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All Journal Celt: A Journal of Culture, English Language Teaching & Literature 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 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
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Public Health Social Sciences Other

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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

Abstract

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

Abstract

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2019.8.1.41-53

Abstract

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
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
Publisher : citeus

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

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.
HABIT, HEDONIC MOTIVATION, DAN SOCIAL INFLUENCE SEBAGAI PREDIKTOR SIGNIFIKAN NIAT PENGGUNAAN AI DALAM PEMBELAJARAN BAHASA INGGRIS MANDIRI: STUDI UTAUT3 PADA MAHASISWA ADMINISTRASI PERKANTORAN Yohanes Adven Sarbani; Anastasia Nelladia Cendra
Jurnal Administrasi dan Kesekretarisan Vol 11 No 1: Maret 2026
Publisher : Universitas Tarakanita

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36914/xmydm804

Abstract

Perkembangan kecerdasan buatan (Artificial Intelligence/AI) membuka peluang bagi mahasiswa non-jurusan bahasa untuk belajar bahasa Inggris secara mandiri. Namun faktor-faktor yang mendorong niat penggunaannya belum banyak dikaji, khususnya pada mahasiswa vokasional Administrasi Perkantoran. Penelitian ini bertujuan mengidentifikasi prediktor signifikan niat penggunaan AI dalam pembelajaran bahasa Inggris mandiri pada mahasiswa D-III Administrasi Perkantoran menggunakan kerangka UTAUT3. Penelitian menggunakan pendekatan kuantitatif-deskriptif dengan desain survei. Data dikumpulkan melalui kuesioner daring dari 34 mahasiswa yang dipilih secara purposive berdasarkan pengalaman menggunakan AI untuk belajar bahasa Inggris secara mandiri. Analisis regresi berganda menunjukkan bahwa model UTAUT3 mampu menjelaskan 80,3% varians niat perilaku (R²=0,803; F(8,25)=12,773; p<0,001). Dari delapan konstruk yang diuji, tiga terbukti signifikan: Habit (β=0,481; p=0,018) sebagai prediktor terkuat, diikuti Hedonic Motivation (β=0,381; p=0,032) dan Social Influence (β=0,304; p=0,017). Temuan ini mengindikasikan bahwa niat penggunaan AI untuk pembelajaran bahasa Inggris mandiri lebih bersifat personal dan afektif, yakni ditentukan oleh kebiasaan yang telah terbentuk serta kesenangan dalam berinteraksi dengan AI, dibandingkan pertimbangan instrumental seperti kemudahan penggunaan atau ketersediaan fasilitas. Pendidik disarankan untuk merancang intervensi yang mendorong pembentukan kebiasaan penggunaan AI sejak dini dan menciptakan pengalaman belajar bersama AI yang menyenangkan, aman, dan tidak menghakimi.
Meningkatkan Kemampuan Penulisan Surat Dinas: Pelatihan Tata Surat dan Korespondensi untuk Tenaga Kependidikan Yayasan Lazaris, Surabaya Yohanes Adven Sarbani; Anastasia Nelladia Cendra; Eric Sulindra; Tuti Hartani; Andreas Emmanuel Hadisoebroto; Indriana Lestari
Journal of Applied Community Engagement Vol. 5 No. 1 (2025): 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.v5i1.1134

Abstract

This community service program aims to improve the ability of educational staff at Yayasan Lazaris, Surabaya, in writing official letters in accordance with the standards outlined in Ministerial Regulation No. 3 of 2021. The training was conducted in two sessions: theoretical and practical, and included a pre-test and post-test assessment. The results showed a significant improvement in participants' competence in understanding official letter formats and using email for formal correspondence. This program has proven to be applicable, relevant, and impactful in strengthening administrative governance and supporting the implementation of the Tri Dharma of Higher Education.
Optimalisasi Daya Saing Profesional Siswa SMA St. Louis 2 Surabaya melalui Professional Lifeskills Training Eric Sulindra; Yohanes Adven Sarbani; Anastasia Nelladia Cendra; Andreas Emmanuel Hadisoebroto; Indriana Lestari; Caeciliai Setya Budi Wahyun; Gesti Memarista; Deatri Arumsari Agung
Journal of Applied Community Engagement Vol. 5 No. 2 (2025): 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.v5i2.1415

Abstract

In today’s era of globalization, digital transformation, and increasingly competitive job markets, high school (SMA) and vocational school (SMK) students are expected to excel not only in academics but also in essential life skills. Abilities such as managing digital information and communicating professionally are now critical assets for building a career and achieving independence. Unfortunately, many graduates still face a gap between the skills they have and what the professional world requires. For instance, they often lack proficiency in productive digital tools like Microsoft Excel and have little awareness of the importance of developing a personal digital brand through platforms such as LinkedIn or professional email. To address this gap, the Professional Life Skills Training program was introduced as a strategic initiative to help SMAK St. Louis 2 students grow holistically and strengthen their future competitiveness. This training goes beyond teaching technical skills; it also fosters the mindset and attitudes needed to thrive in the 21st-century workplace.
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 : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v8i1.2658

Abstract

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