Manuscript Title, Times New Roman 16, Bold Maximum 12 Words

International Journal of Language Pedagogy
Vol. 00, No. 00, pp XX-XX, Month YYYY

ISSN: XXXX-XXXX
DOI: https://doi.org/10.24036//ijolp-XX-0000-00
Manuscript Title, Times New Roman 16, Bold

Maximum 12 Words
Author Name 11), Author Name 22), etc. [Times New Roman 12, Bold]
1)
Affiliation 1, 2)Affiliation 2,
Address
*Corresponding Author, email: [email protected]
Received: Month, DD, 20YY Revised: Month, DD, 20YY Accepted: Month, DD, 20YY
Abstract [Times New Roman 11, Bold]

The abstract contains the problems, objectives, methods, findings, and conclusion. The abstract is
written in one paragraph, no more than 200 words. The manuscript should range between 4.000 to
5.000 words. (Times New Roman 11, single space).
Keywords: Maximum of 5 keywords separated by commas [Font Times New Roman 11 single-space]
Introduction (Times New Roman 12, Bold)

An Introduction must inform the reader of all information needed to understand the author's paper
comprehensively. It contains backgrounds of the problem, depicting and further scrutinizing the
problem or the gap between what is idealized and the reality, supported by relevant theories and recent
research, and the objective of the study. The problem should offer a new research value or benefit as
an innovative endeavor [Times New Roman 11, single space].
Methods (Times New Roman 12, Bold)

The research method explains clearly how the research was conducted to enable readers to
evaluate the work performed. State the research design used in the study. Describe precisely what you
did, what and how experiments were run, what, how much, how often, where, when, and why
equipment and materials were used. Define the population and the methods of sampling or participants
were used in the study. Describe what, how and to whom the instruments were used in the study.
Describe any approaches to ensure validity and reliability. Describe how the data were collected and
analyzed. Describe statistical tests and the comparisons made [Times New Roman 11, single space].
Result and Discussion (Times New Roman 12, Bold)

Research results should summarize findings rather than merely presenting detailed research data.
Do not describe the numbers (tables/graphs) in detail but rather present the findings or trends. Write
down the data that has been processed only in the article (in the form of tables or graphs/images but
may not be both for the same data). Statistical data and differences can be presented. It should be
written objectively and factually and without expressing personal opinion. Do not discuss it first in the
RESULTS section. Only present data that supports discussion only. Do not hide data; it could be that
novelty comes from data that is omitted. Do not use the location when referring to pictures or tables,
for example: "... presented in Figure 1 below," but "... is presented in Figure 1," or "... (Figure 1)."
Consistency: All images/tables presented must be referenced in the body of the text, or vice versa
referenced in the body of the text must have images/tables. The table caption is above the table.
Figure caption is below the image.
1
IJoLP ISSN: XXXX-XXXX 2
__________________________________________________________________________________
Example of Table:
Table 1. Sample Sample
No. Year Data Data
1 2007 0000 0000
2 2008 0000 0000
3 2009 0000 0000
4 2010 0000 0003
5 2017 0000 0000
Example of Figure:
Figure 1. Sample Sample
The discussion usually begins with statements of findings (do not be repeated if combined results
and discussion). The discussion gives interpretation and meaning to the study results in accordance
with the theories and references used. Interpretation should be enriched with referencing, comparing,
or contrasting with findings of the previous research. There are a link between the results obtained and
the basic concepts and/or hypotheses. There should be a match or conflict with the results of other
people's research. It is also suggested to write the implications of both theoretically and practically
[Times New Roman 11, single space].
Conclusion (Times New Roman 12, Bold)

The conclusion must answer the research objectives or hypotheses. It must describe the
innovation or improvement of existing knowledge. Conclusions are written briefly and clearly. The
conclusion usually contains a one-paragraph conclusion and one paragraph implication or practical
application (if any). Do not repeat the abstract, or do not just register the experimental results. Do not
use bullet/numbering if forced to be in paragraph form [Times New Roman 11, single space].
Acknowledgments (Times New Roman 12, Bold)

It contains thanks to funding agencies/sponsors, individuals, and those who have assisted in
carrying out research and writing manuscripts and author affiliations [Times New Roman 11, single
space].
References (Times New Roman 12, Bold)

References are listed in alphabetical order by the first author's last name. Only references cited
within the text should be included. Ensure that in-text citation and references are used in the APA
citation and reference style. References must refer to the main libraries that are read. Comparing the
number of primary reference sources and the number of secondary reference sources MUST be more
than 80%. This includes primary reference sources, including articles in scientific journals, articles in
books from research results, historical sites, artifacts, etc., which is the original work. References
(Title)
3 Author name 1, Author name 2
should be a scientific publication of the last ten years (unless it cannot be avoided in certain fields of
science). Writing scripts and citations referred to in this script are recommended using reference
managers such as Mendeley, Zotero, RefWorks, Endnotes, and others. It is highly recommended to
use "Mendeley" [Times New Roman 11, single space].
Examples of reference entries:
(Book, author = publisher)

American Psychological Association. (2019). Publication manual of the American Psychological
Association (7th Ed.). Washington, DC: Author.
(E-book)
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2005). How people learn: Brain, mind, experience,
and school. https://www.nap.edu/catalog/9853/how-people-learn-brain-mind-experience-and-
school-expanded-edition.
(Edited book, two editors or more)

Tobias, S., & Duffy, T. M. (Eds.). (2009). Constructivist instruction: Success or failure? New York,
NY: Routledge.
(Book section)
Sahlberg, P. (2012). The most wanted: Teachers and teacher education in Finland. In L.Darling-
Hammond & A. Lieberman (Eds.). Teacher education around the world: changing policies
and practices. London: Routledge, pp. 22-44.
(Book, one author)

Schunk, D. H. (2012a). Learning theories an educational perspective. Boston, MA: Pearson
Education.
(Book, in English, translated into Indonesian, original title intact)

Schunk, D. H. (2012b). Learning theories: An educational perspective (E. Hamdiah & R. Fajar,
Trans.). Yogyakarta: Pustaka Pelajar. (Original work published 2012).
(Book, Indonesian, not translation, an original title retained, followed by translation)

Nurgiyantoro, B., Gunawan, G., & Marzuki, M. (2017). Statistik terapan untuk penelitian ilmu sosial.
[Applied statistics for social science research]. Yogyakarta: Gadjah Mada University Press.
(Book, two authors)

Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (Fifth ed.). Needham Heights,
MA: Allyn & Bacon.
(Journal article, online)

Nurgiyantoro, B. & Efendi, A. (2017). Re-Actualization of puppet characters in modern Indonesian
fictions of the 21st century. 3L: The Southeast Asian Journal of English Language Studies,
23(2), 141-153. DOI: 10.17576/3L-2017-2302-11.
(Journal article, three authors)

Retnowati, E., Fathoni, Y., & Chen, O. (2018). Mathematics problem-solving skill acquisition:
learning by problem posing or by problem-solving? Cakrawala Pendidikan, 37(1), 1-10. DOI:
10.21831/cp.v37i1.18787.
(Journal article, 3-7 authors, all full names written)

Booth, J. L., McGinn, K. M., Young, L. K., & Barbieri, C. (2015). Simple practice does not always
make perfect: Evidence from the worked example effect. Policy Insights from the Behavioral
and Brain Sciences, 2(1), 24–32. DOI: 10.1177/2372732215601691.
IJoLP Open Access Journal: http://ijolp.ppj.unp.ac.id/index.php/ijolp

IJoLP ISSN: XXXX-XXXX 4
__________________________________________________________________________________
(Proceeding)
Retnowati, E. (2012, 24-27 November). Learning mathematics collaboratively or individually. Paper
presented at The 2nd International Conference of STEM in Education, Beijing Normal
University, China. http://stem2012.bnu.edu.cn/data/short%20paper/stem2012_88.pdf.
(Title)

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International Journal of Language Pedagogy

Vol. 00, No. 00, pp XX-XX, Month YYYY

Manuscript Title, Times New Roman 16, Bold

Abstract [Times New Roman 11, Bold]

Introduction (Times New Roman 12, Bold)

Methods (Times New Roman 12, Bold)

Result and Discussion (Times New Roman 12, Bold)

Figure 1. Sample Sample

Conclusion (Times New Roman 12, Bold)

Acknowledgments (Times New Roman 12, Bold)

References (Times New Roman 12, Bold)

Examples of reference entries:

(Book, author = publisher)

(Edited book, two editors or more)

(Book, one author)

(Book, in English, translated into Indonesian, original title intact)

(Book, Indonesian, not translation, an original title retained, followed by translation)

(Book, two authors)

(Journal article, online)

(Journal article, three authors)

(Journal article, 3-7 authors, all full names written)

IJoLP Open Access Journal: http://ijolp.ppj.unp.ac.id/index.php/ijolp

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