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All Journal Celt: A Journal of Culture, English Language Teaching & Literature Journal Of English Language and Education LLT Journal: A Journal on Language and Language Teaching Journal of Educational Research and Evaluation ELTR Journal English Education and Literature Journal (E-jou) Indonesian Journal of EFL and Linguistics Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Indonesian Journal of English Teaching JEELS (Journal of English Education and Linguistics Studies) Journal of Applied Community Engagement (JACE)

Anastasia Nelladia Cendra

Scopus ID: 57211111105, Universitas Katolik Widya Mandala Surabaya

Author-ID : 3063399

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

Published : 15 Documents Claim Missing Document

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Articles

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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.

Efl undergraduate students’ self-regulation in thesis writing: help-seeking and motivation-regulation Concilianus Laos Mbato; Anastasia Cendra
(JELE) Journal Of English Language and Education Vol 5, No 1 (2019)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

Type Undergraduate thesis writing necessitates EFL students to self-regulate themselves, particularly in overcoming the difficulties they encounter and maintaining their motivation. To date, there has been little research on EFL undergraduate students’ self-regulation, help-seeking, and motivation-regulation in thesis writing, especially in Asian context. Under explanatory mixed-method framework, this research aimed to investigate how Indonesian EFL undergraduate students self-regulated their thesis writing process and to what extent their self-regulation assisted them to seek help and regulate their motivation. The results showed that the students generally demonstrated a high level of self-regulation, help-seeking, and motivation-regulation. Furthermore, it was revealed that self-regulation had a positive, significant, and moderate correlation with help-seeking (r=.461), and a positive, significant, and high correlation with motivation-regulation (r=.648). The findings suggested that self-regulation, help-seeking, and motivation-regulation were important for students to finish their challenging undergraduate thesis. However, even when the overall measured results were good, the support from other people including from the university staff were needed, especially in cultivating students’ self-regulatory mechanism. This research offers implications for the university and thesis advisors.

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.

Pelatihan Penulisan Korespondensi Bahasa Indonesia pada Lembaga Pelatihan di kota Surabaya Sulindra, Eric; Sarbani, Yohanes Adven; Cendra, Anastasia Nelladia; Hartani, Tuti
Journal of Applied Community Engagement Vol 3 No 1 (2023): Journal of Applied Community Engagement (JACE)
Publisher : ISAS (Indonesian Society of Applied Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52158/jace.v3i1.487

Given the importance of correspondence in every organization, the ability to produce good and correct letters requires certain skills. Therefore, training on writing business letters and correspondence is urgently needed for many organizations, Himpunan Penyelenggaran Pelatihan dan Kursus Indonesia (HIPKI) and Himpunan Lembaga Pelatihan Seluruh Indonesia (HILLSI) which are our partners. The Vocational Faculty Abdimas Team, specifically from Diploma of Office Administration Study Program, Widya Mandala Surabaya Catholic University conducted community service activities in the form of correspondence training, in terms of the parts of the letter and the language of the letter, for HIPKI and HILLSI members. After conducting online training using Zoom Meeting, the participants showed an increased understanding of letter writing, in terms of the parts of the letter and the language of the letter. This is indicated by an increase in the participants' average scores from 30 in the pre-test to 71.67 in the post-test. Participants hope that this training can be continued with advanced training, especially in deepening the material in making effective sentences in the contents of letters.

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.

Providing independent-learning space to promote English learners’ self-regulation Cendra, Anastasia Nelladia; Wijaya, Alberik Ryan Tendy
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 52, No 2 (2024)
Publisher : Fakultas Sastra Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um015v52i22024p202

Independent learning is a powerful way to enhance English mastery. Yet, its effect on self-regulation is not yet explored further. This research investigated that matter by answering the following questions: 1) How is the independent learning activity per-ceived by English learners? 2) Can independent learning activities assist English learners in developing self-regulation skills? Twenty-nine university-level English learners participated in this qualitative-descriptive research which uses an open-ended questionnaire and interview. This study showed that independent learning is perceived positively by the participants. They mentioned that independent learning gave them more chances to understand the materials. Furthermore, they believed that the main outcome of independent learning was the increase in their English skills. For them, the enhancement on the self-regulation skills became a secondary outcome. As such, while independent learning has the potential to enhance learners’ self-regulation skills, the participants believed that they did not really grasp the concept of self-regulation and how independent learning would promote it. Thus, it is suggested that the learners must first be familiar with the concept of self-regulation and how inde-pendent learning can enhance self-regulation skills. This concept, therefore, must be promoted first by the teachers before independent learning activities are carried out.

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.

Meningkatkan Keterampilan Korespondensi Digital dan Komunikasi Siswa: Program Pengabdian Masyarakat di SMA Katolik St. Louis 2 Surabaya Sulindra, Eric; Sarbani, Yohanes Adven; Cendra, Anastasia Nelladia; Hadisoebroto, Andreas Emmanuel; Hartani, Tuti; Subandoro, Phillipus Suryo; Lestari, Indriana
Journal of Applied Community Engagement Vol 4 No 2 (2024): Journal of Applied Community Engagement (JACE)
Publisher : ISAS (Indonesian Society of Applied Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52158/jace.v4i2.1011

Communication and correspondence skills in the digital space are crucial in the digital era. Professional communication via email and other digital media has become an integral part of academic life and the workplace. Therefore, the Office Administration Program at the Faculty of Business, Widya Mandala Catholic University Surabaya, in collaboration with St. Louis 2 Catholic High School, organized a Community Service Program (Abdimas) to enhance students' digital correspondence skills and communication ethics. In this program, students were taught how to create and manage emails professionally, including writing emails with proper structure, using appropriate language, and applying communication ethics. Additionally, the training emphasized the importance of communication ethics, both oral and written, such as polite telephone etiquette, handling formal correspondence, and understanding the norms of professional communication. The results of this training showed that students gained a better understanding of the significance of professional digital communication, which will help them in pursuing further education or entering the workforce.

Co-Authors Alberik Ryan Tendy Wijaya Concilianus Laos Mbato Eric Sulindra Hadisoebroto, Andreas Emmanuel Hartani, Tuti Lestari, Indriana Markus Budiraharjo Subandoro, Phillipus Suryo Susana Teopilus Yohanes Adven Sarbani

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