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Author Guidelines

Carefully read the Author Guidelines as follows:

A. General Requirements

  1. Manuscripts submitted to JEFL should be research-based papers which have not been published or are under consideration elsewhere.
  2. Manuscripts must be in English. It should be typed in MS Word doc. format; using 12-pt Palatino Linotype font; left, right, top, and bottom margins are 3 cm; single-spaced on A4-sized paper; length: between 5,000 and 6,000 words (excluding abstract, references, and appendices).
  3. The manuscript will be reviewed by subject reviewers, while the editors reserve the right to edit the manuscript for format consistency without altering the substance.
  4. Make sure that the manuscript is prepared using the Article Template. Use the Online Submission Guidelines for access to the Open Journal Systems (OJS).
  5. The citations and references should follow the style of the American Psychological Association (APA) 7th Edition and use Reference Management Software such as ZOTERO (http://www.zotero.org), Mendeley (https://www.mendeley.com), etc.
  6. The manuscript must be checked in terms of grammar, structure, spelling, etc. It is suggested to use Grammar Checker Software GRAMMARLY (http://app.grammarly.com).
  7. The manuscript must be submitted through the OJS (JEFL website). The authors' CVSubmission Checklist, and Statement of Originality must be attached to the submission.

B. Manuscript Structure 

  1. The article structure contains (a) Title; (b) Author(s) name, affiliation, and email address of the corresponding author; (c) Abstract; (d) Keywords; (e) Introduction); (f) Method; (g) Findings; (h) Discussion; (i) Conclusion); (j) Acknowledgements; (k) Funding; (l) ORCID; (m) References, and (n) Appendices (if any).
  2. Title: The paper title should indicate the novelty of the research. It should be concise and informative. It does not contain infrequently-used abbreviations. The main idea should be first written and followed by its explanation. Use bold for your article title, with an initial capital letter for any proper nouns with 13-pt Palatino Linotype.
  3. Author(s) name, affiliation, and email address of the corresponding author: The full name of the author(s) must be written without academic title(s) in 11-pt Palatino Linotype Bold. The affiliation (including department, faculty, university, city/province, and country) should be written below the name in 11-pt Palatino Linotype Italics. The email address of the Corresponding Author should be written below the affiliation in 11-pt Palatino Linotype. (The corresponding author will handle correspondence at all stages of refereeing and publication, also post-publication; this responsibility includes answering any future queries about the Methodology and Materials of the paper). Ensure that the e-mail address is given and that contact details are kept up to date by the Corresponding Author.
  4. Abstract: The abstract (not exceed 200 words) should be clear and informative. The abstract should succinctly describe your entire paper. It contains the introduction indicating the research gap, purpose, methodology, findings, and research implication. The abstract should tell the prospective reader what you did and highlight the key findings. Avoid using technical jargon and uncommon abbreviations. The abstract should be in one paragraph, in 12-pt Palatino Linotype, and with a single space. It must appear on the top of the first page after the title, author(s) name and affiliation, and email address of the corresponding author.
  5. Keywords: Keywords are the labels of your manuscript and critical to correct indexing and searching. Therefore, they should be well selected and closely related to the topic to facilitate the reader’s search, and they should represent the content and highlight of your article. Use only those abbreviations that are firmly established in the field. There must be 3-7 keywords [phrases]. Each phrase in Keywords should be separated by a semicolon (;). (Keywords help readers find your article, so are vital for discoverability. They should be written in lower case except proper nouns and should be alphabetically arranged)
  6. Introduction: An introduction of the paper (with a proportion of 15-20% of the whole article length) should clearly state the purpose of the paper. It includes a review of related literature and research purpose in essay style. The introduction should include key references to appropriate work. It states the significant contribution of the research. The introduction should consist of the background of the study, research contexts, literary review, and research objective (at the end of the introduction). The introduction should explicitly state the research gap and show the novelty of the research. All introductions should be presented in the form of paragraphs, not pointers.
  7. Method: The method section (with the proportion is 10-15% of the total article length) consists of a description concerning the research design, participants of the research, data sources, data collection (the real procedures of collecting data), and data analysis (the real procedures of analyzing data). 
  8. Findings: The findings obtained from the research have to be supported by sufficient data. The research results and the discovery must be the answers, or the research hypothesis stated previously in the introduction part. The findings section consists of a description of the results of the data analysis to answer the research question(s). The findings should summarize (scientific) findings rather than providing data in great detail. Please highlight the differences between your results or findings and the previous publications by other researchers. This section should be explained in several subsections with a detailed explanation of the findings. 
  9. Discussion: The discussion should explore the significance of the results of the work, not repeat them. In the discussion, it is the most important section of your article. Here you get the chance to sell your data. Make the discussion corresponding to the results, but do not reiterate the results. Often should begin with a brief summary of the main scientific findings. The meanings of the findings should be shown from current theories and references of the area addressed. In the discussion section, you are comparing and contrasting the findings of the current research with those from the previous research or the supporting theories. There should be a similarity and contrast analysis. The following components should be covered in the discussion: (a) How do your results relate to the original question or objectives outlined in the Introduction section? What is your finding of research? (what/how)? (b) Do you provide interpretation scientifically for each of your results or findings presented (why)? This scientific interpretation must be supported by valid analysis and characterization (why)? (c) Are your results consistent with what other investigators have reported (what else)? Or are there any differences? (The proportion of the Findings and the Discussion sections is 40-60% of the total article length).
  10. Conclusion: The conclusion section (only one paragraph) consists of the summary, restatement of the main findings. It should state concisely the most important propositions of the paper as well as the author’s views of the practical implications of the result. Tell how your work advances the field from the present state of knowledge. Without a clear conclusion, reviewers and readers will find it difficult to judge the work, and whether or not it merits publication in the journal. Do not repeat the Abstract, or just list experimental results. Provide a clear scientific justification for your work, and indicate possible applications and extensions. You can also suggest future research and point out those that are underway.
  11. Acknowledgements: Recognize those who helped in the research. They include individuals who have assisted you in your study: advisors or other supporters, e.g.: proofreaders, typists, and suppliers, who may have given materials. Do not acknowledge or mention the names of your co-authors.
  12. Funding: Recognize the funding supporters of your research.
  13. ORCID: Write your name in italics and show the URL of your ORCID.
  14. References: Every source cited in the body of the article should appear in the References, and all sources appearing in the References should be cited in the body of the article. The references should be more up-to-date (published in the last 5 years). The primary sources cited in your paper are in the forms of journal articles, proceedings, research reports including theses and dissertations that can be accessed online (show the permalink/DOI). Citations from journal articles should be at least 80% of the total references cited. The References should be presented alphabetically and chronologically and be set to 12-pt Palatino Linotype font, justified, with single line spacing and hanging indent. Check each reference against the original source (author name, volume, issue, year, permalink/DOI number). Use Reference Management Software such as ZOTERO (http://www.zotero.org), Mendeley (https://www.mendeley.com), etc., to manage the references for your paper. Use other published articles in the same journal as models.
  15. Figure: The placement of the picture is in the align-left with the caption below is written in 11-pt Palatino Linotype. The caption has to mention the title and the source of the picture.
  16. Table: Each table must be typed, and consecutively numbered. The title is written in the align-left above the table and in 11-pt Palatino Linotype, while the source is placed below the table in the same font.
  17. Use the headings system as follows:

            Heading 1: use this style for level one headings

            Heading 2: use this style for level two headings

            Heading 3: use this style for level three headings

            Heading 4: create the headings in italics. Run the text on after a punctuation mark.

      18. The citations and references should follow the style of APA 7th Edition.

IN-TEXT CITATIONS

Author: 1 person

Richards (2001, p. 56) states ……

The curriculum in language teaching should …. (Richards, 2001, p. 56).

Authors: 2 people

Taylor and Bogdan (1984, p. 8) suggest …..

Qualitative research methods should…... (Taylor & Bogdan, 1984, p. 18).

Authors: 3 people more

Davies et al. (2011, p. 279) state …..

A needs analysis from ........ (Davies et al., 2011, p. 279).

LIST OF REFERENCES

Journal Article with DOI

Adinlou, N. A., & Far, L. M. (2014). The relationship of self-efficacy beliefs, writing strategies, and the correct use of conjunctions in Iranian EFL learners. International Journal of Applied Linguistics & English Literature, 3(4), 221-227. http://dx.doi.org/10.7575/aiac.ijalel.v.3n.4p.221

Çelik, S., Aytin, K., & Bayram, E. (2013). Implementing cooperative learning in the language classroom: opinions of Turkish teachers of English. Procedia – Social and Behavioural Science70, 1852-1859. https://doi.org/10.1016/j.sbspro.2013.01.263

Gunawan, W., & Aziza, F. (2017). Theme and thematic progression of undergraduate thesis: investigating meaning-making in academic writing. Indonesian Journal of Applied Linguistics7(2), 413–424. https://doi.org/10.17509/ijal.v7i2.8350

Rahmawati, F. S., Cahyono, B. Y., & Anugerahwati, M. (2018). Effect of story maps on EFL students’ achievement in writing narrative texts. Journal on English as a Foreign Language, 8(2), 130-148. https://doi.org/10.23971/jefl.v8i2.877

Journal Article without DOI (when DOI is not available)

Brecht, H. D. (2012). Learning from online video lectures. Journal of Information Technology Education: Innovations in Practice11, 227–250. Retrieved from https://eric.ed.gov/?id=EJ990981

Elder, L., & Paul, R. (2013). Critical thinking: Intellectual standards essential to reasoning well within every domain of human thought. Journal of Developmental Education36(3), 34–35. Retrieved from https://files.eric.ed.gov/fulltext/EJ1067273.pdf

Gentles, S., Charles, C., Ploeg, J., & McKibbon, K. A. (2015). Sampling in qualitative research: insights from an overview of the methods literature. The Qualitative Report20(11), 1772–1789. Retrieved from https://nsuworks.nova.edu/tqr/vol20/iss11/5

Liu, J. Y. (2018). Exploring genre pedagogy of learning transfer in L2 writing. The Asian Journal of Applied Linguistics5(1), 46–59. Retrieved from https://caes.hku.hk/ajal/index.php/ajal/article/view/518

Widiastuti, I.A.M.S. (2018). EFL teachers’ beliefs and practices of formative assessment to promote active learning. Asian EFL Journal, 20(5), 96-112. Retrieved from https://www.asian-efl-journal.com/wp-content/uploads/AEFLJ-Volume-20-Issue-5-May-2018.pdf

Davies, Y., Mishima, T., Yokomuro, S., Arima, Y., Kawahigashi, Y., Shigehara, K., … Takizawa, T. (2011). Developing health information literacy: a needs analysis from the perspective of preprofessional health students. Journal of the Medical Library Association100(4), 277–283. 

Hashemnejad, F., Zoghi, M., & Amini, D. (2014).The relationship between self-efficacy and writing performance across genders. Theory and Practice in Language Studies, 4(5), 1045-1052. 

Encyclopedia Articles: 

Brislin, R. W. (1984). Cross-cultural psychology. In R. J. Corsini (Ed.), Encyclopedia of Psychology (Vol. 1, pp. 319-327). New York: Wiley. 

Rezaei, S. (2017). Researching identity in language and education. In K. A. King, Y-J. Lai, & S. May (Eds.), Encyclopedia of Language and Education: Research Methods in Language and Education (Vol. 10, pp. 171–182). Dordrecht: Springer.

Developmental Genetics. (2005). In Cambridge Encyclopedia of Child Development.  Retrieved from http://0www.credoreference.com.library.muhlenberg.edu:80/entry/cupchilddev/developmental-genetics 

Rezaei, S., & Seyedan, M. (2015). Ahmad Mahmud. In Encyclopædia Iranica. Retrieved from http://www.iranicaonline.org/articles/mahmud-ahmad

Thesis/Dissertation in Repository:

Hardini, S. R. (2013). Developing character values in the teaching of narrative texts using genre-based approach: a case study at a senior high school in Bandung (Unpublished thesis). Universitas Pendidikan Indonesia, Bandung, Indonesia. Retrieved from http://repository.upi.edu/2181

Chiu, C. (2005). Writing in English: perspectives of an ethnic Chinese teacher and her students (Ph.D thesis), The University of New Mexico, Mexico.

Proceedings with DOI:

Aunurrahman, Hamied, F., & Emilia, E. (2017). Realizing a good education in an Indonesian university context. In A. G. Abdullah, I. Hamidah, S. Aisyah, A. A. Danuwijaya, G. Yuliani, & H. S. H. Munawaroh (Eds.), Ideas for 21st Century Education: Proceedings of the Asian Education Symposium (AES 2016) (pp. 297–300). London: Routledge. https://doi.org/10.1201/9781315166575

Book:

Arabski, J., & Wojtaszek, A. (Eds.), (2011). Aspects of culture in second language acquisition and foreign language learning. Berlin: Springer.

Richards, J. C. (2001). Curriculum development in language teaching. New York: Cambridge.

Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Boston, MA: Cambridge University Press.

Roe, B. D., Stoodt, B. D., & Burns, P. C. (1995). Secondary school reading instruction: the content areas (5th ed.). Boston: Houghton Mifflin Company.

Taylor, S., & Bogdan, R. (1984). Introduction to qualitative research methods: the search for meanings (2nd ed.). New York: Wiley.

Book in Bahasa Indonesia:

Atmazaki, Ali, N. B. V., Muldian, W., Miftahussururi, Hanifah, N., Nento, M. N., & Akbari, Q. S. (2017). Panduan gerakan literasi nasional [National literacy movement guidelines]. Jakarta: Kementerian Pendidikan dan Kebudayaan Republik Indonesia

Emilia, E. (2012). Pendekatan genre-based dalam pengajaran bahasa Inggris: petunjuk untuk guru [Genre-based approach in English language teaching: instructions for teachers] (2nd ed.). Bandung: Rizqi Press.

Ministry of Education and Culture of the Republic of Indonesia. (2013). Kurikulum Bahasa Inggris untuk SMA/SMK/MA [English language curriculum for SMA/SMK/MA]. Jakarta.

Book Chapter:

Bailey, K. M. (1990). The use of diary studies in teacher education programs. In J. C. Richards & D. Nunan (Eds.), Second language teacher education (pp. 215-226). New York: Cambridge University Press.

Burwitz-Melzer, E. (2001). Teaching intercultural communicative competence through literature. In M. Byram, A. Nicholas, & D. Stevems (Eds.), Developing intercultural competence in practice (pp. 29-43). Clevedon: Multilingual Matters.

Lantolf, J. P. (2011). The sociocultural approach to second language acquisition. In D. Atkinson (Ed.), Alternative Approaches to Second Language Acquisition (pp. 24-47). Abington: Routledge.

Olsen, R. E. W. B., & Kagan, S. (1992). About cooperative learning. In C. Kessler (Ed.), Cooperative language learning: a teacher’s resource book (pp. 1-30). Englewood Cliffs, NJ: Prentice Hall.

Martin, J. R., & Rose, D. (2005). Designing literacy pedagogy: scaffolding democracy in the classroom. In J. Webster, C. Matthiessen, & R. Hasan (Eds.), Continuing discourse on language: a functional perspective Vol. 1 (pp. 251–280). London: Continuum. Retrieved from http://aall.org.au/sites/default/files/DesignLiteracyPedagogy.pdf

Book Reviews

Dent-Read, C., & Zukow-Goldring, P. (2001). Is modeling knowing? [Review of the book models of cognitive development, by K. Richardson]. American Journal of Psychology, 114, 126-133. 


Please kindly email JEFL Editorial Board jefl@iain-palangkaraya.ac.id if any problems.

 

Submission Preparation Checklist

As part of the submission process, authors are required to check off their submission's compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.

  1. The submission is an original work, free from any form of plagiarism (text, data, and figures).
  2. The submission has not been previously published, nor is it under consideration by another journal.
  3. The submission has been approved by all co-authors and relevant authorities (e.g. an institution or sponsor).
  4. The submission file is in Microsoft Word file format.
  5. The text is single-spaced; uses a Palatino Linotype, 12-point font; employs italics, rather than underlining (except with URL addresses); and all illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end.
  6. The text adheres to the stylistic and bibliographic requirements outlined in the Author Guidelines.
  7. Where available, URLs for the references have been provided.
  8. The manuscript has been (to the best of the authors’ abilities) written in good English and is free of grammatical errors. It has been checked with a proofreading tool (e.g. Grammarly) and, if possible, proofed by a language editor.
  9. The authors comply with the ethical standards as outlined in the Publication Ethics and Malpractice Statement.
 

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  • Copyright on articles is retained by the respective author(s), without restrictions. A non-exclusive license is granted to JEFL to publish the article and identify itself as its original publisher, along with the commercial right to include the article in a hardcopy issue for sale to libraries and individuals.
  • Although the conditions of the Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA) license do not apply to authors (as the copyright holder of your article, you have no restrictions on your rights), by submitting to JEFL, authors recognize the rights of readers and must grant any third party the right to use their articles to the extent provided by the license. 

 

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