Article Per Year (5 Year)
p-Index From 2020 - 2025
2.392
P-Index
This Author published in this journals
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
Arts Humanities Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

Published : 15 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 15 Documents
Search

 1   2 
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

Abstract

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

Abstract

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

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
Meningkatkan Kemampuan Penulisan Surat Dinas: Pelatihan Tata Surat dan Korespondensi untuk Tenaga Kependidikan Yayasan Lazaris, Surabaya Sarbani, Yohanes Adven; Cendra, Anastasia Nelladia; Sulindra, Eric; Hartani, Tuti; Hadisoebroto, Andreas Emmanuel; Lestari, Indriana
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.
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