journal of Culture, English Language Teaching & Literature Vol 24, No 1: June 2024, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v24i1.11746

The growing research on teachers’ identity focused mostly on pre-service teachers, beginning teachers, and teachers at the secondary level. Research on teacher identity in the tertiary context has indeed been carried out, however, not much research has focused on the identity of English lecturers in vocational institutions, which arguably face more challenges compared to non-vocational counterparts. Teachers’ identity impacts the teaching process, in the way teachers see themselves, value their roles, and what their beliefs about teaching. These things significantly influence how they approach their work in the classroom. Aiming to fill in the gaps and add to the literature regarding the identity of vocational lecturers, this study seeks to answer three questions: (1) How do vocational English lecturers define their identities related to the six domains namely self-image, motivation, commitment, self-efficacy, task perception, job satisfaction, of teacher identity? (2) What are the things that cause the vocational English lecturer to define their identity, based on the six domains? (3) What are the advantages of knowing the teachers’ identity regarding the challenges that the vocational English lecturers face in their professional lives? The research used the purposive sampling method in qualitative research and was based on the saturation principle to determine the number of research participants. Using questionnaires and interviews with three participants as well as three-stage coding techniques and inductive analysis, this research found various positive identities within all six domains of teacher identity. These identities stem from both personal and contextual factors. Despite these promising findings, vocational English lecturers encounter certain challenges, notably with students who often have limited academic abilities, resulting in feelings of inadequacy, and a lack of enthusiasm for the English learning process.

SPEAKING ACCURACY, FLUENCY, AND BEYOND: INDONESIAN VOCATIONAL STUDENTS’ VOICES Cendra, Anastasia Nelladia; Sulindra, Eric
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v25i2.4579

Speaking mastery has been known as the benchmark of language learning, yet many students still find it difficult to speak with great accuracy and fluency. To widen the knowledge and fill the gaps in the existing research, this present qualitative-descriptive research is to investigate how vocational students see accuracy, fluency, and other psychological-related aspects in speaking as well as collecting some suggestions to create a better speaking class. By distributing questionnaires and conducting semi-structured interviews, the present research revealed that the participants were slightly more inclined towards accuracy compared to fluency, which may result in the inhibition of risk-taking. Moreover, some psychological-related challenges such as feeling nervous, unconfident, and afraid to make mistakes were prevalent among the participants which affected their speaking performance negatively. Finally, the participants yielded some suggestions for a better speaking class, which include assisting students in four stages of speaking and providing appropriate feedback.

Psychological-Related Challenges in Speaking: Experience of Vocational Students Sulindra, Eric; Hartani, Tuti; Cendra, Anastasia Nelladia
Journal of Education Reseach and Evaluation Vol 7 No 3 (2023): August
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v7i3.66587

Speaking is still often considered one of the most daunting skills for English language learners. For Asian learners, such as Indonesian, it is quite common for them to experience psychological-related challenges whenever they are presented with speaking tasks. The aims of this research aims to analyze the psychological challenges of students in vocational education at the higher education level.This study uses a qualitative descriptive approach. Respondents in this study are 36 students. The data in this study were sourced from the experiences of the respondents which were recorded in their guided reflection and semi-structured interviews.The data from the reflection results were analyzed using three coding steps: open coding, axial coding, and selective coding. This study found that most participants reported negative feelings around speaking tasks, such as being nervous, afraid (of making mistakes), fear of failure, insecure, tense, anxious, and doubtful, faster heartbeats and trembling which mostly stemmed from afraid to failing to meet expectations, lack of preparation, and lack of adequate language competence. Suggestions for a better-speaking class are discussed.

Tertiary Students’ Metacognitive Strategies in EFL Writing: A Longitudinal Study Wijaya, Alberik Ryan Tendy; Teopilus, Susana; Cendra, Anastasia Nelladia
Journal of Education Reseach and Evaluation Vol 9 No 2 (2025): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i2.94220

University students often encounter difficulties in academic writing in English due to the complexity of managing the writing process. Limited understanding and application of metacognitive strategies in various writing stages are among the main obstacles to producing high-quality texts. This study aims to conduct an in-depth and longitudinal analysis of the metacognitive strategies employed by students before, during, and after the academic writing process in English. A quantitative approach was adopted, using a descriptive survey method with a longitudinal design. The participants were 74 students from three different cohorts of an English Education program, observed over two to three semesters depending on their cohort. Data were collected through an adapted version of the LLMWSIME questionnaire contextualized to the study, and supplemented with secondary data such as student writing samples, classroom observations, and writing assignment scores. Descriptive statistics were used to calculate means, standard deviations, and percentages, while qualitative analysis was conducted to interpret contextual data. The results show a positive development in students’ use of metacognitive strategies across the three writing stages, with the highest achievement observed in the evaluation stage. However, improvement is still needed in the planning and execution stages. The study concludes that metacognitive strategies develop gradually and play a vital role in enhancing students’ academic writing quality. The findings imply the importance of integrating balanced metacognitive skill development into writing curricula to support students in becoming reflective and independent academic writers.

Power Dynamics in EFL, ESL, ELF A Metaphorical Adaptation of the Newtonian System Sulindra, Eric; Cendra, Anastasia Nelladia; Hartani, Tuti
English Education and Literature Journal (E-Jou) Vol 5 No 02 (2025): English Education and Literature Journal
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/e-jou.v5i02.1539

Understanding the power dynamics among English as a Foreign Language (EFL), English as a Second Language (ESL), and English as a Lingua Franca (ELF) is critical to navigate balanced English language education framework and policies which in turns would equalize global communication needs and local cultures preservation. This paper explains how the metaphorical perspective works in the context of EFL, ESL and ELF power dynamics and how these powers relate to one another, creating a power dynamics equilibrium and influencing greatly the global Englishes. Using a conceptual paper design in nature, the paper employs a metaphorical perspective of Newtonian System as opposing forces balancing each other to analyze the power dynamics of EFL, ESL and ELF. The Newtonian System metaphor provides an appropriate framework to describe the power equilibrium in the dynamics. On one side, factors like socioeconomic influences, demographic shifts, language policy, act metaphorically as forces pushing the spread of English across diverse contexts. Countries with strong economic ties to English-speaking nations tend to adopt ESL or EFL, driven by necessity (metaphorical representation of Newton’s first law of inertia). Simultaneously, the standard English paradigm acts as a force of conformity, reinforcing global norms and expectations around English usage, much like a gravitational pull, shaping the trajectories of EFL and ESL toward a fixed center of linguistic authority (metaphorical representation of Newton’s second law). On the opposite side, resistance arises from localized cultures, native languages, and distinct educational policies that push back, creating a dynamic balance similar to Newton’s third law of action and reaction. Future research can study extended contexts such as digital communication or postcolonial settings, to explore how local resistance adapts to globalization. Another possible further research are empirical investigations to recommend policy-making and teaching strategies that respect linguistic diversity while fostering global connectivity

Co-Authors Alberik Ryan Tendy Wijaya Andreas Emmanuel Hadisoebroto Andreas Emmanuel Hadisoebroto Caeciliai Setya Budi Wahyun Deatri Arumsari Agung Eric Sulindra Gesti Memarista Hartani, Tuti Indriana Lestari Indriana Lestari Markus Budiraharjo Philipus Suryo Subandoro Phillipus Suryo Subandoro Susana Teopilus Tuti Hartani Yohanes Adven Sarbani Yohanes Adven Sarbani

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