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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.
  • The submission has not been previously published, nor is it before another journal for consideration (or an explanation has been provided in Comments to the Editor).
  • The submission file is in OpenOffice, Microsoft Word, or RTF document file format.
  • Where available, URLs for the references have been provided.
  • The text is single-spaced; uses a 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.
  • The text adheres to the stylistic and bibliographic requirements outlined in the Author Guidelines.

Author Guidelines

TITLE 

NOT MORE THAN 12 WORDS (16-POINT TIMES NEW ROMAN, BOLD, CENTRED, UPPERCASE, ONE COLUMN FORMAT)

Author’s Name, 12-point Times New Roman, Bold, Centered, Do not use academic titles

Affiliation (11-point Times New Roman, Italics, Centred. Affiliation includes: Name of Department, Faculty, Name of University, Address, Country)

Author(s) email, font size 11, centred, single spacing

 

APA Citation: Baker, R. A. (2018). Article’s title. English Journal: Dialectical Literature and Education Journal, 6(2), 1-10. doi: 10.25134/dlej.v6i2.1238.

 

Abstract: The heading Abstract should be typed in bold. The body of the abstract should be typed in normal 10-point Times New Roman in a single paragraph, immediately following the heading. The text should be set to 1 line spacing. Abstract should stand alone, means that no citation in abstract. Abstract should tell the prospective reader what you did and highlight the key findings. Avoid using technical jargon and uncommon abbreviations. You must be accurate, brief, clear and specific. On the abstract, explicitly write in bold: Introduction, gap in literature or discrepancies between theories and practices, purpose of study, method, main findings, and conclusion. The abstract should be written in 150-225 words.

Keywords: Keyword one; keyword two; keyword three; keyword four; keyword five – Times New Roman, 10, Italic, single spacing. Each word/phrase in keyword should be separated by a semicolon (;), not a comma (,).

INTRODUCTION

The article should be between 10-13 pages (between 5000-6000 words), single-spaced, 12-point Times New Roman. Use no indent for the first paragraphs and do not leave a space between paragraphs.

Use APA Citation 6th edition for in- text citations and the reference list. For in- text citations, use the author’s name and year (Author, 2012), and if there are direct quotes, then provide the page number (Author, 2010, p. 24 or pp. 24-26). If you  are citing more than one reference, put them in alphabetical order (Alpha, 2009; Beta, 2016). For a reference with up to five authors, use all the names in the first instance (Author1, Author2, Author3, Author4, & Author5, 2017), and then use the first author et al. subsequently (Author1 et al., 2017). Do not use footnotes.

In Introduction, Authors should state the objectives of the work at the end of introduction section. Before the objective, Authors should provide an adequate background, and very short literature survey in order to record the existing

solutions/method, to show which is the best of previous researches, to show the main limitation of the previous researches, to show what do you hope to achieve (to solve the limitation), and to show the scientific merit or novelties of the paper. Avoid a detailed literature survey or a summary of the results.

METHOD

Method should make readers be able to reproduce the experiment. Provide sufficient detail to allow the work to be reproduced. Methods already published should be indicated by a reference: only relevant modifications should be described. Do not repeat the details of established methods. The method section covers: Respondents, Instruments, Procedures, and Data analysis.

RESULTS AND DISCUSSION

Results should be clear and concise. The results should summarize (scientific) findings rather than providing data in great detail. Please highlight differences between your results or findings and the previous publications by other researchers.

The discussion should explore the significance of the results of the work, not repeat them. A combined Results and Discussion section is often appropriate. Avoid extensive citations and discussion of published literature. In 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 (not experimental results). The following components should be covered in discussion: How do your results relate to the original question or objectives outlined in the Introduction section (what)?

Do you provide interpretation scientifically for each of your results or findings presented (why)? Are your results consistent with what other investigators have reported (what else)? Or are there any differences?

For Tables and Figures, place titles of Figures after the figures and Tables preceding them using 12-point Times New Roman for the title.

Subheading 1 (research question 1)

Subheading

Subheading 2 (research question 2)

Subheading

Subheading 3 (research question 3)

Subheading

CONCLUSION

Conclusions should answer the objectives of research. Tells how your work advances the field from the present state of knowledge. Without clear Conclusions, 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 should also suggest future experiments and/or point out those that are underway.

ACKNOWLEDGEMENT

Recognize those who helped in the research, especially funding supporter of your research. Include individuals who have assisted you in your study: Advisors, Financial supporters, or may other supporter

i.e. Proofreaders, Typists, and Suppliers who may have given materials.

 

REFERENCES

  • Cite the main scientific publications on which your work is based. Cite only items that you have read. Do not inflate the manuscript with too many references. Avoid excessive self-citations. Avoid excessive citations of publications from the same region. Check each reference against the original source (authors' name,  volume, issue, year, DOI Number).
  • Every source cited in the body of the article should appear in the reference, and all sources appearing in the reference should be cited in the body of the
  • The sources cited should at least 80% come from those published in the last 10 years. The sources cited are primary sources in the forms of journal articles, books, and research reports, including theses and dissertations. Citations from journal should be at least 80% of the total references cited.
  • Quotation and references follows APA style and the latter should be included at the end of the article in the following examples:

 

Deane, P., Odendahl, N., Quinlan. T., Flowles, M., Welsh, C., & Tatum, J. B. (2008). Cognitive Models of Writing: Writing Proficiency as a Complex Integrated Skill. Retrieved February 9, 2014,    from

https://www.ets.org/Media/Research/pdf/RR- 08-55.pdf.

McCutchen, D., Teske, P., & Bankston, C. (2008). Writing and Cognition: Implications of the Cognitive Architecture for Learning to Write and Writing to Learn. In C. Bazerman (Eds.), Handbook of writing research (pp. 451-470). Hillsdale, NJ: Lawrence Erlbaum.

Creswell, J. W. (2012). Educational Research  (4th ed.). Boston, MA: Pearson Education, Inc.

Choo, S. (2004). Investigating Ideology in the Literature Curriculum in Singapore. Unpublished master’s thesis. Department of English Language and Literature: National University of Singapore.

Flower, L., & Hayes, J. R. (2008). A Cognitive Process Theory of Writing. College Composition and Communication, 32(4), 365-387.

Curriculum Planning and Development Division. (2007). Literature in English, Teaching Syllabus. Ministry of Education: Singapore.

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