Uji Coba - Keywords: Enclose 3 – 5 keywords here.
09 June 2026
Oleh : Tim Akademik
Oleh : Tim Akademik
The abstract should not be more than 200 words providing overall purposes of the study and the research problem(s) you investigated, basic design of the study, main findings or trends as the results of your analysis, and a brief summary of your interpretations and conclusions.
Keywords: Enclose 3 – 5 keywords here.
1. Introduction
Introduction section should provide clear information on the scope, context, and significance of the study being conducted by summarizing current understanding, trends, theories or literatures, and background information about the topic, stating the study objectives in the form of the research problem supported by a set of questions, explaining briefly the methodological approach used to examine the research problem, highlighting the potential gaps your study could reveal.
2. Literature review
Literature review is a comprehensive investigation of the available theoretical background including from books and scholarly articles related to your research areas and theories. In this section, you should provide a description, summary, and critical evaluation of your works concerning the research problem being investigated. Literature reviews are aimed at providing an overview of sources you have explored while researching a particular topic to notify your readers how your research fits within a larger field of study.
2.1. Use this style for the first sub-heading
2.1.1. Use this style for the sub-heading under the first sub-heading
2.1.1.1 Use this style if you still have the third layer sub-heading
3. Method
Method section covers rich information on how the study is undertaken, what kind of research approach is employed, how research participants are selected; how many, and why they are selected, thereby allowing the potential readers to critically assess a study’s overall validity and reliability. In addition, the methodology part seeks to answer two main questions; (1) how were the data collected or generated? (2) how were the data analysed?
3.1. Use this style for the first sub-heading
3.1.1. Use this style for the sub-heading under the first sub-heading
3.1.1.1. Use this style if you still have the third layer sub-heading
4. Findings and discussion
Findings and discussion section is where you report the results of your study based upon the methodology you applied to obtain significant information regarding your research focus. This section should state the findings of the research arranged in a logical sequence without any bias interpretation. The discussion will always connect to the introduction by ways of the research questions you have posed and the theories or literature you reviewed, but it does not simply reiterate or rearrange the introduction; the discussion should always explain how your study has relocated the readers’ understanding of the research questions or problems from where you left them at the end of the introduction section.
4.1. Use this style for sub-heading
4.1.1. Use this style for the sub-heading under the first sub-heading
4.1.1.1. Use this style if you still have the third layer sub-heading
Figures
Figures (Figure 1, Figure 2. etc.) should be presented as part of the text, leaving enough space so that the caption will not be confused with the text. The caption should be self-contained and placed below the figure. The source of the figure should be written in brackets just below the caption.
Charts, maps, graphs, images, screenshots, and other visuals other than tables are categorised under figures. Author must maintain the legibility of the elements in the chosen visual. Text within the figure must be readable. If multiple elements are used in the figure, they must be grouped to avoid being misplaced or distorted. Use different colors to show contrast between elements, or, use different shading patterns.
Figure 1. Proportion of students’ cheating and not cheating (Adapted from Alan, Jennifer, Malik, & Lopez, 2019).
Tables
Tables (Table 1, Table 2. etc.) should be presented as part of the text, but in such a way not to be confused with the text. A descriptive title should be placed above each table. The table should follow the APA style in which it does not use vertical lines and content row separator lines. Author(s) should always introduce the tables (and figures) in the paragraph (avoid unnecessary use of tables and figures).
Table 1
Students’ reasons for not cheating.
No Reason for not cheating Percentage %
Yes No
1 Want to know what your work is worth 33.33 0
2 Pride in your work 33.33 0
3 Can get good marks without cheating 33.33 0
(Lopez & Susanto, 2007, p. 123)
In-text Citations
Citations follow the APA 6th style using body note format (author last name, year); and in case of a direct verbatim citation, the page number of the source must be presented (Author last name, year, p. 123). Examples of citations are presented below in many different forms; ‘one author’, ‘two joint authors’, ‘three joint authors’, etc.
a. One author (Nunan, 2007)
b. Two joint authors (Nunan & Azar, 1997)
c. Three joint authors (Nunan, Azar, & Betty, 2013)
d. Two separate authors (Nunan, 2011; Azar, 2010)
e. Two joint authors plus two separate authors (Nunan, 1999; Azar & Betty, 2013; Kamri, 2013; Oliver, 2010)
f. This is an example of citation when the author’s name such as Nunan (2013); Oliver (2010, p. 123); Azar and Betty (2013) is placed in a sentence.
5. Conclusion
The conclusion part is aimed at assisting the readers to understand why your research should be indispensable for them after reading your paper. As such, a conclusion is not merely a summary of the main topics covered or a restatement of your research problem, but a synthesis of key points and, if applicable, where you recommend new areas for future feasible research. For most studies, one well-developed paragraph is sufficient for a conclusion, although in some cases, a two or three paragraph conclusion might be required.
References
All references should be typed in the same format as texts following the APA 6th style. Author(s) is strongly encouraged to employ a reference application or software such as Mendeley, Zotero, EndNote, Reference Manager, etc. The references should consist of 80% primary sources (e.g., journal articles) and were published no later than in the last 5 years. Below are some examples of how references should be written:
Ackerman, D. B. (1989). Intellectual and practical criteria for successful curriculum integration In H. H. Jacobs (Ed.), Interdisciplinary Curriculum: Design and Implementation Alexandria, VA: Association for Supervision and Curriculum Development
Ali, S., & Kelly, M. (2004). Ethics and social research In C. Seale (Ed.), Researching society and culture (2nd ed.). Thousand Oak, CA: Sage
Ary, D., Jacobs, L. C., & Sorensen, C. (2010). Introduction to research in education (8th ed.). Belmont, CA: Wadsworth
Barrie, S., Andrews, J., Dean, L., & Heimanis, I. (2010). Employability: Realising the potential of a university education. In Steve Denton & S. Brown (Eds.), A practical guide to university and college management. New York, NY: Routledge
Biggs, J. (1999). Teaching for quality learning at university: What the student does. Buckingham, England: The Society for Research into Higher Education and Open University press
Boud, D., & Costley, C. (2007). From project supervision to advising: New conceptions of the practice. Innovations in Education and Teaching International, 44(2), 119-130. https://doi.org/10.1080/14703290701241034
Brady, L., & Kennedy, K. (2010). Curriculum construction (4th ed.). Melbourne, Australia: Pearson
Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage
Denzin, N. K., & Lincoln, Y. S. (2003). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Landscape of Qualitative Research: Theories and Issues (2nd ed.). Thousand Oaks, CA: Sage Publications
Habiburrahim, H. (2018). A review of the department of English language education curriculum development. Englisia: Journal of Language, Education, and Humanities, 6(1), 1-14. https://doi.org/10.22373/ej.v6i1.3529
Orrell, J., & Higgs, J. (2012). Social and political change: Implications for professional and practice-based university education. In J. Higgs, R. Barnett, S. Billet, M. Hutchings & F. Trede (Eds.), Practice-based education: Perspectives and strategies. Rotterdam, The Netherlands: Sense Publishers
Whyte, S. (2011). Learning theory and technology in university foreign language education: The case of French universities. Arts and Humanities in Higher Education, 10(2), 213-234. https://doi.org/10.1177/1474022210364783
Keywords: Enclose 3 – 5 keywords here.
1. Introduction
Introduction section should provide clear information on the scope, context, and significance of the study being conducted by summarizing current understanding, trends, theories or literatures, and background information about the topic, stating the study objectives in the form of the research problem supported by a set of questions, explaining briefly the methodological approach used to examine the research problem, highlighting the potential gaps your study could reveal.
2. Literature review
Literature review is a comprehensive investigation of the available theoretical background including from books and scholarly articles related to your research areas and theories. In this section, you should provide a description, summary, and critical evaluation of your works concerning the research problem being investigated. Literature reviews are aimed at providing an overview of sources you have explored while researching a particular topic to notify your readers how your research fits within a larger field of study.
2.1. Use this style for the first sub-heading
2.1.1. Use this style for the sub-heading under the first sub-heading
2.1.1.1 Use this style if you still have the third layer sub-heading
3. Method
Method section covers rich information on how the study is undertaken, what kind of research approach is employed, how research participants are selected; how many, and why they are selected, thereby allowing the potential readers to critically assess a study’s overall validity and reliability. In addition, the methodology part seeks to answer two main questions; (1) how were the data collected or generated? (2) how were the data analysed?
3.1. Use this style for the first sub-heading
3.1.1. Use this style for the sub-heading under the first sub-heading
3.1.1.1. Use this style if you still have the third layer sub-heading
4. Findings and discussion
Findings and discussion section is where you report the results of your study based upon the methodology you applied to obtain significant information regarding your research focus. This section should state the findings of the research arranged in a logical sequence without any bias interpretation. The discussion will always connect to the introduction by ways of the research questions you have posed and the theories or literature you reviewed, but it does not simply reiterate or rearrange the introduction; the discussion should always explain how your study has relocated the readers’ understanding of the research questions or problems from where you left them at the end of the introduction section.
4.1. Use this style for sub-heading
4.1.1. Use this style for the sub-heading under the first sub-heading
4.1.1.1. Use this style if you still have the third layer sub-heading
Figures
Figures (Figure 1, Figure 2. etc.) should be presented as part of the text, leaving enough space so that the caption will not be confused with the text. The caption should be self-contained and placed below the figure. The source of the figure should be written in brackets just below the caption.
Charts, maps, graphs, images, screenshots, and other visuals other than tables are categorised under figures. Author must maintain the legibility of the elements in the chosen visual. Text within the figure must be readable. If multiple elements are used in the figure, they must be grouped to avoid being misplaced or distorted. Use different colors to show contrast between elements, or, use different shading patterns.
Figure 1. Proportion of students’ cheating and not cheating (Adapted from Alan, Jennifer, Malik, & Lopez, 2019).
Tables
Tables (Table 1, Table 2. etc.) should be presented as part of the text, but in such a way not to be confused with the text. A descriptive title should be placed above each table. The table should follow the APA style in which it does not use vertical lines and content row separator lines. Author(s) should always introduce the tables (and figures) in the paragraph (avoid unnecessary use of tables and figures).
Table 1
Students’ reasons for not cheating.
No Reason for not cheating Percentage %
Yes No
1 Want to know what your work is worth 33.33 0
2 Pride in your work 33.33 0
3 Can get good marks without cheating 33.33 0
(Lopez & Susanto, 2007, p. 123)
In-text Citations
Citations follow the APA 6th style using body note format (author last name, year); and in case of a direct verbatim citation, the page number of the source must be presented (Author last name, year, p. 123). Examples of citations are presented below in many different forms; ‘one author’, ‘two joint authors’, ‘three joint authors’, etc.
a. One author (Nunan, 2007)
b. Two joint authors (Nunan & Azar, 1997)
c. Three joint authors (Nunan, Azar, & Betty, 2013)
d. Two separate authors (Nunan, 2011; Azar, 2010)
e. Two joint authors plus two separate authors (Nunan, 1999; Azar & Betty, 2013; Kamri, 2013; Oliver, 2010)
f. This is an example of citation when the author’s name such as Nunan (2013); Oliver (2010, p. 123); Azar and Betty (2013) is placed in a sentence.
5. Conclusion
The conclusion part is aimed at assisting the readers to understand why your research should be indispensable for them after reading your paper. As such, a conclusion is not merely a summary of the main topics covered or a restatement of your research problem, but a synthesis of key points and, if applicable, where you recommend new areas for future feasible research. For most studies, one well-developed paragraph is sufficient for a conclusion, although in some cases, a two or three paragraph conclusion might be required.
References
All references should be typed in the same format as texts following the APA 6th style. Author(s) is strongly encouraged to employ a reference application or software such as Mendeley, Zotero, EndNote, Reference Manager, etc. The references should consist of 80% primary sources (e.g., journal articles) and were published no later than in the last 5 years. Below are some examples of how references should be written:
Ackerman, D. B. (1989). Intellectual and practical criteria for successful curriculum integration In H. H. Jacobs (Ed.), Interdisciplinary Curriculum: Design and Implementation Alexandria, VA: Association for Supervision and Curriculum Development
Ali, S., & Kelly, M. (2004). Ethics and social research In C. Seale (Ed.), Researching society and culture (2nd ed.). Thousand Oak, CA: Sage
Ary, D., Jacobs, L. C., & Sorensen, C. (2010). Introduction to research in education (8th ed.). Belmont, CA: Wadsworth
Barrie, S., Andrews, J., Dean, L., & Heimanis, I. (2010). Employability: Realising the potential of a university education. In Steve Denton & S. Brown (Eds.), A practical guide to university and college management. New York, NY: Routledge
Biggs, J. (1999). Teaching for quality learning at university: What the student does. Buckingham, England: The Society for Research into Higher Education and Open University press
Boud, D., & Costley, C. (2007). From project supervision to advising: New conceptions of the practice. Innovations in Education and Teaching International, 44(2), 119-130. https://doi.org/10.1080/14703290701241034
Brady, L., & Kennedy, K. (2010). Curriculum construction (4th ed.). Melbourne, Australia: Pearson
Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage
Denzin, N. K., & Lincoln, Y. S. (2003). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Landscape of Qualitative Research: Theories and Issues (2nd ed.). Thousand Oaks, CA: Sage Publications
Habiburrahim, H. (2018). A review of the department of English language education curriculum development. Englisia: Journal of Language, Education, and Humanities, 6(1), 1-14. https://doi.org/10.22373/ej.v6i1.3529
Orrell, J., & Higgs, J. (2012). Social and political change: Implications for professional and practice-based university education. In J. Higgs, R. Barnett, S. Billet, M. Hutchings & F. Trede (Eds.), Practice-based education: Perspectives and strategies. Rotterdam, The Netherlands: Sense Publishers
Whyte, S. (2011). Learning theory and technology in university foreign language education: The case of French universities. Arts and Humanities in Higher Education, 10(2), 213-234. https://doi.org/10.1177/1474022210364783