General Author Guidelines
- The Manuscript should be written in Indonesian or English and has never been published or is not in the process of submission for publication to other media and does not contain elements of plagiarism.
- The Manuscript may take the form of research, case studies, or literary studies.
- Manuscripts are typed in MS Word doc. format; using 12-pt Times New Roman font; left, right, top, and bottom margins are 3 cm; single-spaced on A4-sized paper; length: between 3,000 and 5,000 words (excluding abstract, references, and appendices).
- The author should register as an author. The guides to register and submit the paper is shown at the end of this page.
- The Manuscript will be published in Jurnal As-Salam after being reviewed by peer-reviewers.
- The Manuscript should be prepared according to the following author guidelines and Template. The manuscript template can be downloaded here.
Manuscript Preparation Guidelines
Structure of the manuscripts:
- TITLE. The title should be short, clear, and informative, but does not exceed 20 words. It has to be pinpointed with the issues discussed. The article title does not contain any uncommon abbreviations. The main ideas should be written first and followed by their explanations.
- AUTHOR’S NAMES AND INSTITUTIONS. The author's names should be accompanied by the author's institutions, institutions address, and email addresses, without any academic titles and job titles.
- ABSTRACT. Abstracts is written in a single paragraph of about 250 words maximum. For research articles, abstracts should give a pertinent overview of the work. We strongly encourage authors to use the following style of structured abstracts, but without headings: (1) Background: Place the question addressed in a broad context and highlight the purpose of the study; (2) Purpose of the Study: Identify the purpose and objective of the study; (3) Methods: Describe briefly the main methods or theoretical framework applied; (4) Results: Summarise the article's main findings, and (5) Conclusions: Indicate the main conclusions or interpretations.
- KEYWORDS. List three to five pertinent keywords specific to the article; yet reasonably common within the subject discipline; use lower case except for names.
- 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.
- LITERATURE REVIEW. Literature Review (with a proportion of 15-20% of the whole article length). Review the key concept you use in the research and provide previous relevant studies/investigations that are relevant to your paper.
- RESEARCH METHODOLOGY. 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).
- FINDINGS AND DISCUSSION. 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 provide 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. 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 correspond 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 to 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 an 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).
- CONCLUSIONS. The conclusion section (only one paragraph) consists of the summary, and 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.
- Acknowledgments. In this section, you can acknowledge any support given, which is not covered by the author's contribution or funding sections. This may include administrative and technical support, or donations in kind (e.g., materials used for experiments).
- Conflicts of Interest. Declare conflicts of interest or state “The authors declare no conflict of interest.” Authors must identify and declare any personal circumstances or interests that may be perceived as inappropriately influencing the representation or interpretation of reported research results.
- Funding. Recognize the funding supporters of your research.
- References. The literature listed in the References contains only the sources referenced or included in the article. We recommend preparing the references with a bibliography software package, such as Mendeley, EndNote, Reference Manager, or Zotero to avoid typing mistakes and duplicated references. Referral sources should provide 80% of journal articles, proceedings, or research results from the last five years. Writing techniques bibliography, using the system cites APA (American Psychological Association) Style and the 7th edition.
- Figure. The placement of the picture is in the align-left with the caption below is written in 11-pt Times New Roman. The caption has to mention the title and the source of the picture.
- Table. Each table must be typed, and consecutively numbered. The title is written in the align-left above the table and in 11-pt Times New Roman, while the source is placed below the table in the same font.
Author: 1 person
Richards (2001) states ……
The curriculum in language teaching should …. (Richards, 2001).
Authors: 2 people
Taylor and Bogdan (1984) suggest …..
Qualitative research methods should…... (Taylor & Bogdan, 1984).
Authors: 3 people more
Davies et al. (2011) state …..
A needs analysis from ........ (Davies et al., 2011).
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 Science, 70, 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 Linguistics, 7(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 Practice, 11, 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 Education, 36(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 Report, 20(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 Linguistics, 5(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 Association. 100(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.
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
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: Kementerian Pendidikan dan Kebudayaan Republik Indonesia.
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
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.