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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 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) Jurnal bahasa, sastra, seni, dan pengajarannya
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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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.
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
A Constructivist-Ecological Model in Utilizing Collaborative Platforms to Improve Academic Writing Skills: A Conceptual Framework Sulindra, Eric; Cendra, Anastasia Nelladia; Lestari, Indriana
English Education and Literature Journal (E-Jou) Vol 6 No 01 (2026): 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.v6i01.1887

Abstract

In language learning, digital platforms have offered unique opportunities to the learners to expand their skills and competencies beyond their standard level. In academic writing, collaborative platforms, or digital collaborative platforms, have been widely used by writers to achieve their writing goals. However, these platforms have been used in random manners and ways, according to different degrees of the writers’ familiarity to the platforms. There is no structured pattern of how these platforms are effectively used and able to support the writers optimally. Therefore, the paper is conceptualizing a proposed model of how the digital collaborative platforms may function as affordances in supporting the academic writers achieving their goals. The affordances technically function as a bridge between the constructivism approach and the ecological perspective. affordances refer to opportunities for action that the environment provides, which learners perceive and utilize. The learners’ ability to use the affordances determine how they construct the meanings and ideas, especially in their writing. The affordances are available within the environment, creating an ecology for the writers, under the ecological perspective lens. A five-stages model is presented in the paper to explore how a writer is supported by the collaborative platforms in each stage to reach their goals. The stages are initial writing task; interaction with affordances; knowledge construction; feedback and reflection; and finally, development of writing proficiency. The elaboration is done within an ecological perspective and the principles of constructivism. Future research would benefit optimally if focusing more on the empirical aspects of the model and how the effectiveness of digital tools in creating affordances in the five-stage-model intervention
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.
Co-Authors Alberik Ryan Tendy Wijaya Eric Sulindra Hadisoebroto, Andreas Emmanuel Hartani, Tuti Lestari, Indriana Markus Budiraharjo Subandoro, Phillipus Suryo Susana Teopilus Yohanes Adven Sarbani